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Initial Project Summary
This project created and evaluated practical teaching strategies
to improve classroom learning in primary schools, enhancing pupils’
thinking skills across the curriculum.
The research examined the role of metacognition in teaching thinking
skills at Key Stage 2. "Metacognition" refers to people's
knowledge about thinking which helps them to manage effectively
their thought processes in learning and problem solving. Classroom
dialogue is thought to play a key role teaching this form of intellectual
management. This project focussed on assessing and promoting appropriate
dialogue, analysing the critical features of this approach in terms
of improving learning outcomes for both pupils and teachers, and
models of teacher support which can sustain innovation in this regard.
Three interrelated studies were conducted. The first developed
and evaluated a framework for analysing metacognitive features of
teachers’ and pupils’ classroom dialogue. The second
evaluated an intervention process involving the promotion of appropriate
teaching; the effects on both teachers' and pupils' learning will
be appraised. The third study developed long term strategies
for sustaining thinking classrooms with a focus on metacognitive
activity.
The research builds on the achievements of the ACTS (Activating
Children’s Thinking Skills) project in Northern Ireland. The
project involved a wide range of collaborations, working with teachers,
curriculum advisers and officers from the Council for Curriculum,
Examinations and Assessment (CCEA) in Northern Ireland to develop
evidence-based teaching strategies.
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