Publication: Practice Review of Metacognitive Teaching in the 16-19 Context: Interim Findings

This presentation, which was delivered at the EEF-Gatsby 2026 Conference, reviews how metacognition is conceptualised and practised across t16-19 settings, distinguishing between teacher-led and student-led approaches. Findings show that teacher-led strategies, such as thinking aloud and questioning, are considerably more common in practice than student-led strategies like planning, monitoring, and evaluating. Notably, no meaningful differences emerged across setting types or qualification routes, suggesting this imbalance is consistent regardless of context. The presentation discussed the implications of these findings, including what they mean for how metacognition is taught, embedded, and assessed.