Originally written for Tales From The Reach on 03.09.2023.

As discussed in previous INSETs, metacognitive regulation is often described as a cyclical process of planning, monitoring and evaluating (Quigley et al., 2018). This is, of course, key to developing pupils’ own independent study skills and resilience as they become aware, or rather “self-aware”, of the processes needed to recall relevant information, solve difficult problems or complete complicated tasks.  

As pointed out by Mountstevens (n.d.), the metacognitive process described above is similar to the mathematical approach to problem-solving described by Polya (1957), which involves 5 straight-forward stages:

1. Getting acquainted: Familiarising yourself with the problem.
2. Working for a better understanding: Thinking about the problem and trying to understand what it is asking.
3. Hunting for the helpful idea: Trying to come up with a strategy for solving the problem.
4. Carrying out the plan: Putting your strategy into action.
5. Looking back: Reflecting on the success of your strategy and what you could do differently next time.

Similarly, this maths centred problem-solving process has been adapted into a more easily remembered strategy called the “5Ps of Problem Solving” (Peters & Kitsantis 2010), which includes:

1. Problem: Familiarising yourself with the problem.
2. Parts: Breaking the problem into its constituent parts.
3. Prior Knowledge: Activating the prior knowledge that is related to the problem.
4. Proceed: Monitoring the plan as it is carried out.
5. Post-mortem: Reflecting on the success of the strategy.

Moreover, Peters and Kitsantis (2010) go on to describe four levels of scaffolding that can support the teaching of the above:

1. Modelling the process: We demonstrate the problem-solving process for the pupils.
2. Providing a checklist for a specific task: We provide a checklist of steps that pupils can follow to solve a specific type of problem.
3. Metacognitive prompts: We ask pupils questions to help them think about their own problem-solving process.
4. Linking to scientific thinking: We help pupils to see how the problem-solving process is similar to the scientific method.

By using this metacognitive approach to problem solving, pupils can learn to become more self-aware and effective problem-solvers. They can also learn to plan their approach to problems, monitor their progress, and evaluate their solutions as per the Education Endowment Foundation’s research guidance on metacognition (Quigley et al., 2018). The evidence suggests this can help them to succeed in school and in life.

Effective modelling to support pupils’ self-awareness 

As suggested above, effective modelling is a crucial strategy for developing pupils’ self-awareness, especially in the context of The Reach Free School’s School Development Plan for this year. 

When we can’t intervene with every single pupil in real time, modelling can help to clarify expectations and provide a clear example of how to complete a task. There are many different ways to model (see here, for example), and the best approach will vary depending on the task and the pupils.

According to Witt and Soet (2020), some effective modelling strategies include:

• Completing the first one in a set as an example. This is a simple but effective way to show pupils what is expected of them. For example, if pupils are working on a maths problem, the teacher could complete the first problem as an example.
• Providing explicit guidance through visual models. This can be helpful for tasks that are more complex or abstract. For example, we could create a diagram or flowchart to illustrate the steps involved in solving a problem. This was demonstrated, via evaluative Venn diagrams, in our recent Reach Teach Toolkit session.
• Using language frames as models for conversational moves. This can help pupils to participate in conversations more fluidly. For example, we could provide a list of sentence starters that pupils can use to introduce their ideas, ask questions or express their opinions. This links to the work the Oracy Working Group has been doing. 
• Chunking the steps of a complex process and providing a corresponding template for pupils to complete. This can help pupils to break down a complex task into smaller, more manageable steps. Over the last few years, we have often referenced the work of Barak Rosenshine (2011), who highlights chunking as a key strategy in building pupils’ capacity to learn.
• Demonstrating how to complete the steps of a task through visualisers or even videos. The former can be a helpful way for pupils to see the steps of a task in action. The latter, on the other hand, can help pupils recap with expert guidance. For instance, you could create a video of themselves solving a maths problem or writing an essay.

When used effectively, modelling can be a powerful tool for supporting learners. It can help them to understand expectations, develop their language skills and complete challenging or extended tasks successfully.

Lastly, here are some additional tips for using modelling effectively:

• Make sure that the model is clear and concise.
• Use language that is appropriate for the pupils’ level of proficiency.
• Provide opportunities for pupils to practise what they have learned.
• Provide feedback on pupils’ work.

It is important that we regularly use these strategies, if contextually relevant, in order to build our pupils’ self-awareness and metacognitive skills. 

References

• Kistner, S. et al. (2010). Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance. Metacognition Learning, 5(2):157-171: https://shorturl.at/dE568  
• Peters, E. & Kitsantas, A. (2010). The Effect of Nature of Science Metacognitive Prompts on Science Students’ Content and Nature of Science Knowledge. Metacognition and Self-Regulatory Efficacy. School Science and Mathematics, 110(8), 382-397: https://shorturl.at/fknOZ 
• Mountstevens, E. (n.d.). Modelling and metacognition in a secondary classroom. Chartered College of Teaching: https://shorturl.at/dkvNV 
• Polya, G. (1957). How to solve it. Princeton: Anchor Books.
• Quigley et al. (2018). Metacognition and self-regulated learning: Guidance report. EEF: https://shorturl.at/invE2 
• Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–39: https://shorturl.at/depFK 
• Witt & Soet (2020, 13 July). 5 effective modeling strategies for english learners. Edutopia: https://shorturl.at/mosCW

Picture credit: Free SVG (used under a Creative Commons licence)