Thinking Moves A-Z: Metacognition Made Simple

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The main framework is PHILOSOPHICAL TEACHING-AND-LEARNING (PTL). Its six interwoven strands derive from the traditions of philosophy and P4C, but draw new power from six other pedagogical approaches developed in the last half-century. I use Thinking Moves to organise my notes. For example, I used GROUP and HEADLINE to create notes on certain sub-topics in the water cycle such as the cycle, impacts and case studies. We have always been a leading provider of training in Philosophy for Children (P4C) in the UK, but we are now partnering organisations in four continents to promote our unique approach to teaching and learning: ‘ P4C Plus’.

When looking at the curriculum and skill progression across the school, it has been helpful to consider which Thinking Moves explicitly support advancement. For children to progress in their acquisition of new concepts, they need to know clearly how to access their learning. Within our planning and assessment systems, areas of metacognitive focus have been identified. Through immersing children in the visual world of metacognition, all children – regardless of age and stage of development – are supported in their learning. 3. Break it down into manageable chunks Year 3 students at Bunscoill Rhumsaa in the Isle of Man used Thinking Moves to plan speeches about their favourite predator. Take getting dressed this morning, for example. How did you decide what to wear today? You probably looked at the weather, decided how comfortable or formal you wanted to be, thought about the task and plans the day ahead held for you, evaluated what was in the wardrobe and what was in the wash, possibly made decisions based on the impression or aesthetic you wanted to project. In this one simple task, you used a range of metacognition skills. In thinking now about what your thought process was you have just done a good piece of metacognition analysis and self-reflection.If we can put names to the cognitive moves we make – if we can recognise and become aware of them in ourselves and others – then we can reflect on their purpose and value. If we can do that, we can begin to make conscious decisions to apply them – to take control of our own thought processes. That might lead to better thinking, better learning and wiser decisions – a better way of being! They provide a way for me to dive deeper into a topic with the knowledge I already have and find new links I may not have found otherwise.

This greater awareness of one’s own thought processes and the ability to manage them better is known as metacognition. Approaches that develop metacognition in schools are recognised to have a high impact on learning. According to the Education Endowment Foundation (EEF): Our strategies and techniques support the development of more reflective and skilful teachers and learners, who listen carefully and critically to each other, and form better judgments, both in and out of the classroom. Research by the Education Endowment Foundation (EEF) has shown that effective strategies for metacognition and self-regulation: The language of Thinking Moves has become part of discourse in school. The subtle interplay between cognition and emotion has enabled staff to seamlessly manipulate metacognition into a tool to support emotional regulation and prosocial behaviour. This means that metacognition is not seen simply as twenty-six petals to sprinkle throughout a lesson, but instead metacognition is seen as the roots that anchor all interactions. The way we think, speak to each other, behave with each other, use materials, interact with the world . . . is rooted in metacognition.

Thinking Moves A – Z supports every step of the EEF’s recommended framework for metacognition and self-regulated learning. Stephen Walshe is the Co-Principal of the Fortune Kindergarten in Shanghai, and an accredited Thinking Moves trainer. NACE Associate Amanda Hubball, Deputy Head and More Able Lead at Challenge Award-accredited Alfreton Nursery School, shares five key approaches to embed metacognition in the early years.