top of page

Metacognition, Memory, and Making Learning Stick: Practical Strategies for Inclusive Classrooms

Writer's picture: Dr Sarah MoseleyDr Sarah Moseley

The fabulous Jon Ralph - Visually representing our talk

If you are new to my work find out more about me and my offer below.


As we head towards half term, let’s dive into one of my favourite topics: thinking about thinking. It might sound like something Socrates would say while staring at a sunset, but metacognition is so much more than an abstract concept. It’s a game-changer, especially when we think about how it links to memory, literacy, and creating truly inclusive classrooms through Universal Design for Learning (UDL).


Metacognition: The Secret to Deep Thinking

Deep thinking questions, like “Would you rather…?” scenarios and philosophical thunks such as "If we all grew our hair, would the world weigh more?" (thank you, Independent Thinking crew!) are powerful tools to ignite curiosity and critical thinking in learners of all ages.


These open-ended prompts encourage exploration of values, choices, and perspectives, making them a fantastic way to spark rich classroom discussions or family debates. Books and resources filled with these types of questions not only challenge young minds to think beyond the obvious but also foster creativity, empathy, and reasoning skills.


Whether it's a playful "Would you rather have the ability to fly or breathe underwater?" or a profound "Can something be truly perfect?", these questions inspire learners to reflect deeply, consider alternative viewpoints, and articulate their ideas with confidence.

Perfect for literacy lessons, PSHE discussions, or simply as a brain-boosting activity, they make learning meaningful, fun, and memorable.


How to Build Metacognitive Muscles

Metacognition—thinking about how we think—is a powerful way to help learners reflect on their own processes and identify what works best for them. For learners with SEND or barriers to learning, explicitly teaching these strategies can improve problem-solving, build resilience, and foster independence.


Strategies to Develop Inclusive Approaches to Metacognition

1. Model Thought Processes: Demonstrate how you tackle a task step by step, explaining your decisions and problem-solving strategies along the way. Make this visual, physical/ practical and bring the stages to life in whatever way engages your learners - scrap books, films, visual journeys, objects on a washing line and more!


2. Encourage Reflection: Provide regular opportunities for learners to think about their progress. Simple prompts like “What helped you learn this?” or “What would you do differently next time?” can spark deeper insights. Again bring this to life use key prompt questions across the day, embed them in the learning process.


3. Link Learning: Show how skills or strategies in one area can be applied to others. For example, how understanding patterns in phonics might help with problem-solving in maths. Do this physically walk through the stages, record it to independently access again and again.


4. Plan-Do-Review Cycles: Help learners break tasks into manageable steps, complete them, and reflect on how the process went. Use mind maps, physical 3D models and coat hanger creations!


Memory: Helping Learning Stick

Memory plays a crucial role in retaining and retrieving knowledge. For learners with neurodivergent needs or working memory challenges, these processes can feel like uphill battles. By integrating memory-friendly strategies into teaching, we can support learners in embedding knowledge more effectively.


Memory-Boosting Techniques

  • Chunking: Break down information into smaller, digestible parts to avoid overwhelming working memory. Make a story map, talking tin step by step recording devices and more.

  • Spaced Repetition: Revisit key concepts regularly over time to strengthen retention.

  • Active Recall: Encourage learners to actively retrieve information, such as through quizzes, group discussions, or peer teaching.

  • Dual Coding: Combine text and visuals to create multiple memory pathways

  • Active Recall: Use activities like quizzes, group discussions, or flashcards to encourage learners to retrieve information actively.

  • Multi-Sensory Approaches: Combine visuals, text, and physical activities to create multiple pathways for memory retrieval.These strategies are particularly effective when teaching literacy, where building and retaining decoding skills requires ongoing reinforcement


Creating Inclusive Classrooms with UDL

A truly inclusive classroom considers the diverse needs of all learners from the start. Universal Design for Learning (UDL) is a framework that allows us to design lessons and resources that work for everyone, regardless of ability or need.


Practical UDL Literacy Strategies

  • Provide Options for Representation: Offer reading materials in multiple formats, such as audiobooks, visuals, or simplified texts.

  • Encourage Multiple Means of Expression: Let learners demonstrate understanding through drawings, oral presentations, or digital tools.

  • Engage Learners with Relevant Content: Choose books and topics that reflect their interests and experiences, helping them feel connected to the curriculum.


Books like A Kind of Spark by Elle McNicoll or When Stars Are Scattered by Victoria Jamieson and Omar Mohamed are fantastic options for fostering empathy and inclusion.


Check out these fabulous resources from Louise Selby too!


Upcoming Events and Opportunities

For those of you looking to further develop your practice, I’ll also be leading the following sessions:

  • Teaching Phonics and Decoding Skills to Neurodivergent Learners: Join me on 30th January 2024, where we’ll explore strategies to support learners who face barriers to literacy, focusing on phonics, decoding, and personalised approaches to learning.

  • Hirstwood Curriculum Conference: I’ll be sharing ideas for designing inclusive curriculums that meet the needs of all learners.


  • Upcoming Event: SWALSS Reading Conference

    I’m thrilled to announce that I’ll be leading the first-ever SWALSS Reading Conference, where we’ll be delving into practical strategies for literacy and inclusion. This conference is a fantastic opportunity to explore:

    • How to support neurodivergent learners who experience barriers to reading.

    • Evidence-based approaches to teaching phonics, decoding, and comprehension.

    • Tools for assessing and responding to individual literacy needs in a way that’s accessible for all.

    Whether you’re a SENDCo, teacher, or TA, this session will leave you with actionable ideas for supporting every learner’s literacy journey.


    Sponsored Training Opportunities from Teach Us Too

    I’m also proud to highlight the amazing opportunities available through Teach Us Too. Their TUT Sponsored Training Courses provide free or discounted training to support educators working with learners with complex needs. These courses focus on creating accessible and inclusive learning environments, empowering you with the tools to better support all children, including those who are non-verbal or minimally verbal.

    Check out the details here and take advantage of this incredible chance to build your skills.PEP MK Training: Workshops on creating equitable learning environments, with a focus on literacy and memory strategies.


Final Thoughts

Addressing barriers to learning requires thoughtful strategies, a commitment to inclusivity, and a willingness to adapt our approaches. Whether through metacognitive practices, memory-boosting techniques, or literacy strategies rooted in UDL, small changes can lead to meaningful progress.


If you’re interested in learning more, join me and we can build classrooms that empower every learner to succeed.


Sarah x

Empowering educators, supporting learners, and championing inclusion.


P.S. Got a question or a strategy you’d like to share?


I’d love to hear from you—let’s keep the conversation going!



47 views0 comments

Recent Posts

See All

Comments


Get in Touch!

Please use the form to get in touch with me to discover how I can help.

 

Alternatively you can contact me by email or phone, I look forward to hearing from you.

E: send@drsarahmoseley.com

T: 07740391970

Thanks for submitting, I'll get in touch shortly!

  • Twitter
  • LinkedIn

©2021 by Dr Sarah Moseley Educational Consultants.

bottom of page