Session 440: Metacognition is widely accepted as “thinking about thinking”, often inspired by the work in the 1970s of John Flavell, and its impact in educational circles cannot be denied.
Indeed, John Hattie concluded that Metacognitive strategies have a positive impact score of D=0,69 – just outside the top ten of the most effective pedagogical strategies available to teachers – when sustained in the classroom. Additionally, the Educational Endowment Foundation advocate that Metacognition provides a ‘high impact for low value’, being easy to implement. Furthermore, Singapore’s education system implemented Metacognition into their mathematics curriculum in the early 2000s, and their results speak for themselves. Additional benefits of using metacognition can be found in our earlier article, by clicking here.
So with the evidence so strong in favour of implementing metacognitive strategies in the classroom, what can teachers and students do to utilise the power of ‘thinking about thinking’ to improve the teaching and learning process? In this #UKEdChat session (hosted by @digicoled), we explored what metacognition means in your practice, sharing practical classroom ideas on how to implement strategies to support meaningful learning.
The following questions were be asked:
- What is your definition of Metacognition, and what does it mean to your teaching practice?
- What, for you, are the most positive aspects of using metacognitive strategies in your teaching practice?
- What are the main concerns/misconceptions evident when people discuss metacognitive strategies?
- How do you use metacognitive strategies in your classroom? Are these strategies shared across the school?
- What metacognitive strategies are you aware of, that you would like to use in your classroom or school?
- What training have you had, or would like to have on metacognition?
- How is it possible to use metacognitive strategies in your own teaching and planning?
- Finally, share some of the most effective metacognition questions that you use in your teaching practice.
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