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An introduction to metacognition Module 2 1. Module aims To introduce or refresh colleagues’ understanding of metacognition. To establish a link between.

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Presentation on theme: "An introduction to metacognition Module 2 1. Module aims To introduce or refresh colleagues’ understanding of metacognition. To establish a link between."— Presentation transcript:

1 An introduction to metacognition Module 2 1

2 Module aims To introduce or refresh colleagues’ understanding of metacognition. To establish a link between metacognition and PISA. 2

3 Session objectives Colleagues will: develop an awareness of what is meant by the term ‘metacognition’ think about how metacognition can be further developed in the classroom recognise the links between metacognition and effective learning in the context of PISA. 3

4 What do you know about metacognition? 4

5 Condense the 3 minute guide you are given into your own one minute guide A one minute guide to metacognition 5

6 One envelope per group. Share out the cards. Read your card and decide for yourself if you… Take it in turns to read your card to the group. Present your decision and explain your reasons. Discuss each card as a group. Disagree Agree Unsure Be ready to feedback in 9 minutes The big debate 6

7 How big was your debate? Write a ‘Tweet’ to describe part of your debate to everyone else (maximum 140 characters). #metacognition The big debate Feedback 7

8 Learners with good metacognitive skills: complete work more efficiently are self-regulated learners, using the ‘right tool for the job’ identify blocks to learning and change strategies to ensure goal attainment. Metacognition and effective learning 8

9 Learners with good metacognitive skills: are aware of their own strengths and weaknesses perform better in exams. (Welsh Government, Department for Education and Skills, 2012, page 5) Metacognition and effective learning 9

10 10

11 PISA Contexts for learning (OECD, 2009) 11

12 Questions such as the following should be used routinely with learners so that they start to internalise the question prompts for themselves. PISA – contexts for learning 12

13 What might this task be about? Have you seen something like this before? How is the information presented? What are the key ideas? Who might use this information? What strategies might you use to extract the information you need? How would you explain this to someone else? PISA – contexts for learning 13

14 How do you promote the development of metacognitive skills at present? What small changes can you make to promote skills further? A small change 14

15 ‘ Teaching metacognition is arguably the most difficult aspect of developing a learner’s thinking. It is, however, one of the key aspects to promoting deeper understanding and transfer of ideas and skills to all areas of learning.’ (Welsh Government, Department for Education and Skills, 2012, page 6) Final thought 15

16 References The Organisation for Economic Co-operation and Development (OECD) (2009) PISA Take the Test: Sample Questions from the OECD’s PISA Assessments. Available at: Wales. Department for Education and Skills (2012) A guide to using PISA as a learning context. Available at: en.pdf en.pdf 16

17 Further reading Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). (Expanded version). How People Learn: Brain, Mind, Experience and School. Washington, DC: National Academy Press. Chambers, M., Claxton, G., Lucas, B., Powell, G. (2011). The Learning Powered School: Pioneering 21 st Century Education. London: TLO Ltd. Pearce, C. (2011). A Short Introduction to Promoting Resilience in Children. London: Jessica Kingsley Publishers. Larkin, S. (2010). Metacognition in Young Children. London: Routledge. Tarricone, P. (2011). The Taxonomy of Metacognition. London: Psychology Press. 17

18 Web resources tacognition.html thinking-metacognition/ 18


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