Metacognitive talk in a primary classroom involves pupils verbalising their thought processes while learning, helping them become more aware of and take control of their learning. This can be achieved through various strategies, including teachers modelling metacognitive thinking aloud, using prompts and questions that encourage reflection, and facilitating discussions where pupils share their approaches and strategies.
By building these approaches into everyday teaching, staff can support pupils’ self-regulation, deepen their metacognitive awareness, and ultimately improve learning outcomes.
This staff meeting starter encourages staff to consider their use of metacognitive talk and strategies in the classroom to improve self-regulation, metacognition and cognition.
Linked resources
Premium subscribers can access two training module about metacognition. In ‘Why metacognition matters’ we explore our own metacognitive skills and then apply this knowledge in the context of primary school pupils. In the training module ‘Using metacognition in the classroom’ we explain how metacognitive strategies can be embedded into your classroom practice, sharing examples for reading, writing, maths, and science as well as strategies you can use in any curriculum subject. Visit the training module page and type metacognition in the search bar.
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