Learning to learn in schools: how are pupils thinking differently about their learning?

This paper will explore data on pupil views of learning to learn collected across the three year Learning to Learn Phase 3 Evaluation (Higgins, Wall et al. 2006). The data was collected by teachers as part of their action research projects using pupil views templates (Wall and Higgins 2006). This paper will explore the method of pupil views templates (Wall and Higgins 2006), describing their use and the rationale and theoretical basis for their design. It will then go on to discuss the analysis frame, which combines the work of Moseley et al. (2005) and Veenman and Spans (2005), used to produce investigate the way in which learning to learn pupils’ views of cognitive skills are seen to overlap with their thinking about metacognition. (This will be a further development of the work presented at the EARLI metacognition SIG conference in July 2006, incorporating feedback from the conference participants.)