www.cymru.gov.uk using metacognition effectively
TRANSCRIPT
www.cymru.gov.uk
Using metacognition effectively
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WhyPam
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Metacognition
Metawybyddiaeth
WordSearch!
Work as a pair with your talk buddyLook carefully at the words you have been given
• Which words do you think belong together?• Why do you think these words belong together?• How are you deciding which words are linked?• What do you think the linked words mean?• How do you know this?
What principles are you promoting?
Why develop thinking skills and assessment for learning in the
classroom?
ACCAC
Making connections
Monitoring and evaluatinglearning
Knowledge and understanding
of thinking processand principles
Knowledge and understandingof strategiesand methods
Making senseof the task
Metacognition
What do I have to do?How do I know?
Where have I used this before?How do I know?
What could I use here?Why did I use it before?
How did I get here?What do I need next?
What worked well?How will it next help?
SMT pack 2009
Why develop thinking skills and assessment for learning in the
classroom?
ACCAC
Sometimes Always Never
Categorise the questions which follow on the next slide accordingto how likely they are to encourage and develop metacognition!
Remember, you will be asked to justify any decisions made…
You may wish to consider improvements to questions to helpthem move category!
What is photosynthesis?
Where have you used diamond rankingbefore?How will you carry out your
internet search?
Why will you carry out an internet search?
Is the source biased? How do you know?
What did you find difficultabout the activity?
Can you tell me about yourstory?
Why do you like this book?
What do you like aboutthe picture you have drawn?
How is this similar to your earlierdesign?
Should this improveyour answer?
Where did you get thatidea from?
When will you do this again?
What do you think aboutthis poem?
Is there another way todo this?
Managing metacognition
•It is NOT a plenary – it should happen at all stages of learning!
•It needs to be modelled initially – otherwise learners will be Confused and answers will be very low level and/or irrelevant
•It needs to have a purpose
•Initially, it needs to be collaborative
•It is most effective when it is used to deconstruct the processesused. Reflecting on the extent to which success criteria is fulfilledcan be metacognitive but more often it concentrates on theoutcome produced not the process
•It will take time and practice!
P
M I
Metacognition – the practicalities
(Lauren Resnick, 1987)• It is non-algorithmic(the path of action is not fully specified in advance)•It tends to be complex(the total path is not mentally “visible” from any single vantage point)•It often yields multiple solutions(each with costs and benefits rather than unique solutions)•It involves nuanced judgement and interpretation•It involves the application of multiple criteria whichsometimes conflict with each other•It often involves uncertainty(not everything that bears on the task is known)•It involves self-regulation of the thinking process(we don’t recognise higher order thinking in an individual when someone “calls the play” at every step)• It involves imposing meaning(finding order in apparent disorder)•It is effortful(there is considerable mental work involved in the kinds of elaborationsand judgements required)
Popular tools and strategies for managing metacognition
Primary
• Language of thinking and learning• Mr Frog reflection• Metacognitive caterpillar• Reflection triangle• PMI diagram• Reflection mobiles
Secondary
• Language of thinking and learning• Reflection triangle• PMI diagram• Scaffolding questions• Metacognitive caterpillar (modified!)
Success criteria
Learning journey (process) How I learn
What is this like?
What is this like?Reflection
Clouds(core) Where
have I used this?
Where have I used this?
How have I used this?
How have I used this?
What happens next?
What happens next?
What is this like?
What is this like?
Where have I used this?
Where have I used this?
How have I used this?
How have I used this?
What happens next?
What happens next?
Where have Iseen this before?
What strategies/toolsdid I use then?
Where have I used thisidea before?
How is this similar to…?
How is this differentfrom…?
Where have I usedthis idea before?
Where have I usedthis strategy/toolbefore?
What happenedthen?
Why did I use thatidea/tool/strategy?
How did I use thestrategy/idea/tool?
How useful was it?
What happened?
What might happen if..?
How will I know if..?
How usefulwas this?
How does thishelp me?
What might happen if..?
How will Iknow if..?
What improvementscan I make?
Scaffolded Reflection
I understood betterwhen…….
The thing that reallyhelped me today was……
To improve I could…..
I could use this strategy when…..
The next time I could…. After talking to….
The thing I foundmost difficult was….
One idea/thing Istill don’t understand is….
One thing we didToday that made me realise…. After reading, I….
Reflection mobiles - examples
What do I know about this?
How do I know this?
What else couldI find out?
How shall I dothis?
Why should Ido this?
What did I do first?
Why did Imake this decision?
How did myoriginal ideas change?
What are there alternativeways of looking at this?
What improvements can I make?SMT pack 2009
Language of Learning
Askingquestions
Reading/Researching
Writing/Recording
Listening
Thinking/Work on own
Work ingroup
Shareideas
Discuss
ObserveSMT pack 2009
Language of Thinking
Compare and Contrast
Sequence
Classify
Predict
Evaluate
Imagine
Model
Look for patterns
Make decisions
Giveopinions
Make links
Ask questions
Review
SMT pack 2009