What does a cognitive approach to education actually mean?
The cognitive approach to education at TSAT revolves around enhancing the cognitive abilities of our pupils. We focus on understanding how pupils think and learn, utilising an evidence-informed approach rooted in neuroscience and cognitive theories. A significant aspect of this approach is metacognition, helping pupils to think about their thinking. This means that they learn how to process new information, understand how memory works, and apply these insights to maximise their learning potential. This isn't just about students; we also ensure that our staff are well-equipped with knowledge of cognitive strategies to support and enhance student learning.
Why is it important to work with and prepare teachers to implement this cognitive approach to learning in the classroom?
By equipping teachers with cognitive and meta-cognitive strategies, we empower them to understand how the brain functions during learning. This knowledge helps them design lessons that optimise memory retention and create lasting learning experiences. When students are actively engaged in understanding how they learn, the impact is significantly greater. Research indicates that when students take an active role in their learning processes, they develop skills that benefit them throughout their lives, fostering lifelong learning.
Can you elaborate on the research that supports this cognitive approach and how TSAT measures its impact?
Our approach is deeply grounded in well-established psychological theories and neuroscience, for example, our approach to Teaching & Learning is based on Rosenshein's principles and we draw on research to regularly review and reflect on what we do. The importance of teaching meta-cognition and self-regulation strategies is key to transforming life chances and there is extensive evidence that this is a high impact, low cost approach to education. Although we don't have specific data that isolates the cognitive approach's impact at TSAT, we observe its effects through student feedback and the articulate way our students can discuss their learning processes. This habitual reflection and ownership over their learning are clear indicators of success.
What do you personally enjoy most about working with this cognitive approach?
I appreciate that our approach is rooted in science. We’re not chasing trends within our Trust schools; instead, we rely on research-based strategies that align with how the brain naturally functions. This scientific foundation gives me confidence that our teaching methods are effective and meaningful. Another unique aspect of our approach at TSAT is our emphasis on metacognition, particularly our focus on meta-memory. We don’t just teach content; we teach students how their memory works and how they can retain and recall information effectively. This understanding is empowering for students and teachers alike, creating a more engaged and motivated learning environment.
How does the metacognitive approach set TSAT apart from other schools?
While many schools incorporate cognitive principles into their teaching, what makes TSAT unique is our deep commitment to metacognition. We go beyond surface-level implementation by integrating these strategies into every aspect of our teaching. For instance, we have our "Be Your Best Self" (BFS) journals being used in all our schools, which pupils use to practice and apply metacognitive and self-regulation strategies. This journal is more than just a tool; it’s a core part of our curriculum that encourages students to reflect on their learning, understand how their brains work, and develop strategies to improve their learning habits. This consistent, school-wide emphasis on metacognition and self-reflection plays an active role in setting TSAT apart compared to other Multi-Academy Trusts.
Why is it important for teachers at TSAT to have confidence in this approach?
Confidence in our approach comes from a deep understanding of the “why” behind what we do. When teachers understand the scientific principles that underpin our methods, they are more likely to fully embrace and implement them effectively. This deeper understanding enables them to embed these practices into their teaching, creating a more cohesive and impactful learning experience for students. Within our Trust, we provide extensive training and support to ensure that our staff are not just following a method but are genuinely engaged with the cognitive approach, which then translates into better outcomes for our pupils.
What would your message be to someone considering a teaching position at TSAT?
TSAT’s approach is unique in its emphasis on metacognition and self-regulation, both of which have a high impact on student outcomes according to extensive research. If you join TSAT, you’ll be part of a team that doesn’t just teach but actively empowers students to become independent, reflective learners. Our methods are deeply embedded in the way we plan lessons, interact with students, and support their development. The “Be Your Best Self” journal is just one example of how we go above and beyond to equip our students with lifelong learning skills.