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.
At Alfreton Nursery School metacognition has been systematically embedded across the whole curriculum for the last three years. Through the use of an approach constructed by Roger Sutcliffe (DialogueWorks) called Thinking Moves, we’ve successfully implemented an innovative approach to learning.
When we talk about the progression of mathematical understanding we have a shared language. We all understand what it means to engage in addition and subtraction. Phonics, science . . . all areas of learning have a common linguistic foundation.
However, when it comes to the skills of thinking and learning, there is no common language and the concepts are shrouded in misconception. Do children learn visually, kinaesthetically . . . ? Are there different levels to learning? Based on the belief that we are all thinking and learning all of the time, Thinking Moves has been implemented at Alfreton Nursery School. Thinking Moves provides the language to explain the process of thinking and has thus provided a common framework on which to master learning.
1. Develop and model a shared vocabulary
A shared vocabulary, used by all staff and children, has provided the adults with a tool to explain teaching, and the children with a tool to aid learning. Crucially, the commonality in language means that learning is transparent. For example, when children explain what comes next in a story, they are using the A in the A-Z: thinking Ahead. During the story recall children are using B: thinking Back. The A-Z of Thinking Moves supports children to consciously choose and communicate the thinking strategies they intend to use, are using, or have used to achieve success.
Teaching staff build on the more commonly used Thinking Moves words, whilst subtly introducing less familiar terms. The use of synonyms within conversation, to accompany the language of Thinking Moves, supports both adults and children to use the words in context.
“I’m going to think ahead, cos I need to choose the bricks I need to build my rocket.”
2. Embed metacognitive concepts in the learning environment
The learning environment critically supports the children’s use of metacognition. With each word comes a symbol. These symbols are used to visually illustrate Thinking Moves. Children use these symbols to explain what type of thinking they are engaged in and what they need to do next.
The integration of the symbols into the classroom environment has ensured that there is conscious intent to implement metacognition within all areas of the curriculum. Teachers use the symbols as prompts. Children use the symbols to help them articulate their thinking and as an aid to knowing what strategies will help them further.
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
The A-Z includes some words which slide easily into conversation. Other words are less easily integrated into everyday speech. In order to ensure that a variation of language is incorporated throughout the curriculum, specific areas of the curriculum have dedicated Thinking Moves words. For example, Expressive Art and Design have embraced the metacognitive moves of Vary, Zoom and Picture. This ‘step by step’ strategy gives teaching staff the confidence to learn and use the A-Z in small chunks.
Over time, as confidence grows, the use of metacognitive language becomes a natural part of daily discourse. Whether in the staffroom over lunch, planning the timetable or sharing a jigsaw, metacognition has become a part of daily life.
4. Use to support targeted teaching across the curriculum
Metacognition is embedded throughout continuous provision and is accessed by all children through personalised interactions. Enhancements are offered across the curriculum and metacognition forms a vehicle on which targeted teaching is delivered. For example, by combining thinking moves together, we have created thinking grooves. By using certain moves together, the flow of thinking is explicit.
Within our maths enhancements we use the maths QUEST approach. A session begins with a Question, e.g. “How many will we have if we add one more to this group?” Children Use their mathematical understanding and Explain what they will need to do to solve the problem. The answer is Sized, “Are there more or less now?”, and then this is Tested to establish the consistency of the answer. Maths QUESTs now underpin our mathematical enhancements, allowing children to consciously use maths and metacognition simultaneously.
5. Embed within progression planning
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.
For example, within literacy we have raised our focus on the Thinking Move Infer. For children to gather information from a story is a key skill for future progression. Within science we emphasise the need to Test and within music we support children to Respond. Progression planning now has a clear focus on cognitive challenge, as well as subject knowledge.
Embedding metacognition in the early years supports children to master their own cognition and gives them a voice for life.
Further reading:
Plus:
Print Page
Blog Home
All Blogs
RSS
