#31 - Metacognition in the Classroom

Hi Everyone

With the parents and carers 'Metacognition in Practice' events under way for this term, I'd like to take a closer look this time, at what schools can do to ensure that their learners develop the ability to think metacognitively. During the 'Helping Your Child Achieve in School' webinar this week, we looked at 18 different recommendations for how parents and carers can support their child's ability to learn.

That event was designed for those who may not be familiar with the curriculum or modern teaching methods, but who nonetheless can do a great deal to support the way in which their child or young person achieves in school. What a child carries with them into school from a mental and psychological point of view has a great deal of significance when it comes to what they can achieve, and that is obviously impacted by the home environment.

If you missed that event, but would like to attend a Workshop which expands on those ideas, then please see the link at the end of this newsletter.

But, what about those who are looking at the importance of developing metacognition from the school's perspective? Despite having waxed lyrical on the topic for the last 30 weeks, I have not so far, paid attention to some of the more formal approaches suggested elsewhere for using metacognition in schools. And there immediately is one of the reasons why I haven't, it's not 'an approach' or a 'strategy' that the school can 'use' to support learners!

Why do I say that? The most tricky part of integrating a metacognitive way of thinking into school is that the word describes what's going on inside the decision making apparatus of an individual's brain. It is therefore a very personal, internalised skill that enables us to assess our own thoughts and make changes to get different results. Metacognition cannot therefore be 'applied' from the outside.

True, almost all children have the ability to think 'cognitively' which enables them to learn effectively in an unconscious way even pre-school, but many do not develop that next step of analysing how they're doing it. That lack of ability to rummage around inside their own heads and make some adjustments to what they find there, is what holds back so many students from making the progress they're capable of.

So what can a teacher do? Maybe you've been charged with introducing metacognition into your classroom. You'll be relieved to know that there's so much you can do without ever using that word with your students or going down the very confusing 'thinking about thinking' route! I will be running events over the next couple of months to help you know exactly what you can do to make sure that all your learners (including those with difficulties) start to think in a metacognitive way. It's all about minor changes to the ethos you create in your classroom.

In the meantime however, lets take a look at one of the methods often used to help students start reflecting more on how they're learning. That reflection process is often split into 3 categories; namely preparation, monitoring and evaluation. I will leave aside here the point I have made on several occasions previously that many students are not yet ready to think in this way and help you to find a gentler starting point.

Each of those 3 areas for reflection have a different set of questions attached to them that the student can ask themselves to assess their progress, a) before they start a task, b) whilst they are carrying out the task and again c) when they have completed it. Students use this way of working much more naturally if you have introduced them more slowly to the questioning process.

Start with raising questions about your own tasks out loud in front of the class. Let them hear you say things like; 'Is that right? Does that make sense? Is there a better way of doing that? Could I do that differently? Would that work better if I did...? You get the idea. Initially you appear to be talking to yourself, but the class can hear you and will be intrigued. Then start appealing to them for help; 'Have I got that right? Does that make sense to you? Do you think I could have done it a better way? How can I improve on that?

The students will quickly come to your aid, for which you are most grateful! Once they're used to you questioning what you're doing, teach them how to do the same, but one question at a time. You could have a 'Question of the Day', (one that promotes analysing personal progress in any given situation), but make sure that you cycle through the same ones regularly to ensure that the class get plenty of practise. Set aside a few minutes for students to exchange ideas on how they got on with today's question so that they learn from each other too.

Eventually you should get to the stage where students become more independent of you. If they seem lost, or approach you for help, your first resort then is to remind them; "What should you be asking yourself at this point?" Encourage them to find the right question that might help them to get unstuck before you provide more assistance. Hope that helps as a starter!

More next time!

Registration link for 90minute Parents/Carers Workshop; Thursday 19th January 1.00pm (GMT) (￡47) https://events.lizkeable.com/parents-workshop

Warm regards

Liz