This is the fourth one-pager in the bitesize series. This one-pager highlights ten benefits of teaching metacognition explicitly for teachers, including the benefits on personal and professional development. This resource can be printed off and used as a poster for staffroom display.

This one-pager is the third one in the bitesize series. It lists some of the key benefits of teaching metacognition explicitly for pupils. One of the main benefits is that it may make up for cognitive limitations, which in itself is highly significant. This resource can be printed off and used as a poster for staffroom display.

Metacognition and self regulated learning are crucial to learning and raise progress and attainment. This second one-pager in the bitesize series is on metacognition and self-regulated leaning. This one-pager shows the elements which make up self-regulated learning and shows the links between self-regulated learning and the thinking framework.

Metacognition is often described as being ‘thinking about thinking,’ however, it is much more than that. There is no agreed definition of metacognition but this handy on-pager describes the different ways that metacognition can be described and highlights some of the underlying principles of metacognition. This gives a better understanding of what metacognition is and the elements which constitute towards metacognitive development. It can be printed off and used as a poster for staffroom display.

Metacognition is being aware of our thought processes through the framework of planning, monitoring and evaluating. The EEF’s Guidance on Metacognition and Self-regulation 2018 highlights the importance of teaching metacognition. Pupils can make an additional seven months progress, when metacognitive strategies are taught explicitly. Teachers utilise metacognitive strategies to varying degrees but they are not always as explicit as they could be. In the aftermath of the global pandemic, it has become even more important to focus on the pedagogy of metacognition, to help pupils who have fallen behind. Metacognitive thinking, for maths problem-solving, has been broken down into seven steps and has been designed to help develop metacognitive thinking explicitly, during the problem-solving process. It highlights what pupils should be thinking about when problem-solving. Pupils should follow the first three steps in order and after that it is not necessary to follow the steps in any order; they can go back and forth. The information on this innovative metacognitive poster is research-based and evidence-informed. It forms part of a series of posters. It can be displayed, in the classroom, as a prompt for developing metacognitive thinking.

Metacognition is being aware of our thought processes through the framework of planning, monitoring and evaluating. The EEF’s Guidance on Metacognition and Self-regulation 2018 highlights the importance of teaching metacognition. Pupils can make an additional seven months progress, when metacognitive strategies are taught explicitly. Teachers utilise metacognitive strategies to varying degrees but they are not always as explicit as they could be. In the aftermath of the global pandemic, it has become even more important to focus on the pedagogy of metacognition, to help pupils who have fallen behind. Metacognitive thinking, for active reading, has been broken down into eight steps and has been designed to help develop metacognitive thinking explicitly, during the reading process. It highlights what pupils should be thinking about when reading. Pupils should follow the first three steps in order and after that it is not necessary for pupils to follow the steps in order; they can go back and forth. The information on this innovative metacognitive poster is research-based and evidence-informed. It forms part of a series of posters. It can be displayed, in the classroom, as a prompt for developing metacognitive thinking.

Metacognition is being aware of our thought processes through the framework of planning, monitoring and evaluating. The EEF’s Guidance on Metacognition and Self-regulation 2018 highlights the importance of teaching metacognition. Pupils can make an additional seven months progress, when metacognitive strategies are taught explicitly. Teachers utilise metacognitive strategies to varying degrees but they are not always as explicit as they could be. In the aftermath of the global pandemic, it has become even more important to focus on the pedagogy of metacognition, to help pupils who have fallen behind. Metacognitive thinking, for reflective writing, has been broken down into eight steps and has been designed to help develop metacognitive thinking explicitly, during the reflective writing process. It highlights what pupils should be thinking about when writing. Pupils should follow the first three steps in order and after that it is not necessary for pupils to follow the steps in order; they can go back and forth. The information on this innovative metacognitive poster is research-based and evidence-informed. It forms part of a series of posters. It can be displayed, in the classroom, as a prompt for developing metacognitive thinking.

Getting pupils involved in their own assessment is a fantastic way of giving them some autonomy over their learning. This bright superhero resource helps pupils determine whether a task was challenging enough for them. Pupils tick whether the challenge was just right, too easy or too hard at the end of the lesson.