Best Practice

Metacognition: Challenge, in-class assessment and feedback

Outdoor learning CPD Pedagogy Lesson planning Retrieval practice & metacognition
How do we get the level of challenge right in our classrooms? In this five-article series, Helen Webb explains the metacognition-inspired teaching and learning model at Orchard Mead Academy and how it translates to classroom practice. In part five, she considers challenge, prior learning, assessment, and feedback


Metacognition and self-regulation are rated by the Education Endowment Foundation’s Teaching and Learning Toolkit as “high impact for very low cost, based on extensive evidence” (EEF, 2021).

It is a golden thread that can be weaved into all aspects of our classroom practice. In this series of articles, I describe the rationale behind our whole-school teaching and learning model at Orchard Mead Academy, our behaviour for learning model, our recent professional learning, and how this offers an integrated metacognitive approach in the classroom.

Learning at Orchard Mead is underpinned by the philosophy that teachers and students should know explicitly “why” they are doing “what” they are doing and “how” they can do it more effectively.

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