Great teaching is an art. It relies on the mastery and application of a range of tools and approaches. One such approach, recommended in the EEF’s Metacognition and Self-Regulated Learning guidance report, is the seven-step model. This framework aims to support teachers to develop pupils’ metacognitive skills, helping them to build independence.
What does the evidence say?
self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances.”>Integrating metacognition in the classroom is a well-evidenced, low-cost approach to improving teaching and learning.
International research suggests that this approach can be particularly impactful for learners from socio-economically disadvantaged backgrounds.
Developing teaching techniques
This year, as a trust of schools we have focussed on implementation of the seven-step model, specifically to support pupil independence when introducing learners to a new concept or strategy.
A key focus for us was developing particular teaching techniques that would support each stage of the seven-step model.
At the start of the year, we used the planning worksheet tool to gain feedback from staff on strengths within their practice, as well as areas they wished develop. Feedback gained from both teachers and teaching assistants informed our annual professional development plan.
In one school, this process identified a clear priority around the use of structured reflection. In another, feedback from teaching assistants informed a sequence of professional development sessions on how to use questions to activate prior knowledge at the start of an independent activity.
More recently as part of a whole staff meeting, we took the time to pause and reflect on the impact of our chosen priorities on our practice and pupils’ learning.
Shrinking the focus
Developing pupils’ independent learning behaviours is a process. It is important for schools to identify key metacognitive strategies to focus on and develop these deliberately over time.
In the case above, school leaders combined their professional understanding of the metacognitive process and feedback gained from staff to identify a focus for developing teaching.
Once key priorities had been identified through reflection our teacher habits tool could support schools to identify and develop the key teaching techniques that would support teachers to gradually reduce responsibility from teacher to pupil, fostering independent learning habits.