Key facts about the research project
What it is
The Nord Anglia Metacognition Project is a 2-year research study that dives into the implementation and impact of a metacognitive approach to teaching and learning.
The project is designed to support student development in six Learner Ambitions (Creative, Critical, Compassionate, Collaborative, Committed and Curious) and metacognition.
The following approaches are used to support this student growth:
- Lessons that follow a metacognition sequence specifically linked to each Learner Ambition.
- Thinking routines from Project Zero, a research centre at the Harvard Graduate School of Education, to enable a certain certain way of thinking to embed the different strengths needed for each Learner Ambition.
- An online Learner Portfolio for students to capture moments of growth linked to the Learner Ambitions and metacognition. The Learner Portfolio can visualise this growth and support students to reflect on relative areas of strength and development.
The Project aims to add to a growing field of research relating to the impact of metacognition and learning dispositions on student outcomes and growth.
Over two years, the project looks to answer the following research questions:
- What is the effectiveness of this project in promoting metacognitive growth?
- Is there a relationship between metacognitive growth and student outcomes and well-being?
- What are the key factors that contribute to the development of metacognition and skills in learners?
- What are the factors that impact on the success of delivery of the metacognitive approach in schools and classrooms?
Why it’s important
Since Flavell’s (1979) studies into self-knowledge of cognitive processes and memory, metacognition has become well-established as a psychological and neurobiological process essential for effective learning and problem solving.
When applied to education and learning, multiple studies have investigated the connection between metacognition and enhanced student academic progress (Perry et al, 2019). Veenman and Beishuizen (2004) identify that metacognition could account for 17% of students’ measured academic success in school.
This finding is corroborated by other studies linking metacognitive approaches with improved learning outcomes, including Hattie’s (2017) meta-analysis of educational initiatives and impacts which links the use of metacognitive strategies to an average effect size of 0.6, and the Education Endowment Foundation Toolkit (2014) which attributes an additional eight months of academic progress to strategies that feature metacognition and self-regulation.
What is the Learner Portfolio
The Learner Portfolio is a tool that visualises student progress in metacognition and Learner Ambitions (21st Century skills) and enables students to collect and reflect on evidence of their growth. Through the use of this tool, Nord Anglia Education aims to unlock the potential of metacognition for our students.
The Learner Portfolio provides a “360 view” of a student by visualising student strengths and areas for development across both the Learner Ambitions and aspects of metacognition (Awareness, Regulation and Transfer).
Curious
84% of students feel confident in being Curious
Being curious means you want to know more about someone or something.
Student drawings
Student drawings have enabled us to capture student voice in an authentic way. Student drawings offer an inclusive way to document student voice.
For this research project, students were asked to draw what learning looks like in their classroom. The drawings were analysed using a thematic coding rubric to identify patterns and trends which were used to inform the study.
Quotes from students
The Metacognition Project has significantly impacted how I approach learning by helping me become more reflective and strategic. This project has also made me more aware of my learning preferences, such as using visual aids to enhance understanding during presentations, and has encouraged me to view challenges as opportunities to grow. By analyzing my mistakes and adjusting my strategies, I have developed resilience and a proactive mindset, which has positively influenced both my academics and personal growth.
The Metacognition Project helps me by making me more aware of my thinking process. I can now better understand how I learn, which helps me solve problems more effectively. It also teaches me to check if my strategies are working and adjust them when needed.
The Metacognition Project helped me by showing me how to think and how others think. This is important now that I have seen how many people work and collaborate differently.
The Metacognition Project helps me learn better by making me more aware of my own thinking. This helps me identify weaknesses, improve my understanding, and become a more independent learner.
The Metacognition Project helps me think about how I learn. I like stepping outside my brain to see what works and what doesn't. Now, I plan better, stay focused, and understand my mistakes more easily.
The Metacognition Project helped me think about thinking and made me ask better questions.
The Metacognition Project helps me to improve my strategies and awareness.
The Metacognition Project helps me by letting me see what I can improve or how can I get better with something and also sometimes to think about my actions.
The Metacognition Project helps me improve in my learning and how I can work better in school and outside of school.
The Metacognition Project impacts me by showing new sides of the information or the learner skills we are learning.
The Metacognition Project impacts me by altering the way I think and react to certain situations.
