MAKING SENSE OF METACOGNITION
Harnessing the ‘how’ of learning
A one-day workshop for pupils aged 8 to 18
“Metacognition and self-regulation provide “high impact for very low cost, based on extensive evidence” (Education Endowment Foundation) But what is metacognition, and how can it help pupils become more effective learners?
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 metacognition and self-regulation 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 half-day workshop for pupils, 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, pupils will learn a range of strategies for promoting metacognition, including how to develop and embed:
- Metacognitive strategies, habits and routines
- Metacognitive talk among their peers
- A “research stance” to personal development through “self-experimentation”
If you want to invest in your pupils’ future by helping them develop their ability to learn more effectively, this one-day workshop is the gift that will keep on giving!