A Framework for Metacognitive Teaching
Plan. Connect. Check. Monitor. Evaluate.
PCCME™ is a practical framework I developed to help teachers make metacognitive thinking more visible and support pupils to become increasingly independent, self-regulated learners. The aim isn’t simply to teach pupils five processes. It’s to help pupils develop greater awareness and control of their own learning.
The PCCME™ Framework
Plan
How will I approach this?
Consider the task, the goal and possible approaches.
Connect
What do I already know that could help me?
Draw on relevant prior knowledge, experiences and strategies.
Check
Do I understand what I’m doing?
Pause to check understanding and identify uncertainty.
Monitor
Is my approach working?
Notice what is happening and decide whether to continue, adapt, try something different or seek help.
Evaluate
What worked? What didn’t? What could I do differently?
Reflect on the learning process and use that understanding to inform future learning.
A Flexible Framework not a Linear Process
PCCME™ is not a five-step sequence.
Learning doesn’t always happen neatly in the order of Plan → Connect → Check → Monitor → Evaluate, and PCCME™ doesn’t need to be taught, implemented or thought about in that order.
A learner might Connect with prior knowledge, begin to Plan, Check their understanding, return to Connect, adapt their approach while Monitoring, and Evaluate at different points along the way. Check and Monitor may be combined.
The elements are designed to be used flexibly and responsively, depending on the learner, the task and what happens during learning. In addition to this, learners are nor required to start thinking with Planning first. They may start their thinking through Connecting first, and then set goals, followed by Planning.
PCCME™ is a framework for thinking, not a formula for learning.
From External Prompts to Independent Thinking
PCCME™ isn’t about putting five questions on a classroom wall.
Teachers can use the framework alongside explicit teaching, modelling, scaffolding and guided practice to make some of the thinking involved in successful learning more visible.
Over time, the aim is for pupils to rely less on external prompts as they develop their own metacognitive awareness and increasingly regulate their learning for themselves.
The goal isn’t better prompting. It’s greater learner independence.
PCCME™, Metacognition and Attainment
PCCME™ provides a practical framework for exploring metacognitive thinking in classroom practice.
The wider evidence for metacognition and self-regulated learning is strong. The EEF Teaching and Learning Toolkit reports an average impact of +8 months’ additional progress for metacognition and self-regulation approaches.
PCCME™ provides a practical framework for exploring metacognitive thinking in classroom practice.
The +8 months figure relates to the wider evidence for metacognition and self-regulation, not specifically to PCCME™.
Explore PCCME™ in Practice
PCCME™ is explored in my book Metacognitive Teaching and within the Metacognition & Self-Regulation Classroom Toolkit. It can also form part of my metacognition CPD and training for schools.
