Cognitive flexibility allows a pupil to revise a plan when the task, evidence or feedback shows that a different approach is needed. Flexible working is not changing method at random. Pupils need to recognise when an approach is stuck, select a relevant alternative and check whether the switch helped.

Teach a stuck-to-switch routine

Use a short sequence:

1. Notice: What is not working?

2. Choose: Which suitable alternative could help?

3. Try: Use the new approach for a meaningful step.

4. Check: Is it moving the task forward?

Model the routine through subject teaching. Explain how you know the first approach is no longer productive and why the alternative fits better.

Prepare a small set of relevant alternatives

A pupil cannot choose a useful strategy if they do not know one. Build options within the curriculum.

Primary examples might include:

• using counters or a number line;

• planning writing with a mind map or a short list;

• rereading a sentence or using the surrounding words;

• checking a model or asking one specific question;

• changing how materials are arranged during a practical task.

Secondary examples might include:

• comparing two valid mathematical methods;

• planning an essay by theme or by paragraph;

• changing from rereading to retrieval questions during revision;

• returning to the criteria after feedback;

• revising the order of stages in a practical solution.

Keep the alternatives limited and appropriate. Too many choices can create a new difficulty.

Match support to need

• Stronger support: prepare Plan A and Plan B before the pupil begins; point to the options when progress stalls.

• Regular support: compare two suitable approaches and ask which fits the task.

• Lighter support: use one prompt such as, “Is this approach getting you closer to the outcome?”

Move from teacher-selected options to pupil-generated alternatives as their knowledge and independence develop.

Distinguish persistence from getting stuck

Do not encourage the pupil to abandon a sound method as soon as it feels difficult. Agree what evidence suggests a switch is needed. This might be repeated errors, no progress after a defined step, feedback showing the plan does not meet the criteria or a method that cannot answer the question.

Sometimes the correct decision is to continue. Ask the pupil to explain why they are persisting or switching.

Use feedback as information

When feedback requires a change, make the decision explicit: “The evidence is relevant, but it does not support the claim. We can change the claim or choose different evidence.”

This helps the pupil treat revision as part of learning rather than as failure.

Build independence

After the task, ask:

• What showed that the first approach was not working?

• Why did the alternative fit better?

• Would the same switch help in another task?

• What would you try first next time?

EEF guidance recommends teaching metacognitive strategies explicitly through normal curriculum content, with teachers modelling planning, monitoring and evaluation before gradually reducing support.

Common mistakes to avoid

• Telling the pupil to “try another way” before any alternatives have been taught.

• Offering strategies the pupil has not been taught.

• Switching too quickly because the task is challenging.

• Presenting one method as universally best.

• Choosing the alternative for the pupil indefinitely.

• Treating flexibility as compliance with every adult suggestion.

Further reading

• Metacognition and Self-Regulated Learning guidance (Education Endowment Foundation)

• Thinking aloud to support mathematical problem-solving (Education Endowment Foundation)