An introduction to metacognition

Module 2

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Module aims

• To introduce or refresh colleagues’ understanding of metacognition.

• To establish a link between metacognition and PISA.

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Session objectivesColleagues will:• develop an awareness of what is meant by the term ‘metacognition’• think about how metacognition can be further developed in the classroom• recognise the links between metacognition and effective learning in the context of PISA.

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What do you know about metacognition?

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A one minute guide to metacognition

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• One envelope per group.• Share out the cards.• Read your card and decide for yourself if you…

• Take it in turns to read your card to the group.• Present your decision and explain your

reasons.• Discuss each card as a group.

DisagreeAgree Unsure

Be ready to feedback in 9 minutes

The big debate

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• How big was your debate?

• Write a ‘Tweet’ to describe part of your debate to everyone else (maximum 140 characters).

• #metacognition

The big debateFeedback

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Learners with good metacognitive

skills:

• complete work more efficiently• are self-regulated learners, using the ‘right tool for the job’• identify blocks to learning and change strategies to ensure goal attainment.

Metacognition and effective learning

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Learners with good metacognitive

skills:• are aware of their own strengths and weaknesses• perform better in exams.

(Welsh Government, Department for Education and Skills, 2012, page 5)

Metacognition and effective learning

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10

PISA

Contexts for learning

(OECD, 2009)

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• Questions such as the following should be used routinely with learners so that they start to internalise the question prompts for themselves.

PISA – contexts for learning

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• What might this task be about?

• Have you seen something like this before?

• How is the information presented? What are the key ideas? Who might use this information?

• What strategies might you use to extract the information you need?

• How would you explain this to someone else?

PISA – contexts for learning

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• How do you promote the development of metacognitive skills at present?

• What small changes can you make to promote skills further?

A small change 14

‘Teaching metacognition is arguably the most difficult aspect of developing a learner’s thinking. It is, however, one of the key aspects to promoting deeper

understanding and transfer of ideas and skills to all areas of learning.’

(Welsh Government, Department for Education and Skills, 2012,

page 6)

Final thought

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References

The Organisation for Economic Co-operation and Development (OECD) (2009) PISA Take the Test: Sample Questions from the OECD’s PISA Assessments. Available at: www.oecd.org/pisa/pisaproducts/pisa2000/41943106.pdf

Wales. Department for Education and Skills (2012) A guide to using PISA as a learning context. Available at: http://wales.gov.uk/docs/dcells/publications/120629pisabookleten.pdf

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Further readingBransford, J. D., Brown, A. L., & Cocking, R. R. (2000).

(Expanded version). How People Learn: Brain, Mind, Experience

and School. Washington, DC: National Academy Press.

Chambers, M., Claxton, G., Lucas, B., Powell, G. (2011). The

Learning Powered School: Pioneering 21st Century Education.

London: TLO Ltd.

Pearce, C. (2011). A Short Introduction to Promoting Resilience

in Children. London: Jessica Kingsley Publishers.

Larkin, S. (2010). Metacognition in Young Children. London:

Routledge.

Tarricone, P. (2011). The Taxonomy of Metacognition. London:

Psychology Press. 17

Web resourceshttp://

serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html

http://

imaginationsoup.net/2012/01/teach-kids-to-think-about-their-thinking-metacognition/

www.education.com/reference/article/Ref_Dev_Metacognition/

http://earli.org/special_interest_groups/metacognition

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