Get yourself READY for an activity.

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• Sit next to someone different• Go on – do it!!!• Did you do it?• Why did you?• Why didn’t you?• Have you even read this?

Compare and Contrast

Can you find:Something in common with all?Pairs?Odd ones out?

What types of thinking skills did you use in that activity?

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Encouragingly, programmes that target pupils’ metacognitive awareness are proving to be among the most effective interventions for improving academic achievement.

Baroness Susan Greenfield Professor of Pharmacology, Oxford University

Dr John Sharples Deputy Director, Institute for the Future of the Mind Oxford University

Meta-cognition Meta-learning

Multiple intelligences

Preferred learning styles

Can you find:Something in common with all?Pairs?Odd ones out?

Compare and Contrast

WORDS

PICTURES

VIDEO

AUDIO

Do it as a wild taskNot previously studied stuffNot pre-digestedReverse teaching• Do it as a relearning task• Do it for fun!!!• Do it to deepen understanding• Do it to exercise thinking skills / lateral / logical etc.• Do it to exercise creative problem solving• Do it for all the right reasons• Do it!

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Dr Chris WatkinsInstitute of Education

Learning: a sense-maker’s guide, 2003

Research Matters Issue 34, Summer 2010

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Research Matters, Summer 2010 The evidence leads to the conclusion that learning about learning is a practically viable and educationally important strategy which also has the effect of improving performance. But learning-centred school improvement is less prevalent than might be envisaged from this evidence, because it remains in tension with the dominant discourse about classroom learning and with current policy interventions in England. Dr Chris Watkins, Institute of Education, 2010

http://www.mantleoftheexpert.com/wp-content/uploads/2010/06/Watkins-10-Lng-Perf-Imp.pdf

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Research Matters, Summer 2010 A focus on learning can enhance performance, whereas a focus on performance alone can depress performance. Children who develop a ‘performance orientation’ rather than a ‘learning orientation’ tend to show greater helplessness, use less strategic thinking and be more focused on grade feedback. They are more likely to persevere with strategies that are not working.

Dr Chris Watkins, Institute of Education, 2010

http://www.mantleoftheexpert.com/wp-content/uploads/2010/06/Watkins-10-Lng-Perf-Imp.pdf