Do we need to teach children how to think? This is the focus of Nord Anglia Education’s newly published research, in collaboration with Boston College. By embedding metacognitive practices into classrooms across 27 schools in 17 countries, they aim to redefine the way students learn and adapt in today’s fast-paced world.
Nord Anglia Education, a network of over 80 international schools, launched this initiative in 2023 to teach metacognition. The program equips students to reflect, adapt and thrive in an increasingly complex, technology-driven landscape. They do this by fostering self-awareness, regulation and the ability to transfer knowledge. Central to this effort is a digital Learner Portfolio that enables students and teachers to document and track growth and structured Thinking Routines that engage students in meaningful reflection.
Why Is This Important?
Metacognition is more than an academic buzzword; it’s a proven method to boost learning outcomes and prepare students for real-world challenges. Research by cognitive neuroscientist Professor Steve Fleming emphasizes that mastering metacognitive skills can be the key to academic success. This initiative’s goal is to close the gap between traditional subject teaching and the critical skill of learning how to learn—a gap often overlooked in education systems worldwide.
Metacognition In An AI World
Artificial Intelligence is rapidly transforming how we work, learn and solve problems. We might benefit from metacognitive skills that enable effective collaboration with these technologies. According to Sidra and Claire Mason from the Commonwealth Scientific and Industrial Research Organisation (CSIRO), working with AI requires heightened self-awareness, planning and monitoring skills. AI users need to identify when to rely on AI capabilities versus their human intuition and adapt strategies when encountering AI’s limitations, such as biases or data constraints.
Metacognition also plays a vital role in mitigating cognitive biases. By fostering habits of reflection and mindfulness, students learn to evaluate AI’s outputs critically and adjust their approaches to achieve better outcomes. This interplay between human intelligence and AI underscores the need for education systems to explore metacognition as a route to success in a technology-driven era.
Deeper Dive into the Initiative
Nord Anglia’s program integrates metacognition through its Learner Ambitions framework. This emphasizes six attributes essential for success, which are compassion, creativity, commitment, critical thinking, curiosity and collaboration. Their Learner Portfolio platform further personalizes this journey. Students record their experiences and teachers provide tailored feedback.
Results and Challenges
Between February and April 2024, Nord Anglia surveyed over 2,400 students and 389 teachers. Results revealed significant improvements:
- 78% of students felt more creative
- 73% noted better collaboration
- 75% reported increased independence.
Teachers observed students becoming more aware of their strengths and capable of adapting strategies. However, only half of the students grasped the concept of metacognition and teachers called for more training and time to fully implement the strategies.
Why Now?
The ability to think critically and adapt is paramount in an era dominated by information and rapid technological change. Traditional education often focuses on delivering knowledge without necessarily equipping students to navigate and apply that knowledge in varied contexts. Metacognition can fill this void. It helps learners better prepare for exams and for life. The integration of metacognition into AI collaboration ensures that students can harness these technologies effectively.
This research provides a thoughtful exploration into how education can evolve to meet the challenges of an AI world. While the Nord Anglia initiative also raises important questions about how schools worldwide can adapt these findings to different cultural and resource contexts. By focusing on metacognition, education is not merely preparing students to learn but equipping them to navigate and shape the future. The results are promising and offer a roadmap for educators and policymakers alike.