Best Practice

Metacognitive development and challenge in the primary classroom

Lesson planning Pedagogy In the classroom
Designing challenging tasks in the primary school classroom is no mean feat, but an understanding of key research theories and how they link with metacognitive skills can help. Anoara Mughal explains
Image: Adobe Stock -

Research tells us that introducing challenge in the classroom can significantly enhance metacognitive development among pupils.

By grappling with complex problems or unfamiliar tasks, pupils are pushed out of their comfort zones and develop critical thinking skills, problem-solving abilities, and self-regulation strategies – all vital for academic and personal success.

And there is much research out there – Sweller’s Cognitive Load Theory (Lovell, 2020; Sweller et al, 2011), Bjork’s desirable difficulty (Bjork & Bjork, 2020), Dweck’s growth mindset (Dweck, 2016), and Vygotsky’s Zone of Proximal Development (1978). So the question is – where do we begin?

 

What is challenge?

 

We spend so much time thinking about setting challenging tasks that we lose sight of what challenge actually is. As Robbie Burns said in his recent three-part series on challenge in the classroom for Headteacher Update: “We do not think deeply enough about the meaning of challenge.”

Register now, read forever

Thank you for visiting Headteacher Update and reading some of our content for professionals in primary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcasts

  • New content and e-bulletins delivered straight to your inbox every Monday

Register

Already have an account? Sign in here