New guidance report published: how to develop pupils’ metacognitive skills

The EEF has published its latest guidance report, designed to support teachers in changing their classroom practice to improve their pupils’ metacognitive skills – in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying.

Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. However, while the potential impact of these approaches is very high, particularly for disadvantaged pupils, less is known about how to apply them effectively in the classroom.

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EEF Blog: Implementing cognitive science strategies in the classroom

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EEF blog: Accelerated reader – what does the research tell us?

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EEF publishes two new evaluation reports

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EEF Blog: New case studies - Making effective use of diagnostic assessment

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EEF Blog: ECF– Exploring the Evidence: Prior knowledge and Pupil Misconceptions

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EEF Blog: Integrating evidence into mathematics teaching – Guiding problem solving

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EEF Blog: Phonics - mastering the basics of reading

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EEF Blog: Assess, adjust, adapt – what does adaptive teaching mean to you?

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EEF Blog: New ‘Voices from the classroom’ - Delivering feedback after exam practice

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EEF Blog: Teaching reading - Embedding comprehension strategies

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EEF publishes findings from systematic review of attainment measures

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EEF Blog: Integrating evidence into mathematics teaching – Making use of manipulatives

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Young Children’s Achievement Test – Second Edition

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York Assessment of Reading for Comprehension – Secondary Set

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York Assessment of Reading for Comprehension – Early Years Set

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York Assessment of Reading for Comprehenion: Primary

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Woodcock Reading Mastery Tests – Third Edition

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Wide Range Achievement Test – Fourth Edition

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Wechsler Intelligence Scale for Children – Fourth UK Edition

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Wechsler Individual Achievement Test – Third Edition

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Wechsler Individual Achievement Test – Second UK Edition for Teachers

Wechsler Individual Achievement Test – Second UK Edition for Teachers

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Test of Written Spelling – Fifth Edition

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Test of Silent Contextual Reading Fluency – Second Edition

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Test of Reading Comprehension – Fourth Edition

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Test of Mathematical Abilities – Third Edition

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Test of Early Written Language – Third Edition

Test of Early Reading Ability – Fourth Edition

Test of Early Reading Ability – Fourth Edition

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Stanford-Binet Intelligence Scales – Fifth Edition

Stanford-Binet Intelligence Scales – Fifth Edition

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Social Skills Improvement System Performance Screening Guide

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Symbol Digit Modalities Test

Scottish Heinemann Maths

Scottish Heinemann Maths

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Science Knowledge Questionnaire Year 4 (Pre-test) and Year 5 (Post-test)

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Science Assessment Series 1 and 2 – Tailored Extracts

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REVISE AQA AS/A Level Biology, Chemistry and Physics Exam Skills Builder with ActiveBook

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Pictorial Test of Intelligence – Second Edition

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Test of Word Reading Efficiency – Second Edition

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Rising Stars Progress Tests Mathematics – Second Edition

Metacognition and self-regulated learning reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. The report has recommendations in seven areas and ‘myth busts’ common misconceptions teachers have about metacognition.

For example, some teachers think they need to teach metacognitive approaches in ‘learning to learn’ or ‘thinking skills’ sessions. But the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

This guidance report sits alongside the EEF’s other guidance reports – focused on literacy, maths, effective implementation and making best use of teaching assistants – providing the basis for an overall advance towards evidence-informed school improvement.