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On metacognitive modelling..

Getting the right definition Initially, I started writing about ” live modelling”, but the more I wrote, the more I realised that it wasn’t really an accurate description of my classroom practice. I played with some wordier definitions, such as “interactivly modelling your thinking” but I think this is more concise & more accurate. LiveContinue reading “On metacognitive modelling..”

On metacognitive modelling – 7 Top Tips

Here are a few things I have found useful when explicitly explaining my thought processes in the classroom. It’s definitely not a definitive list, and I’d be really interested in hearing your top tips too. Make sure students are fully engaged in the process. You can help by not asking students to copy what youContinue reading “On metacognitive modelling – 7 Top Tips”

On Defining Metacognition

“It is at least conceivable that the ideas currently brewing in this area could someday be parlayed into a method of teaching children (and adults) to make wise and thoughtful life decisions as well as to comprehend and learn better in formal education settings.” (J. H. Flavell, 1979, p.910). I think a useful start forContinue reading “On Defining Metacognition”

Teacher metacognition and self-efficacy

Teacher understanding and awareness of the use of metacognition and self-efficacy in face to face teaching. We are in the final weeks of data collection and still need participants. Can you help by sparing 15 minutes to complete our questionnaire here? There is an increasing interest in teaching students a metacognitive approach to learning inContinue reading “Teacher metacognition and self-efficacy”

Metacognition in the GCSE classroom

Metacognition, Self Regulation, and Academic Learning: a study in the role of metacognition and self-regulation in GCSE English Literature classes, student metacognition, self-efficacy and academic anxiety. Students tackling the new GCSE examination curriculum face the challenge of needing to know and memorise more information for their examinations, as most subjects no longer have coursework andContinue reading “Metacognition in the GCSE classroom”

On Exemplars..

In the beginning (of my teaching career*) there were pre-written exemplars and they were, and still can be, a helpful way of giving students model answers to help develop their learning. However, what I didn’t initially understand was that just giving students an example to stick into their exercise books wasn’t ever going to beContinue reading “On Exemplars..”