Improving learning by teaching about

learningAndreia Gomes

Metacognition

Metacognition and self-regulation are strategies which have been proven to improve pupil achievement.

It is especially useful for providing information on supporting pupils with SEN to learn more effectively.

Metacognition

What is metacognition?

Metacognition is knowledge and understanding of our own cognitive processes and abilities and those of others, as well as regulation of these processes

Metacognition

The umbrella term “metacognition” can be divided into two separate, but inter- related parts: Metacognitive Knowledge and Self-regulation.

Metacognitive knowledge

Knowledge that we hold about our own thinking.

There are three types of metacognitive knowledge that each play a role in learning and problem-solving:

Declarative knowledge: “knowing what” – knowledge of one’s own learning processes, and about strategies for learning

Procedural knowledge: “knowing how” – knowing what skills and strategies to use and how to apply them

Conditional knowledge: “knowing when” – knowledge about why and when various learning strategies should be used

Self-regulation

A set of activities that help learners to control their learning.

At the heart of self-regulation are three essential skills:

Planning involves working out how a task might be approached before you do it.

Monitoring refers to the pupil’s on-task awareness of progress, comprehension and overall performance.

Evaluation requires the student to review the outcomes and efficiency of the learning experience.

Metacognition

“Metacognition is effortful. The human brain is designed to look for shortcuts. We must show

pupils that we value metacognitive enterprise and demonstrate its benefits if they are to subscribe to

it.”

K-W-L charts

This strategy focuses on

Activating prior knowledge

Formulating questions – especially Higher Order Thinking skills

Organising

Monitoring understanding and progress

Plus, Minus, Interesting

This strategy focuses on Organising informationActivating Prior Knowledge Formulating questionsBuilding curiosity

PMI is a short exercise devised by Edward de Bono as a thinking warm-up. It is designed to encourage pupils to look at all sides of a problem before making their mind up.

Concept Maps

This strategy focuses on Organising Activating Prior Knowledge Monitoring and understanding progress

Concept maps are graphic organisers that spatially represent the ideas relevant to a topic, and the ways in which they are related and inter-linked.