Metacognition – Getting an understanding

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An introduction to the background and key principles relating to metacognition, metacognitive strategies and self-regulation.

About this module:

In this introductory module we look at the origins of metacognition and self-regulation and why it has become a hot pedagogical topic and focus for so much recent research. Ensuring a sound understanding of what we mean by metacognition and how it relates to self-regulation will provide a starting point for participants to consider their own current practice and to identify strategies to explore further. Using a simple planning, monitoring and evaluation model, this module introduces some quick take away suggestions for embedding metacognitive thinking in the classroom as well as debunking some common misconceptions about metacognition.

This module provides a perfect springboard to exploring the suite of modules which will look in more detail at various metacognitive strategies.

Session One: Background and history will explore:

  • The origins of metacognition and why it has become so important in education.
  • The relationship between metacognition and self-regulated learning.
  • Application of metacognitive knowledge and regulation through student planning, monitoring and evaluation.

Session Two: Essential aspects of metacognition will explore:

  • What can you do to develop metacognitive knowledge and skills in your students?
  • Common misconceptions about metacognition.
  • Making metacognition visible in the classroom.
What you will learn:
  • An introduction to theoretical and research basis for metacognition and self-regulation.
  • The inter-relationship between metacognition and self-regulation.
  • The importance of the planning, monitoring and evaluation cycle to support metacognition in the classroom.
  • Some of the common misconceptions held about metacognition and why these are misconceptions.
  • How to undertake a quick self-check of your own practice in supporting metacognitive skills and strategies.
  • The role of the teacher in a metacognitive practice rich classroom – making metacognitive strategies visible.