Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
If you just ask students to work in teams they don’t all participate. Giving a role to each help them to work together.
This way of learning – has to be active or project-based The “Project” could be an exam question /assignment brief / research project / group presentation Use strategies such as think pair share etc. A project must have an output to enable skills to be assessed.
Students feel that they need to be told what they need to know to pass a test. There is an assumption that learning is a passive process which requires little effort and hard work.
However research has shown learning is hard work and requires effort. Carol Dweck has provided insight into the need to grow our brains and metacognition fits nicely into this idea.
Mega-metacognition - learning how to learn in a digital age
Penny Langford – Head of Digital Learning
Paula Han – Teacher Training Manager
Mel Villa-Buil – iLearn Support Coach
Melanie Gibbard – iLearn Support Coach
What are we doing?
You will identify the
skills/behaviours we need
to develop in our students
You will identify ways digital tools
can be used to complete a project in
an active, collaborative way.
You will define
You will work actively,
in a team, to create
You are going to
We are going to tell our
While you are waiting - Online game:
Let’s get started! – 3 mins
Task 1 – Decide your roles – 5 minutes
Everyone has a
We are going to have a go….
Get your brains in gear…..
Be up front and
Explain what is
they are learning
Task 2 - Check prior learning – 2 minutes
•I have a good idea
I can easily explain what Metacognition is to someone else.
Task 3 - LO 1 – What is Metacognition? – 3 minutes
As a Team add your answer
Start researching Create a definition section
on your infographic
Reach out to your
Help your team
then add your
answer to Menti
Our favourite definition
“Metacognition is about the ways learners
monitor and purposefully direct their learning”
Quigley, A., Muijs, D. and Stringer, E. (2019). METACOGNITION AND SELF-REGULATED LEARNING. [online]
Educationendowmentfoundation.org.uk. Available at:
nition_and_self-regulated_learning.pdf [Accessed 5 Mar. 2019].
Key terms to bear in mind
Practice testing - Self-testing or taking practice tests on material to be learned Dunlosky et al 2013
identified these as
being the most
Distributed (‘spaced’) practice - Implementing a schedule of practice that spreads
out activities over time.
Self-explanation - Explaining how new information is related to known information, or explaining steps taken
during problem solving
Elaborative interrogation - Generating an explanation for why an explicitly stated fact or concept is true
Interleaved practice - Implementing a schedule of practice that mixes different kinds of problems, or a schedule of
study that mixes different kinds of material, within a single study session.
Summarization - Writing summaries (of various lengths) of to-be-learned texts.
Highlighting - Marking potentially important portions of to-be-learned materials while reading.
Keyword mnemonic - Using keywords and mental imagery to associate verbal materials.
Imagery use for text learning - Attempting to form mental images of text materials while reading or listening.
Select a strategy, read
about it – take 1 minute
to explain what you have
learned to someone else.
Metacognition strategy tip - Working with others
Extension: Explain how you have used your existing
knowledge to make sense of the new things.
We want to invite you to chuck out your previous thinking
Task 4 -Chuck out your previous thinking - 1 min
Is re-reading notes multiple times a good way to learn?
Chuck out your previous thinking
They carried out an experiment with
2 groups of students
1 re-read notes 4 times – confident they
had learned it
1 re-read once then wrote down all they
could remember – not confident
One week later tested on writing down
everything they knew – 2nd group did
Retrieval practice works!
We are not necessarily retaining or learning, it just seems familiar and
we feel good about it. - Roediger & Karpicke, 2006
Task 5 - LO2– Identify wider skills– 10 minutes
THINK - Individually add your strategies
to the word cloud
PAIR – Discuss your answers with the
person next to you
SHARE – As a team can you group them
somehow? Decide which skills are the
most important to enhance learning.
Add your team name to the Padlet and
list the skills in order of importance.
What wider skills do we need to develop in our learners?
Think – pair - share
Add the top three to your
Customer focused, able to
keep customers experience
and safety in mind
throughout the service or
diagnosis and repair
Ensure the company image of
professionalism and quality
of service is maintained when
dealing with customers.
Apprenticeship standards – skills for success?
Motor vehicle service and maintenance technicians demonstrate the following
Constantly learn in order
to improve own
performance and that of
UKCES: UK Commission’s Employer Skills Survey
UKCES: UK Commission’s Employer Skills Survey 2015: UK Results, February 2019, p 69
Listing what you know is
ok, but grouping them
and finding links will help
you to retain what you
Metacognition strategy tip
Extension: Use Padlet to capture your lists/ groups and
add an image or video to help you retain them.
Our observations ………..
Enjoying this type of learning
A large proportion of students uncomfortable
Not confident with
Task 6 – Review – 5 minutes
Bring all that you have
learned together in an
infographic and mind
map – add the tools
you have used.
Complete your Canva
Share the tools you
have identified with
Go to Mindmup.com –
Create a mind map
with Metacognition in
Work with collaborator to
create a mind map
Creating a mind map or
visual representation of
what you know from your
notes will help you to
build on what you know
and make connections.
Metacognition strategy tip
Extension: If you create a digital mind map, add
pictures, and videos or audio notes to this too.
Final task - Self-reflection – 1 minute
How do you feel about this subject?
If not confident … what are you going to do?