Bb thinking and meta cognition 14th march 2012 wednesday morning cpd share
1. Get yourself READY for an activity.
• Sit next to someone different
• Go on – do it!!!
• Did you do it?
• Why did you?
• Why didn’t you?
• Have you even read this?
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3. What types of thinking skills
did you use in that activity?
4. Encouragingly, programmes that target
pupils’ metacognitive awareness are
proving to be among the most effective
interventions for improving academic
achievement.
Baroness Susan Greenfield
Professor of Pharmacology, Oxford University
Dr John Sharples
Deputy Director, Institute for the Future of the Mind
Oxford University
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5.
6.
7. Compare
and
Meta-cognition Meta-learning
Contrast
Can you find:
Something in
common with Multiple Preferred learning
all? intelligences styles
Pairs?
Odd ones out?
9. Do it as a wild task
Not previously studied stuff
Not pre-digested
Reverse teaching
• Do it as a relearning task
• Do it for fun!!!
• Do it to deepen understanding
• Do it to exercise thinking skills / lateral / logical etc.
• Do it to exercise creative problem solving
• Do it for all the right reasons
• Do it!
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10.
11. Dr Chris Watkins
Institute of Education
Learning:
a sense-maker’s
guide, 2003
Research Matters
Issue 34, Summer
2010
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12. Research Matters, Summer 2010
The evidence leads to the conclusion that
learning about learning is a practically viable and
educationally important strategy which also has
the effect of improving performance. But
learning-centred school improvement is less
prevalent than might be envisaged from this
evidence, because it remains in tension with the
dominant discourse about classroom learning
and with current policy interventions in England.
Dr Chris Watkins, Institute of Education, 2010
http://www.mantleoftheexpert.com/wp-content/uploads/2010/06/Watkins-10-Lng-Perf-Imp.pdf
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13. Research Matters, Summer 2010
A focus on learning can enhance
performance, whereas a focus on performance
alone can depress performance. Children who
develop a ‘performance orientation’ rather than a
‘learning orientation’ tend to show greater
helplessness, use less strategic thinking and be
more focused on grade feedback. They are more
likely to persevere with strategies that are not
working.
Dr Chris Watkins, Institute of Education, 2010
http://www.mantleoftheexpert.com/wp-content/uploads/2010/06/Watkins-10-Lng-Perf-Imp.pdf
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