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Crockett b


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Crockett b

  1. 1. Metacognition and Marginal Gains Ben Crockett (@BenCrockett1) Lead Teacher of Geography Durrington High School
  2. 2. What is it all about? Metacognition was first coined as a term by John Flavell in 1979, and although a precise definition remains elusive it can be primarily considered to be the awareness one has about their thinking processes and how one is able to control these (Aydin, 2011) Basically it’s the monitoring and control of thought – or “thinking about thinking”
  3. 3. Subcategories – Martinez (2006) 1. Metamemory and metacomprehension – appraisal of one’s own prior knowledge and quality of comprehension 2. Problem Solving – determining what to do when you don’t know what you are doing 3. Critical Thinking - evaluation of ideas and processes for their quality.
  4. 4. All very interesting but why? • Large body of research providing evidence of academic gains with metacognitive instruction (i.e Nietfeld & Shraw, 2002; Thiede, Anderson, & Therriault, 2003). • Individuals with well-developed metacognitive skills can think through a problem or approach a learning task, select appropriate strategies, and resolve the problem or successfully perform the task.
  5. 5. And yet …as subject specialists we actively engage in metacognition every day
  6. 6. Developing Metacognition– suggested strategies • Stress the importance of metacognition to learners – use the language • Focus on questioning that connects new information to former learning • Consciously model our metacognitive strategies to our students – focus on how tasks are accomplished rather than the final product. Many of our students do not necessarily take a systematic approach to task completion and need to be trained to do so. Providing them with a finished product without making the process of achieving this visible to students has minimal impact. (Chauhan and Singh, 2014;Gabel, 1999)
  7. 7. Real life examples: • I completed an exam paper, not answering the questions but writing on the paper what my brain would have been saying to itself had I been completing it. The point was to make visible my thought processes.
  8. 8. Explicit prompt sheets and checklists (Shraw, 1998) – move away from content lists and use sheets to prompt planning, structuring, monitoring and evaluation.
  9. 9. Use your whiteboard – model the modelling. Make your choice of strategies, choice of language and structure visible and audible to students. Also show monitoring and evaluation – go back cross things out, rub them out, rewrite things . Students need to be aware of this.
  10. 10. For more information see https://dhsgeography or @BenCrocket1