The Why, What, and How of Metacognition in Your School
- High impact, low-cost method.
- Stop automatic thinking, automated responses and bad habits.
- How to infuse metacognition in your teaching immediately.
How To Teach Metacognition
- How metacognitive strategies separate into goals and actions (conscious and unconscious).
- How to activate conscious metacognitive goals and actions in students.
- Meta-memory, the distinction between recall and recognition and why your ‘feeling of knowing’ is quite accurate.
- Different forms of retrieval: retrieval from long-term memory, giving up, visualising,retrieval from working memory.
- Why retrieval strategies are a false grail and the work has to be done at the encoding stage.
- Whether putting a coffee cup in the fridge is a sign of dementia and why police line ups don’t work.
- How to tell if you have revised enough and the ‘norm of study’.
Types of Metacognition
- How metacognitive knowledge separates into knowledge about person (the learner and others), strategies and goals.
- How metacognitive regulation separates into planning, monitoring and regulation itself.
- The links between goal orientation and our ability to self-regulate.
- How metacognitive experience feeds into everything.
- Hattie’s ideas of what a metacognitive intervention is.
What Metacognition Is Not
- An extra task: metacognition is and should be intrinsic to teaching.
- A short-term gain: these methods are life-long learning tools.
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