How can the further education sector take an evidence-informed approach to metacognition? That was the question that we explored at the recent EEF-Gatsby conference.
More than 100 College leaders, teachers and colleagues joined us from across the country to hear about the importance of adopting metacognitive approaches – and to create a community of practice among dedicated professionals.
Why metacognition? Why now?
After an inspiring welcome from Professor Becky Francis CBE, Chief Executive of the EEF, the EEF’s Alex Quigley offered an in-depth exploration of metacognition.
Metacognition is about planning, monitoring and evaluating your own thinking and decisions.
In learning, we can see planning monitoring and evaluating through how a student approaches the problem, how they respond to initial results, and how they might reflect on their strategy.
EEF evidence shows that it is hugely effective. But why was it the focus of this conference?
Alex explained that the evidence shows substantial impacts across younger age groups as well as emerging evidence that it is an impactful strategy for 16 – 19 learners.
But we also know that metacognition is closely linked to self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances., including motivation to learn. This is important for 16 – 19 learners, where self-image and self-perception about their ability can be important challenges to overcome.
“Bridging the gap”
We built on that in the next presentation. Summarising a practice review of metacognition in further education settings, Dr Anushay Mazhar and Dr Jonah Bury of Oxford MeasureEd included this quote from an educator:
- Survey respondent
This educator’s experience underlines the importance of the issue.
The survey was one part of Oxford MeasureEd’s work to investigate metacognition in 16 – 19 settings. While evidence for schools is clear, it’s often difficult to translate to further education, where a fragmented sector with multiple pathways can make it harder to directly apply relevant evidence.
Anushay and Jonah explained that alongside the survey, their work set out case studies of what metacognition in further education looks like in practice.
One example was for an exercise on quality control in a T Level lesson on mechanical engineering:
- Before the learners start the task, the teacher asks, “How do you plan to go about this? Is there a strategy that worked well for you before?”
- While learners teach their concept to the class, the teacher asks questions like, “How did you decide to structure that explanation?”.
- They also encourage learners to compare their approaches, “Did someone use a different approach? Why?”
The Oxford MeasureEd practice review will inform EEF guidance on metacognition for 16 – 19 students, and is due to be published in early 2027.
Deep dives and community
A huge range of breakout sessions looked at specific implementation of these ideas.
For example:
- how they’d apply to T level courses or to GCSE English resits
- how ‘think alouds’ could be used
- ways to use metacognition in exam prep by de-constructing questions
- using metacognition for specific subjects and skills, like writing and construction
The deep-dive into these applications of metacognition were vital in developing practical take-aways for attendees.
But equally important was helping to create a sense of community. As with last year’s conference, coming together helped everyone connect with a wider group of people who care about these important issues.
Don’t take our word for it. Attendees took to social media to celebrate being part of the movement:
- “This conference always has a unique feel of being more than just attending, you are a part of something much wider.” – LinkedIn
- “It was an inspirational experience and great to listen to so many world class speakers.” – LinkedIn
- “An inspiring day with brilliant colleagues collaborating.” – LinkedIn
Be part of it
If you’d like to be part of it, we hope you can join us in 2027.
But before then, you can learn more about Gatsby and the EEF’s work in 16 – 19 education, including future events and updates, by signing up to the Gatsby Education and EEF Evidence in Focus newsletters.
And you can find about more about joining the EEF Exchange. This is a community of FE educators, sharing their experiences to shape the EEF’s work in the sector.