1 The definitive version of this article is published by Elsevier and available online as indicated: Wall, K, Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn Thinking Skills and Creativity Volume 3, Issue 1, April 2008, Pages 23-33 doi:10.1016/j.tsc.2008.03.004 Understanding Metacognition through the use of Pupil Views Templates: Pupil Views of Learning to Learn Kate Wall Research Centre for Learning and Teaching, Newcastle University Abstract As part of the Learning to Learn Phase 3 Evaluation (for full detail see Higgins, Wall et al. 2005; 2006; 2007) teachers across three Local Authorities in England were supported in using an approach fitting with ideas of professional enquiry through action research (Baumfield et al. 2008). In this complex project, teachers have explored different innovations that they believe fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning (Kagan 2002) to Assessment for Learning (Black and Wiliam 1998) to Thinking Skills (Baumfield and Higgins 1997). As part of these enquiries teachers have increasingly involved pupils and their perspective as providing critical insight to processes associated with learning to learn. This corresponds to debates around pupil voice (for example, Flutter and Rudduck 2004), but also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy (Hall et al. 2006) This paper will use the method of pupil views templates (Wall and Higgins 2006) used by teachers as a pragmatic tool (Baumfield et al. 2007) to research pupils’ perspectives of Learning to Learn and the process they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative