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www.cymru.gov.uk Using metacognition effectively Who Pwy Metacognition Metawybyddiaeth Where Ble WordSearch! Work as a pair with your talk buddy Look 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? What do I have to do? How do I know? Making sense of the task What could I use here? Why did I use it before? Knowledge and Why develop thinking skills and Making understanding connections of strategies assessment for learning in the and methods Metacognition classroom? How did I get here? Where have I used this before? How do I know? What do I need next? Monitoring and evaluating learning SMT pack 2009 Knowledge and understanding of thinking process and principles What worked well? ACCAC How will it next help? Sometimes Always Never Why develop thinking skills and assessment for learning in the classroom? Categorise the questions which follow on the next slide according to 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 help them move category! ACCAC When will you do this again? What is photosynthesis? How will you carry out your internet search? What do you think about this poem? Where have you used diamond ranking before? Why will you carry out an internet search? Can you tell me about your story? Is the source biased? How do you know? What did you find difficult about the activity? Why do you like this book? Should this improve your answer? What do you like about the picture you have drawn? How is this similar to your earlier design? Where did you get that idea from? Is there another way to do 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 processes used. Reflecting on the extent to which success criteria is fulfilled can be metacognitive but more often it concentrates on the outcome produced not the process •It will take time and practice! Metacognition – the practicalities P M I (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 which sometimes 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 elaborations and 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 Reflection Clouds (core) What is this like? What happens next? How have I used this? Where have I used this? Learning journey (process) How I learn What is this like? Where have I seen this before? How is this similar to…? How is this different from…? Where have I used this idea before? What strategies/tools did I use then? What happens next? Where have I used this? How have I used this? Where have I used this idea before? How did I use the strategy/idea/tool? How useful was this? Where have I used this strategy/tool before? What happened? How does this help me? Why did I use that idea/tool/strategy? How useful was it? What happened then? What might happen if..? How will I know if..? What might happen if..? How will I know if..? What improvements can I make? Scaffolded Reflection The thing that really helped me today was…… I understood better when……. One thing we did Today that made me realise…. After reading, I…. To improve I could….. I could use this strategy when….. The next time I could…. After talking to…. The thing I found most difficult was…. One idea/thing I still don’t understand is…. Reflection mobiles - examples What do I know about this? Why did I make this decision? How do I know this? How did my original ideas change? What else could I find out? What are there alternative ways of looking at this? How shall I do this? Why should I do this? What did I do first? SMT pack 2009 What improvements can I make? Language of Learning Thinking/ Work on own Asking questions Reading/ Researching Writing/ Recording Work in group Share ideas Discuss Listening Observe SMT pack 2009 Language of Thinking Look for patterns Compare and Contrast Make decisions Sequence Classify Predict Give opinions Make links Model Evaluate Imagine Ask questions Review SMT pack 2009