#92 Simplifying Metacognition

Hi Everyone

Last time I started a conversation about simplifying the idea of metacognition in order to make it more ‘user friendly’.

There are lots of research papers recording the theory and evidence for how beneficial it is when learners use a more metacognitive approach. There is so much to suggest that this way of thinking improves both academic progress and mental health, but what’s often missing is how best we as educators can use that information in practice.

You’ll notice that rather than spending a lot of time citing or quoting the scientific evidence for the need to develop metacognition in children and young people, I focus on the application of actually making that happen. There has to come a point where we take what we know, and use it in such a way that leads to real progress for the students we care about.

If you would like an overview on how to change your perspective on supporting learners to develop metacognition, you might be interested in listening to a recent podcast where I was invited by Steve Barkley to talk about this topic. Here’s the link to the newly released podcast for educators, and thank you to those who’ve already been in touch to gain more insight on the content of our discussion. (Just keep in mind that the website no longer exists, but you can still e-mail me at; [email protected])

https://barkleypd.com/blog/podcast-exploring-student-learning-with-teachers/

If podcasts are not your thing or you’re not in any hurry to learn more, then just keep following the newsletter and all will be revealed. In the previous instalment, I laid the foundation for further support with developing metacognition in learners by outlining 3 important factors to keep in mind.

The first is what ‘metacognition’ means, which is; being able to think about how you’re learning and making any necessary changes in order to improve results. It’s a conscious process and can therefore be taught. Secondly that only the most able students seem to develop this skill naturally, and therefore we need a strategy for how we’re going to support the greater percentage of students to develop a more metacognitive way of thinking.

You will have heard me talk before about the third aspect of re-thinking how we develop metacognition in learners, and that is ‘naturalising’ it in the classroom rather than ‘formalising’ it. Keep in mind that the group of students who need it most, (those for whom conscious learning does not come naturally), need to see and feel it in action before they can start to adjust their own thinking. We want them to automatically use a metacognitive approach as a genuinely transferable skill.

So, let’s think for a moment about how you can recognise a student who is using metacognition as part of their learning process, to help us work out how to achieve a more metacognitive classroom. To start us off, here’s the contents of a slide from one of my training courses for teachers;

10 Characteristics of Metacognitive students;

1.??? Recognise their own role in the learning process

2.??? Believe in themselves as learners (#)

3.??? Ask questions that help them to improve

4.??? Recognise challenge as an integral part of learning (#)

5.??? Deal with the stress of leaving their comfort zone (#)

6.??? Know the value of making mistakes (#)

7.??? Constantly strive for improvement

8.??? See the need for practice

9.??? Change their thinking to get different results (#)

10.Are in control of their own progress (#)

(#) Link with Mental Health

When I ask participants on the course how many of their students have all, or most of these characteristics the answer is usually ‘not many’ and sometimes even, ‘none’. If you find yourself agreeing with those comments, then you may well appreciate the need to think about how you’re going to help that greater majority of students to change their relationship with learning, in order to improve their own academic progress, (whilst also improving their mental health).

That can seem like a daunting task if you don’t yet have a grasp of what metacognition actually is and how to naturalise it in the classroom. So, bear with me, keep reading and I will reveal how to make those gradual small changes that, over time, make a big difference to student progress.

Take care in the meantime.

Warm regards

Liz