Metacognition - use in learning at Ryedale School
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This document discusses metacognition and ways to develop metacognitive skills in students. It defines metacognition, explains why it is important, and outlines a whole-school approach including staff training, lessons for students, and identifying those most in need of support. Key aspects are developing metacognitive awareness, providing opportunities to plan, monitor, and evaluate learning, and using surveys to identify students for targeted intervention programs.
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Metacognition - use in learning at Ryedale School
- 2. Metacognition • What is it? • Why is it important? • What can we do for all students? • How can we identify students who need metacognitive training the most?
- 5. Knowledge • Declarative knowledge • Procedural knowledge • Conditional knowledge Metacognition Regulation • Planning • Monitoring • Evaluating
- 6. Example
- 8. Metacognition • What is it? • Why is it important? • What can we do for all students? • How can we identify students who need metacognitive training the most?
- 9. Metacognition • What is it? • Why is it important? • What can we do for all students? • How can we identify students who need metacognitive training the most?
- 11. Personal Significance Response Options Challenge Threat Competence Beliefs Subjective Task ValueMessage Disregard Low Low High High Putwain, D.W. & Symes, W. (2014). Subjective value and academic self-efficacy: The appraisal of fear appeals used prior to a high-stakes test as threatening or challenging. Social Psychology of Education, 17(2), 229-248. Impact of metacognitive self-efficacy Have you done your homework? Maths is important! Ok, can we hear your answer to question 4, please?
- 12. Personal Significance Response Options Challenge Threat Competence Beliefs Subjective Task ValueMessage Disregard Low Low High High Putwain, D.W. & Symes, W. (2014). Subjective value and academic self-efficacy: The appraisal of fear appeals used prior to a high-stakes test as threatening or challenging. Social Psychology of Education, 17(2), 229-248. Impact of metacognitive self-efficacy Have you done your homework? Maths is important! Ok, can we hear your answer to question 4, please?
- 13. Personal Significance Response Options Challenge Threat Competence Beliefs Subjective Task ValueMessage Disregard Low Low High High Putwain, D.W. & Symes, W. (2014). Subjective value and academic self-efficacy: The appraisal of fear appeals used prior to a high-stakes test as threatening or challenging. Social Psychology of Education, 17(2), 229-248. Impact of metacognitive self-efficacy Have you done your homework? Maths is important! Ok, can we hear your answer to question 4, please?
- 14. Metacognition • What is it? • Why is it important? • What can we do for all students? • How can we identify students who need metacognitive training the most?
- 17. Whole school approach • Staff training to make sure metacognitive moments are identified in class • Students are given opportunities to plan, monitor, and evaluate their learning. • Learn2 lessons on core metacognitive strategies in KS3 • Learn2 in KS4 to manage workload and revision • Key students intervened with in KS4 • A proto-type programme devised and tested
- 18. Personal Significance Response Options Challenge Threat Competence Beliefs Subjective Task ValueMessage Disregard Low Low High High Putwain, D.W. & Symes, W. (2014). Subjective value and academic self-efficacy: The appraisal of fear appeals used prior to a high-stakes test as threatening or challenging. Social Psychology of Education, 17(2), 229-248. Identifying metacognitive need Rephrase as challenge! Eccles Value Survey Metacognition Awareness Inventory
- 19. Lead Practitioners Metacognition Group Planning Monitoring Evaluation Science English DT Maths Ethics
- 20. Parental Strategies “I’ve got to write an essay on An Inspector Calls and I don’t get it.” “I’m stuck!” “I got 12/30.” When is it due? Do you have a WAGOLL? Is there a mark scheme? Have you ever done a question like this before? What are the command words in the question? Explain the task to me in your own words Can you break the task down into smaller tasks? Is it content or technique that you are finding difficult? Find Miss/Sir tomorrow with a precise question What did you do well? Where do you need to improve? Could you improve the way you approached this task?
Editor's Notes
- We looked to the educational literature to see what kinds of factors might influence the appraisal of fear appeals. CVT and EVT both suggest that subjective task value and academic self-efficacy or expectancy of success are key variables. On the basis of these frameworks our model works like this. Value is judged primarily or extrinsic or what Eccles calls utility value or attainment value. Utility value is where the subject is seen as instrumental for reaching short or long term goals. Attainment value is when the grade or attainment is seen as important. If utility or attainment value is low then the fear appeal will not be seen as personally meaningful or relevant and disregarded. If utility or attainment value is high then the fear appeal will be seen as personally meaningful. If academic self efficacy is high the message will be appraised as challenging and if academic self-efficacy is low it will be seen as threatening.
- We looked to the educational literature to see what kinds of factors might influence the appraisal of fear appeals. CVT and EVT both suggest that subjective task value and academic self-efficacy or expectancy of success are key variables. On the basis of these frameworks our model works like this. Value is judged primarily or extrinsic or what Eccles calls utility value or attainment value. Utility value is where the subject is seen as instrumental for reaching short or long term goals. Attainment value is when the grade or attainment is seen as important. If utility or attainment value is low then the fear appeal will not be seen as personally meaningful or relevant and disregarded. If utility or attainment value is high then the fear appeal will be seen as personally meaningful. If academic self efficacy is high the message will be appraised as challenging and if academic self-efficacy is low it will be seen as threatening.
- We looked to the educational literature to see what kinds of factors might influence the appraisal of fear appeals. CVT and EVT both suggest that subjective task value and academic self-efficacy or expectancy of success are key variables. On the basis of these frameworks our model works like this. Value is judged primarily or extrinsic or what Eccles calls utility value or attainment value. Utility value is where the subject is seen as instrumental for reaching short or long term goals. Attainment value is when the grade or attainment is seen as important. If utility or attainment value is low then the fear appeal will not be seen as personally meaningful or relevant and disregarded. If utility or attainment value is high then the fear appeal will be seen as personally meaningful. If academic self efficacy is high the message will be appraised as challenging and if academic self-efficacy is low it will be seen as threatening.
- We looked to the educational literature to see what kinds of factors might influence the appraisal of fear appeals. CVT and EVT both suggest that subjective task value and academic self-efficacy or expectancy of success are key variables. On the basis of these frameworks our model works like this. Value is judged primarily or extrinsic or what Eccles calls utility value or attainment value. Utility value is where the subject is seen as instrumental for reaching short or long term goals. Attainment value is when the grade or attainment is seen as important. If utility or attainment value is low then the fear appeal will not be seen as personally meaningful or relevant and disregarded. If utility or attainment value is high then the fear appeal will be seen as personally meaningful. If academic self efficacy is high the message will be appraised as challenging and if academic self-efficacy is low it will be seen as threatening.
- We looked to the educational literature to see what kinds of factors might influence the appraisal of fear appeals. CVT and EVT both suggest that subjective task value and academic self-efficacy or expectancy of success are key variables. On the basis of these frameworks our model works like this. Value is judged primarily or extrinsic or what Eccles calls utility value or attainment value. Utility value is where the subject is seen as instrumental for reaching short or long term goals. Attainment value is when the grade or attainment is seen as important. If utility or attainment value is low then the fear appeal will not be seen as personally meaningful or relevant and disregarded. If utility or attainment value is high then the fear appeal will be seen as personally meaningful. If academic self efficacy is high the message will be appraised as challenging and if academic self-efficacy is low it will be seen as threatening.