Metacognition is an important skill everyone can develop when you know how.
It’s understanding how you learn best and using this knowledge to adapt your thinking style to thrive in different situations. Because everybody has a different way of learning.
At the British International School Shanghai, we’re helping our students develop their metacognitive skills.
This helps them become confident learners and creative problem-solvers, so they’ll achieve more than they ever imagined possible in our ever-changing world.
The role of Metacognition at BISS: Enhancing learning through Harvard Thinking Routines and the six Learner Ambitions
Metacognition, or the superpower, “thinking about thinking,” plays a crucial role in deepening students’ understanding and enhancing their ability to become independent learners. At our school, we actively integrate metacognitive strategies to ensure that students develop the necessary skills to reflect on their learning, self-regulate their thought processes, and refine their problem-solving abilities.
Harvard Thinking Routines: A pathway to Metacognition
One of the most effective ways we foster metacognition is through the use of Harvard Thinking Routines. These routines provide structured approaches that encourage students to articulate their thought processes, analyse their learning, and make connections across different subjects. Examples such as “See-Think-Wonder,” “What Makes You Say That?” and “Claim-Support-Question” guide students in questioning their assumptions and developing critical reasoning skills.
By embedding these routines into our curriculum, students engage in reflective learning, enhancing their ability to recognise how they learn best. This method not only strengthens their understanding of academic content but also fosters a growth mindset, encouraging them to view challenges as opportunities for improvement.
The six Learner Ambitions: A framework for holistic development
Our school’s commitment to metacognition is further strengthened by the integration of the six learner ambitions: Creative, Collaborative, Curious, Committed, Critical, and Compassionate. These ambitions shape our students into well-rounded learners who can adapt to an ever-changing world.
- Creative: Students are encouraged to explore different perspectives, generate new ideas, and take intellectual risks. Metacognitive reflection allows them to assess the effectiveness of their creative approaches and refine their strategies.
- Collaborative: Working with others requires an awareness of one’s own strengths and weaknesses. Through metacognitive practices, students evaluate their contributions in group settings, improving teamwork and communication skills.
- Curious: Inquiry-based learning thrives on curiosity. By thinking about their own questions and problem-solving processes, students develop a deeper love for learning and an intrinsic motivation to seek knowledge.
- Committed: Persistence is a key aspect of learning. Metacognition helps students recognise setbacks as part of the learning process, allowing them to develop resilience and dedication to their goals.
- Critical: Critical thinking is a fundamental component of metacognition. Students analyse information, assess credibility, and refine their reasoning skills, leading to more informed decision-making.
- Compassionate: Understanding others’ perspectives and emotions requires self-awareness. Metacognitive strategies encourage students to reflect on their interactions and develop empathy, fostering a supportive and inclusive learning environment.
A school culture of reflective learning
By embedding metacognition through Harvard Thinking Routines and the six learner ambitions, our school cultivates a culture where students take ownership of their learning. They become more aware of their cognitive processes, leading to improved academic performance and lifelong learning habits. This holistic approach ensures that students are not only knowledgeable but also adaptable, reflective, and prepared to contribute meaningfully to society.
The research data indicated that embedding metacognitive practices into classroom teaching and learning is supporting students’ learning:
- 84% of students said that metacognition helps them to understand how they think and learn best.
- 75% of students said their independence became “better” or “much better.”
- 73% said their “knowledge of how they can learn” improved.
- 71% of students said using Project Zero Thinking Routines helped to “deepen their thinking.”
- 71% said their social skills improved.
- More than two-thirds of students felt their creativity, curiosity, compassion, collaboration, commitment, and critical thinking improved.
Mr Andrew Lancaster, Principal
“Metacognitive strategies are reshaping the way our students engage with their learning. When students develop an awareness of their thinking processes and take control of how they learn, they enhance their academic performance and overall personal growth. Our research highlights the vital role of teaching students to reflect on their thinking, enabling them to become more self-sufficient and effective learners.
By continually refining our approach to metacognition, we equip students with the skills to navigate their educational journey with confidence, curiosity, and critical thinking. Through intentional reflection and strategic problem-solving, they are prepared to tackle future challenges with adaptability and creativity.”
