What are the barriers to motivation and cognition? What barriers are there to students accessing the information in your subject? Misconceptions? Literacy? Numeracy? Mental Health? Behaviour? Resilience/fear of failure?

Why should we focus on Metacognition? ‘Various studies have shown that self-regulated learning—and in particular metacognition—has a significant impact on pupils’ academic performance, beyond that predicted by prior achievement.’ Hacker, D. J., Dunlosky, J. and Graesser, A. C. (2009) Handbook of Metacognition in Education, New York and London: Routledge.

Why should we focus on Metacognition? https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/meta-cognition-and-self-regulation/

The metacognitive cycle

The metacognitive cycle CO2 + H2O  O2 + C6H12O6 An example; Imagine a learner, John, is asked to balance a chemical formula. Carbon = 1  Carbon = 6 Oxygen = 3  Oxygen = 8 Hydrogen = 2  Hydrogen = 12 Metacognition My knowledge of myself (my approach to chemistry problems); the task (What do I know about balancing equations); and strategies (different ways to solve them). Cognition Identifying each of the elements and the numbers of each present in the equation. 3. Evaluation ‘’Writing out the elements has successfully moved me on to the next step with this task. 1. Planning ‘’I need to think about how we have done these problems before and choose the best strategy’’ … I know I’ll start by writing out the numbers of each element on each side 2. Monitoring ‘Has this improved my understanding of the task? Yes, I can now see the numbers of each element and start to make sure there are equal numbers either side.

The metacognitive cycle – In your subject Use the templates to plan the cycle in your subject, how can we break this down? Physics – Balancing nuclear equations Chemistry – balancing chemical equations Biology – Explaining the menstrual cycle Maths -…………. English -………… History -…………

Barriers to Metacognition and self-regulated learning in your subject Resilience / fear of failure Large barriers Not knowing what the end should look like (what does good look like) Dependency on others to scaffold. Need to have a quick win / unable to delay gratification Lack of study / revision skills. Lack of self-awareness / self-belief. Small barriers

Methods to promote self-regulation and metacognition in your subject Walking Talking mocks Most effective Demonstrate thinking behind work. Explicitly teach content-specific methods of revision. Explicitly teach methods of revision. Least effective

Subject action plan