Bb thinking and meta cognition 14th march 2012 wednesday morning cpd share
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? 1
Compare and ContrastCan you find:Something incommon with all?Pairs?Odd ones out?
What types of thinking skillsdid you use in that activity?
Encouragingly, programmes that targetpupils’ metacognitive awareness areproving to be among the most effectiveinterventions for improving academicachievement.Baroness Susan GreenfieldProfessor of Pharmacology, Oxford UniversityDr John SharplesDeputy Director, Institute for the Future of the MindOxford University 4
Compareand Meta-cognition Meta-learningContrastCan you find:Something incommon with Multiple Preferred learningall? intelligences stylesPairs?Odd ones out?
Do it as a wild taskNot previously studied stuffNot pre-digestedReverse 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! 9
Dr Chris WatkinsInstitute of EducationLearning:a sense-maker’sguide, 2003Research MattersIssue 34, Summer2010 11
Research Matters, Summer 2010The evidence leads to the conclusion thatlearning about learning is a practically viable andeducationally important strategy which also hasthe effect of improving performance. Butlearning-centred school improvement is lessprevalent than might be envisaged from thisevidence, because it remains in tension with thedominant discourse about classroom learningand with current policy interventions in England.Dr Chris Watkins, Institute of Education, 2010http://www.mantleoftheexpert.com/wp-content/uploads/2010/06/Watkins-10-Lng-Perf-Imp.pdf 12
Research Matters, Summer 2010A focus on learning can enhanceperformance, whereas a focus on performancealone can depress performance. Children whodevelop a ‘performance orientation’ rather than a‘learning orientation’ tend to show greaterhelplessness, use less strategic thinking and bemore focused on grade feedback. They are morelikely to persevere with strategies that are notworking.Dr Chris Watkins, Institute of Education, 2010http://www.mantleoftheexpert.com/wp-content/uploads/2010/06/Watkins-10-Lng-Perf-Imp.pdf 13