Metacognition – growing stronger relationships to learning

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. This session will outline and share a number of practical approaches teaching assistants can use in their work with pupils which translate key principles in to practice and develop their pupils’ metacognitive skills and knowledge.

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