Comment: How can "thinking about thinking" impact PISA scores

When data revealed in a recent article in Education Journal Middle East, that there were "lower than expected PISA scores in the UAE", it caught our attention. We know from working with schools in the GCC, that there is a renewed focus by schools on developing students' critical thinking skills. Schools are trying to emphasise thinking in their lessons. They are trying project and problem solving models, in which students encounter numerous decisions points. They are encouraging mindfulness and more in-depth and thoughtful behaviours in school assignments and assessments.

Yet, with the disappointing data that was cited, the first thing that came to mind was another data set that recently appeared in The Economist. Aligned with an update for the book Visible Learning for Teachers, by John Hattie, this 2012 meta-analysis reflects what schools spend money on to improve achievement vs. what has the greatest effect on student achievement. The research shows that four specific strategies — feedback to pupils, metacognitive strategies, peer tutoring, and collaborative group learning — result in more of student growth in one year, whereas conventional remedies such as, streaming by ability, reducing class size, teaching assistants,result in less impact on student learning, yet cost more to implement.

Their conclusion is"what matters is teacher expertise". All of the 20 most powerful ways to improve school-time learning identified by the study depended on what a teacher did in the classroom. Thus, the frequency and quality of the feedback that the teachers provide their students and a clear focus on metacognitive strategies seem to yield the best results for students and require the least funding for schools.

Our conclusion is that excellent teaching must address the metacognition skill set to give all students the advantage of this powerful reflective way of thinking. While it is part of the thinking spectrum of critical and creative thinking skills, this critical, reflective learning skill set, somehow lies just beyond the breach, and is often overlooked as a natural element in a traditional lesson. By introducing, integrating and insisting on the element of metacognitive reflection in classroom lessons, students have the advantage of developing this particular habit of mind. In time they will embrace this neglected skill set for considered reflection with the many challenges they face in school and in the world.

What is metacognition all about? We know very little about it except what we glibly say when asked" "Oh, it's thinking about thinking" or "It's learning about learning."To know more and do more with reflection skills, we may need more understanding about what metacognition looks like and sounds like in the classroom. When asked for a more complete definition, we often revert to a simple comparison. A clear explanation that seems to ring true with educators, is to make the distinction between the types of questions asked. Do they concentrate on who, what, where, when, questions in the cognitive realm, with factual answers or, do they focus on metacognitive questions that go deeper by asking why,how, what if, I wonder? These are complex, sophisticated questions that cause students to think deeply as they are reflective questions with multiple plausible responses, not a single right answer.

THE DRIVING QUESTION

That brings us to the driving questions: how can 'thinking about thinking' impact PISA scores? Perhaps this explanation clarifies the power of reflective thinking. There are three behaviours that humans do as they react to their world challenges: plan what to do, monitor how it's going along the way and evaluate the end results. In fact, these are the seminal behaviours intelligent people use to function at the top of their game and these are the reflective, metacognitive habits of mind that we want students to learn and use in their learning journeys.

Thus, as these metacognitive reflection skills are learned, they begin affecting how students approach their daily work projects and their intermittent assessments. They start using more thoughtful behaviours that soon become the way students operate in formal school settings and in life situations, as well.

One example is when a 10-year-old suggested to her family members that the best way to determine their vacation this year would be for each person to suggest one idea and then give the pros and cons of each, before they have the final decision. It's a small example, yet it shows how considered a decision becomes when one is thinking about their planning, monitoring and evaluating strategies to achieve their goal.

Over time, other scenarios play out in similar ways as the student becomes more skillful with reflective thinking and decision-making. It will have an influence on how they approach and manoeuvre the quizzes, textbook tests and national and international exams like the PISA exam. And it will impact their PISA scores.

In fact, as students become good at stepping back, and thinking about their thinking, making adjustments and corrections, they become more aware and in control of their thoughts, behaviours and attitudes. In brief, thinking about one's thinking enhances student learning. It heightens their alertness and measures their reactions to whatever the situation at hand.

In closing, it behooves us as outstanding leaders, excellent teachers, caring parents and perennial students, to embrace the concepts of self-agency, metacognitive awareness and control within the students themselves as they develop the wherewithal to survive and thrive on their own. At the end of the day, we want teachers to "teach in ways that students can learn without being taught" (Loong, Sg Minister of Education). When we do that well, we will see remarkable results on tests like PISA because students will address these challenges with more confidence, self-direction and self-monitoring.



Robin Fogarty & Associates, with Robin Fogarty & Brian Pete as principals, is located in Chicago, IL in the USA. In its 18th year, the educational publishing and consultant firm focuses on the "Craft of the Classroom"; the art and science of teaching, learning and leading. The hallmark of the company is in its results-oriented approach to professional learning. Their experience spans five continents, 15 countries, and work with over a quarter of a million educators.