1. An Experience in Learning to Learn!

2. Why are We Here? The Learning Hubs at Calderstones are part of the 20-20 VISION that has been discussed in staff meetings and training recently. It is envisioned that the school will become a “research institution”, where members of staff will develop and assess how we can move forward. Today we are looking to:  Clarify the ‘issues’.  Identify strengths and areas for focus.  Establish a hypothesis/target.

3. When are We Here? MeetingDateFocus 11.10.13  Clarify the ‘issues’  Identify strengths and areas for focus  Establish a hypothesis / target 219.11.13  Focus on areas for development  Exploring materials, resources and ideas: what does the research / evidence say?  What strategies can we each employ / experiment with? 328.1.14  Supported experiments: what are we each working on and trying, how is it going, what have we learnt?  Spreading the practice – take to Departments / collaborations. 418.3.14  Reflect on areas for development from Meeting 1 – have we made progress, are they still areas for development, are they issues we can resolve?  Establish further actions and supported experiments 513.5.14  Focus on sharing – establishing methods and resources for disseminating best practice: how are we to share our findings with other staff? What do they need to know? What are our key learning points?  Reflect on hypothesis / target 617.6.14  Preparation for ‘Sharing Best Practice’ twilight. Twilight24.6.14  Sharing Best Practice

4. What is Metacognition?  “thinking about thinking”  Knowledge and understanding of what we know and how we think, including the ability to regulate our thinking as we work on a task  Metacognition is knowledge and understanding of our own cognitive processes and abilities and those of others, as well as regulation of these processes. It is the ability to make your thinking visible.

5. Why is Metacognition Important?...if it happens of its own accord anyway? Thinking is a skill that can be learned, practised, developed and improved.  Shapes active rather than passive learners  Gives pupils sense of control over learning  Learning how to learn  Helps to promote “deep learning” (or Deep Sea Thinking!)  Learning to Learn is the method of teaching metacognition

6. Shift Happens  Embed ‘Shift Happens’ video

7. "Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned." John Holt Campaign for Learning defines 'learning to learn' as a process of discovery about learning. It involves a set of principles and skills which, if understood and used, help learners learn more effectively and so become learners for life. At its heart is the belief that learning is learnable. In brief, 'learning to learn' offers pupils an awareness of: how they prefer to learn and their learning strengths. how they can motivate themselves and have the self-confidence to succeed. things they should consider such as the importance of water, nutrition, sleep and a positive environment for learning. some of the specific strategies they can use, for example to improve their memory or make sense of complex information. some of the habits they should develop, such as reflecting on their learning so as to improve next time.

8. Think & Scribble…  Think of an activity that you feel has worked or could work well in ‘helping a pupil learn’.  Write it down on a sticky note.  Repeat until you have 3 sticky noted ideas (if possible!).  E.g.  Acronyms (letters taken from a word or series of words)  We will be sharing our ideas!

9. Implement a Strategy  Take 3 ideas away with you.  Implement at least one method in your lessons when you can.  Next Meeting:  Feedback:  Method Used  What did you hope to change/achieve by using it? (information retention/promoting a learning environment/pupil goal setting, self-monitoring, evaluation etc.?)  Which classes did you try it with?  Did you have any noticeable results? (good or bad!)

10. Evaluating Current Situation Worksheet

11. Target and Hypothesis Possible Target: ‘Develop a strategy to embed learning to learn within the curriculum’ Other Suggestions: Possible Hypothesis:

12. Recommended Reading  Campaign for Learning: ‘Learning is at the heart of social inclusion’  http://www.campaign-for-learning.org.uk/cfl/learninginschools/index.asp http://www.campaign-for-learning.org.uk/cfl/learninginschools/index.asp  Education Endowment Foundation: ‘Metacognition and Self Regulation’’  http://educationendowmentfoundation.org.uk/toolkit/approaches/meta- cognitive-and-self-regulation-strategies http://educationendowmentfoundation.org.uk/toolkit/approaches/meta- cognitive-and-self-regulation-strategies Newcastle University Learning to Learn Research Centre: ‘Learning to Learn’  http://www.ncl.ac.uk/cflat/about/Learningtolearnresearch.htm http://www.ncl.ac.uk/cflat/about/Learningtolearnresearch.htm  Teaching & Learning in Higher Ed: ‘Preparing Students for What We Can’t Prepare Them For’  http://teachingandlearninginhighered.org/2013/07/15/preparing-students- for-what-we-cant-prepare-them-for/ http://teachingandlearninginhighered.org/2013/07/15/preparing-students- for-what-we-cant-prepare-them-for/