Teaching the Language of Learning: towards a metacognitive approach to pupil empowerment

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Abstract
This is an exploratory study of a metacognitive approach to teaching low achieving pupils in a first year (Year 8) class in a secondary school. In working with a small group both inside and outside the classroom the research team hoped to illuminate the process whereby the social framework for a genuine dialogue about learning processes was established. The method involved the development and evaluation of an aide‐memoire of learning strategies which was used as a starting point for building a vocabulary of learning and highlighting elements of a learning discourse. All the pupils showed that they were able to focus on learning as a topic of conversation and to participate in a ‘good quality’ reflective discussion about their own and their peers' learning.

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