MAKING SENSE OF METACOGNITION:
Creating reflective learners
A one-day event for school leaders and classroom teachers
“Metacognition and self-regulation provide “high impact for very low cost, based on extensive evidence” (Education Endowment Foundation). But what is metacognition, and what does it look like in the classroom?
In recent years, schools have become increasingly engaged with education research in an attempt to become more evidence-informed. However, many schools are finding that engaging with research is harder than it sounds. The Education Endowment Foundation cites self-regulation and metacognition as providing “high impact for very low cost, based on extensive evidence”. But what does it look like in the classroom? What comes first, metacognition or self-regulation? And what’s the difference between the two?
In this one-day event for teachers and school leaders we will focus on the question “what is metacognition, and what does it look like in the classroom?” Metacognition is the process of monitoring, regulating and orchestrating our thinking in pursuit of a particular goal or purpose. In the classroom, this involves finding ways to help pupils reflect on the how of learning, as well as the what.
In this practical workshop, you will learn a range of strategies for promoting metacognition among your pupils, including how to develop and embed:
- Pupils’ use of metacognitive strategies, habits and routines
- Metacognitive talk among pupils and teachers
- A shared language of learning, for making the implicit processes of learning explicit
Don’t miss out on this intensive one-day deep dive into metacognition – an essential tool for any teacher or school leader seeking to help their pupils get better at learning.