The Metacognition Project impacts me by helping my thinking become more critical and enables me to think about what I do before I do it.
Survey responses
Student Surveys were conducted during the 2-year research project with participating schools.
Over 10,000 responses were collected showcasing beliefs, opinions and experiences of students - including how metacognition is changing their learning and the impact of the Learner Ambitions on growth and development within school. This is a summary of baseline and final surveys that were conducted.
Metacognition helps me learn
Metacognition helps me be successful in school
Metacognition helps me be successful outside school
Metacognition helps me set goals
Metacognition improves my thinking
Project Zero Thinking Routines help me
What we have observed in our schools
Following in-person research visits across the world, key findings supported our understanding of impact and implementation of The Metacognition Project.
Action Research Projects in schools
Aaron Regan
Curriculum Lead & Metacognition Lead
BIS Abu Dhabi
United Arab Emirates
Research Question
Do thinking routines help improve outcomes when answering inference and prediction questions in Guided Reading for students?
Key information and findings
- 40 ‘middle ability’ students over 4 classes.
- Thinking routines impact overall reading progress.
- Thinking routines specifically impact inference and deduction outcomes.
- Thinking routines specifically impact prediction outcomes.
Meg King
Year 2 Year Leader
St Andrews International School Bangkok
Thailand
Research Question
To what extent does the See, Think, Me, We Thinking Routine develop young children’s understanding of compassion and empathy?
Key information and findings
- 23 Year 2 children over a 6-week Programme of Study.
- Acts recognised nearly doubled after the Programme of Study.
- Students identified wider global issues as compassionate such as caring for the environment.
- Teacher moderation showed a 78% improvement in children's understanding.
No. of compassion acts identified before and after the POS
Jamie Robertson
Physical Education and Sports Science Metacognition lead for Middle School
Collège du Léman
Switzerland
Research Question
To what extent does participation in structured physical activity programs during lunchtime affect afternoon metacognitive awareness among middle school students?
Key information and findings
- There are cognitive benefits to exercise
- Metacognition is tough to measure!
- We can change how we ask questions
- Bertrand Russell = Genius!
Jennifer Ann Barnett
Assistant Head of Secondary School
International College Spain
Madrid, Spain
Research Question
What is the impact of teacher’s use of the NAE approach to metacognition on positive attitudes to learning?
Key information and findings
- Grade 6 students
- Student confidence increases over time with metacognition lessons
- Data suggests increasing accuracy of metacognitive sensitivity
- Students show metacognitive regulation in 3 months
Tracy Slatoff
4th Grade Teacher
North Broward Preparatory School
Coconut Creek, Florida, USA
Research Question
Does collaborative learning promote greater critical thinking with students than independent learning?
Key information and findings
- 4th Grade students from top academic-level reading group
- Students who worked collaboratively using thinking routines felt more confident in their ability to analyse information and draw conclusions from text.
- Students who worked collaboratively had more confidence in their ability to reflect on the new ideas and understandings.
Use of Critical Thinking Skills
Kirstie McArdle
French and Spanish teacher
St Andrews International School Bangkok
Thailand
Research Question
Metacognition in MFL - how can modelling think aloud protocols increase students’ self awareness, self efficacy and self reflection in their listening skills?
Key information and findings
- By end of project, 51% of students believed their listening skills had improved, compared to 21% in midway survey.
- In March, only 70% of students rated their listening skills in 6 to 10 range by May, this had increased to 90%.
Mumbi Jessica Mulenga
Reception class teacher & Metacognition Lead
British School of Beijing, Sanlitun
China
Research Question
How does the development of metacognitive strategies in early years pupils’ impact on pupil agency?
Key information and findings
- 10 reception children
- A diverse range of language backgrounds and language dispositions
- 75% of children independently revisited and improved their work, showing early signs of reflective thinking.
- 88% demonstrated metacognitive behaviours like planning, evaluating, or justifying choices during collaborative tasks.
- 68% of EAL learners demonstrated growing confidence in reflection by expressing their thinking through gestures, drawings, and collaborative interactions.
Data snapshot
Hala Trabolsi
Arabic HoD – Primary Years
SISD
Dubai, UAE
Research Question
To what extent do metacognitive strategies specifically self-monitoring and goal-setting influence reading fluency in primary language learners?
