A weaker class pattern in cognitive flexibility can lead pupils to repeat an approach after it has stopped working or abandon a task without trying a suitable alternative.

Teach pupils how to recognise a real stuck point, choose a relevant alternative and check whether the switch helped.

Compare two useful approaches

Select a task where more than one strategy is valid. Model each approach and discuss:

• what knowledge it uses;

• when it is efficient;

• what its limitations are;

• what signal might suggest changing strategy.

For example, compare solving a maths problem algebraically with representing it in a diagram. In reading, compare rereading a sentence with using the surrounding paragraph to clarify a reference. In writing, compare drafting from a plan with using a model paragraph to restart.

Teach a stuck-to-switch routine

Use:

1. Notice: What is not working?

2. Choose: Which relevant alternative could help?

3. Check: Has the new approach moved the task forward?

Pupils need enough time to try a suitable method before switching. Randomly changing approach is not flexibility.

Where the class pattern is slightly weaker, compare strategies occasionally and name the decision point. Where it is lower, model the routine regularly and ask pupils to justify their choice.

Review the decision

After the task, ask what prompted the switch and why the new strategy was more useful.

When some pupils need more

This is whole-class strategy teaching. A pupil who needs a personal Plan A and Plan B card or adult prompting at a stuck point may need Focused support.

Further guidance

• EEF: Metacognition and Self-Regulated Learning

• EEF: Improving Mathematics in Key Stages 2 and 3