How can metacognitive strategies be incorporated into science teaching to create an ambitious and inclusive curriculum that boosts learning for all students? Anna Mapley advises
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Metacognition teaching strategies are rated by the Education Endowment Foundation’s Teaching and Learning Toolkit as “high impact for low cost” and it is suggested that students could make more than seven months of additional progress across any given year when these strategies are used (EEF, 2021).

But as the EEF research review recognises, while a simple definition of “thinking about thinking” or “learning to learn” can be easily quoted, it can be hard to describe what this looks like in the classroom.

Here we are going to model the use of metacognition strategies (along with scaffolding and explicit instruction) and apply it to a practical key stage 3 science lesson – the onion cell slide experiment.

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