Key information and findings
- 114 primary students from G1 to G5
- Improved reading fluency (15–20 WPM gain)
- Boosted confidence and independence
- Developed self-assessment and reflection skills
Student view of improvement in reading fluency
Licia Campbell
4th Grade Teacher
North Broward Preparatory School
Coconut Creek, Florida, USA
Research Question
How does using painting as a form of reflection increase the depth of students' written responses?
Key information and findings
- Personal and longer experiences result in deeper reflective writing than short term or less personal experiences for students.
- Reflections should be modeled, practiced, repeated and given feedback for students to improve their metacognition.
- Painted reflections result in metaphorical thinking more often than written reflections alone.
Do you feel like you wrote a better written reflection when you did a painted reflection first?
Paola Galarza
2nd Grade Teacher
Colegio Menor Quito
Ecuador
Research Question
How do teachers view the NAE approach to metacognition, and in what ways do they believe it supports the development of the Learner Ambitions - curiosity, creativity, compassion, critical thinking, commitment, and collaboration?
Key information and findings
- A sample of Elementary teachers.
- Belief is strong, but confidence in daily implementation varies.
- When metacognition is used intentionally, it enhances the Learner Ambitions.
- Teachers who experienced metacognitive strategies themselves were more likely to embed them confidently in their own classrooms.
Impact of own metacognitive awareness in teaching practice
Ishu Gupta
Coordinator & Metacognition Lead Grade 2/Year 3
Oakridge International School Gachibowli
India
Research Question
How does development of metacognitive skills in students influence their self expression and overall confidence?
Key information and findings
- 50 Grade 2 students
- Worked on their strength – ‘communicate’
- Followed the metacognitive sequence
- The metacognitive sequence gave students a structure to organize their thoughts and helped them gain confidence.
Did the metacognition project help you feel more confident?
Jude Boyd
Year 6 Class Teacher
BIS Bratislava
Slovakia
Research Question
Can teaching explicit metacognitive strategies help to improve mathematics scores in Year 6 students?
Key information and findings
- Year 6 class – 20 students.
- Positivity towards a metacognitive resource.
- Increased knowledge of metacognition.
- Improvement in explaining their thinking in mathematics.
The Super Power Card
Paul Shaw & Charlotte Guan
Secondary Teachers
NACIS Shanghai
China
Research Question
How do students' metacognitive perceptions of their own creativity align with more objectively determined assessments from teachers and observers (in the transition years of Grades 5 to 6)?
Key information and findings
- SAMPLE: 117 Grade 5 & 6 students.
- There is a connection between metacognition and creativity, with highly creative students showing more accurate self-awareness.
- Different teachers have a highly variable understanding of what is creativity compared to observers using a standardized rubric.
- Teachers were 10 times more accurate than students in assessing their students’ creativity.
Self-perception vs real ability
Zena Lawton
Mathematics Teacher
College du Leman
Switzerland
Research Question
Can metacognitive strategies for controlling thinking (metacognitive regulation/control) impact a student's intrinsic motivation in the mathematics classroom?
Key information and findings
- Sample: G7&8 mathematics students.
- Metacognitive regulation can lead to increased attention & stronger learning.
- Micro reflections (thumbs up / draw a face) can be powerful in focusing attention.
- Reflection is powerful when purposeful and varied.
Sarah Zakowicz
Assistant Head of Secondary - Academic
The British School Warsaw
Poland
Research Question
How has the NAE Metacognition Project impacted Key Stage Three students’ perceptions of their own self-awareness?
Key information and findings
- Over a third of Key Stage Three students feel metacognition does help them to learn about themselves.
- There appears to be a correlation between the number of Moment Captures and the amount learned.
- Running the project is excellent leadership experience.
Learning about self
Susan Robertson
Head of Year 2
BISS Puxi
China
Research Question
Does the regular use of self-reflection journals have a positive impact on student wellbeing?
Key information and findings
- Year 2 students.
- Students enjoy having the time to reflect on their week.
- Many students said they feel calm when completing their journals.
- Some students find it difficult to think of an idea to write about.
Interactive map
Interact with the map below to explore the schools that participated in the Metacognition Project.