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Metacognition, the process of understanding how to learn best to adapt and thrive in different situations, plays a crucial role in improving student outcomes. This practice helps students think critically, understand deeply, and take ownership of their education, fostering independence and adaptability in today’s fast-paced world.
Recently, Nord Anglia Education released the first report from its Metacognition Research Project in partnership with the Lynch School of Education and Human Development at Boston College. Titled Building Better Thinkers, the report outlines the two-year project’s investigation into how metacognition can enhance learning outcomes inside and outside the classroom.
The study, involving 27 pilot schools across 17 countries, demonstrates how Thinking Routines created by Project Zero, a research centre at the Harvard Graduate School of Education, help students become more reflective and independent learners. Key findings include:
Victoria Juett, Secondary Assistant Headteacher at BIS Abu Dhabi, remarked: “Incorporating metacognitive practices has created a more reflective, collaborative, and self-directed learning environment for our students, which aligns with our mission of delivering a world-class holistic education. Our students now feel more engaged in their learning as they notice real improvements in how they think and solve problems. They have greater self-awareness, independence, and improved social skills, which has nurtured a sense of achievement and belonging, ultimately contributing to overall well-being.”
At BIS Abu Dhabi, the integration of metacognitive practices into classroom teaching has been transformative. Aaron Regan Year 5 Teacher, Curriculum and Metacognition Lead at BIS Abu Dhabi highlighted the practical implementation: “As a school, we have embedded our learner ambitions - creativity, curiosity, compassion, collaboration, commitment, and critical thinking - into our 'Star of the Week' rewards to celebrate and encourage these essential qualities. Alongside this, we have implemented specific Harvard Project Zero Thinking Routines that align with these ambitions, helping students develop a deeper awareness of their growth and encouraging both holistic and academic progress.”
To measure the effectiveness of these strategies, BIS Abu Dhabi is conducting action research in partnership with Boston College, focusing on guided reading and the areas of prediction and inference. Regan noted, “Early results indicate that students are starting to show improvement in these essential reading skills, demonstrating how these routines not only boost literacy but also contribute to the development of well-rounded, reflective learners.”
Dr. Kate Erricker, Nord Anglia’s Group Head of Education Research and Global Partnerships, stated: “Metacognitive practices are transforming how our students approach their learning. By understanding and controlling their own learning processes, they can improve academically and across essential development areas. Our research underscores the importance of teaching students to understand their thinking, helping them to become more independent and effective learners.”
Dr. Damian Bebell, Assistant Research Professor at Boston College, emphasised: “Our global research partnership with Nord Anglia Education is one of the first large-scale studies of metacognition and skills development. It’s very encouraging to see the first year’s results, which will help us to further shape teaching practices and learning outcomes.”
Dr. Flossie Chua, Principal Investigator at Project Zero, added: “Testing and refining metacognitive strategies in Nord Anglia’s classrooms using our Thinking Routines is at the centre of encouraging a culture of learning. We applaud this important research project and its potential to help students develop life-changing skills.”
Alan Cocker, Principal of BIS Abu Dhabi, emphasised the significance of the school’s involvement: “It’s crucial for educators to keep learning how to learn. I am thrilled that our school is taking the opportunity to pilot educational research with such esteemed partners to advance our skills in enabling students to be better learners. Our team is committed and excited to discover more and refine our already excellent practices.”
Nord Anglia’s research paper ‘Building Better Thinkers’ can be viewed here and information about the study’s questions, methods, and objectives can be found here.
