For teachers and schools wishing to raise levels of metacognition and promote self-regulated learning with effective metacognitive strategies. The best educational resources for schools wishing to focus on metacognition and self-regulated learning.
Metacognition is often defined as "thinking about thinking"; metacognitive pedagogies focus on the planning, monitoring, evaluation and regulation of cognition. Definitions range in their breadth: a broad definition from EduTechWiki states that metacognition is "the cognitive control and monitoring of all sorts of cognitive processes like perception, action, memory, reasoning or emoting". The UNESCO 'Thinking Without Frontiers' report states that metacognition means thinking about one's thinking processes and states that it “has to do with the active monitoring and regulation of cognitive processes”.
Metacognition can be explained as individuals’ use of information while they are learning or fulfilling a task and a deliberate organisation in cognitive processes (Brown, Bransford, Ferrara & Campione, 1983) - Wilson (1998) regards metacognition as knowledge and awareness of thinking processes and strategies (together with the ability to evaluate and organise these processes). In ‘How People Learn, the National Academy of Sciences’ synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a “‘metacognitive’ approach to instruction” (Bransford, Brown, & Cocking, 2000, p. 18).
This article focuses on innovative new metacognitive strategies for the secondary classroom.
Metacognitive Strategies for the Classroom
Think aloud: Teachers can model their own thinking process by verbalizing their thoughts while working through a task or problem. This helps students understand how to approach a task and problem-solve.
Reflection prompts: Providing reflection prompts at the end of a lesson encourages students to think about what they learned, how they learned it, and what they could improve upon next time.
Metacognitive journals: Have students write about their thinking processes, strategies, and challenges in a journal to help them better understand and reflect on their learning.
Mind mapping: Use mind maps to help students organize their thoughts and ideas and make connections between concepts.
Graphic organizers: Use graphic organizers to help students visualize the relationships between concepts and ideas.
Summarizing: Have students summarize what they have learned in their own words to help them process and retain information.
Questioning: Encourage students to ask and answer questions to help them deepen their understanding of a topic.
Self-assessment: Have students evaluate their own learning and understanding of a topic to help them identify areas for improvement.
Peer assessment: Encourage students to assess each other's work and provide feedback to help them improve their own understanding of a topic.
Goal setting: Encourage students to set goals for their learning and track their progress towards those goals.
Prior knowledge activation: Help students activate their prior knowledge by connecting new concepts to what they already know.
Concept mapping: Use concept mapping to help students understand the relationships between concepts and ideas.
Active listening: Encourage students to actively listen and engage with the material by asking questions and taking notes.
Collaborative learning: Encourage students to work together to solve problems and share ideas.
Visual aids: Use visual aids such as diagrams, charts, and images to help students better understand and retain information.
Mnemonics: Use mnemonic devices such as acronyms or rhymes to help students remember important information.
Chunking: Break down complex information into smaller, more manageable chunks to help students process and retain information.
Reciprocal teaching: Encourage students to take turns leading discussions and teaching each other to help them develop a deeper understanding of a topic.
Feedback: Provide specific and timely feedback to help students improve their learning and metacognitive skills.
Goal-oriented assignments: Assignments that focus on metacognitive skills, such as self-reflection and goal setting, can help students develop their metacognitive abilities.
References
Brown, A. L., Bransford, J. D., Ferrara, R. A. and Campione, J. C. (1983). “Learning, Remembering, and Understanding”. In P. H. Mussen (Ed.). Handbook of Child Psychology (pp.77-166). New York: John Wiley.
Brown, A. L., Bransford, J. D., Ferrara, R. A. and Campione, J. C. (1983). “Learning, Remembering, and Understanding”. In P. H. Mussen (Ed.). Handbook of Child Psychology (pp.77-166). New York: John Wiley.
from The Global Metacognition Institute https://www.globalmetacognition.com/post/metacognitive-strategies
via https://www.globalmetacognition.com/
Explore our website, boasting the most extensive assortment of teaching materials centered around the principles of reflective learning, self-regulated learning within school environments, and metacognition. Elevate your teaching methodology by harnessing the wealth of tools available on our platform.
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What is Metacognition?
Metacognition, often referred to as "thinking about thinking," is a crucial cognitive skill. It involves understanding how we learn, the strategies we use to learn, and our awareness of our own learning processes. In essence, metacognition encourages students to become mindful of their learning journey. By fostering metacognitive skills, educators empower students to monitor their progress, set goals, and adapt their learning strategies accordingly.
What is Self-Regulated Learning?
Self-regulated learning (SRL) is the ability to take control of one's learning process. It encompasses setting goals, planning, monitoring progress, and adjusting strategies as needed. SRL encourages students to become active participants in their education, making decisions about what and how they learn. By developing self-regulated learning skills, students become more independent and efficient learners, ultimately leading to better academic outcomes.
What is Reflective Learning?
Reflective learning involves the practice of looking back on one's learning experiences and extracting valuable insights. It encourages students to think deeply about what they have learned, how they learned it, and how they can apply this knowledge in different contexts. Reflection fosters critical thinking, self-awareness, and a deeper understanding of the subject matter. It also encourages students to connect their learning to real-life situations.
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from The Global Metacognition Institute https://www.globalmetacognition.com/post/free-reflective-learning-teaching-resources
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Student reflection is a powerful tool for promoting metacognition and self-regulated learning. By engaging in the process of planning, monitoring, evaluating, and regulating their learning, students can better understand their own learning processes, identify areas for improvement, and make meaningful adjustments to their learning strategies. Writing reflective essays can be an effective way to encourage students to engage in this process, and can help to improve student attainment, raise levels of metacognition, and boost self-regulated learning.
The process of writing a reflective essay typically involves four main steps: planning, monitoring, evaluating, and regulating. In the planning phase, students reflect on their learning goals and identify specific areas they want to focus on. This might involve setting SMART goals, such as improving their ability to analyse primary sources or practicing active reading strategies.
In the monitoring phase, students engage in self-assessment and collect evidence of their progress towards their goals. This might involve keeping a journal, tracking their learning using a digital tool, or seeking feedback from peers or teachers.
In the evaluating phase, students reflect on their progress and assess whether they have met their learning goals. This might involve analysing their evidence and reflecting on their successes and challenges.
Finally, in the regulating phase, students use their reflections to make meaningful adjustments to their learning strategies. This might involve seeking additional resources, practicing new study strategies, or adjusting their goals based on their progress.
The benefits of student reflection essays are numerous. By engaging in this process, students become more self-aware and better able to identify areas where they need to focus their efforts. They also become more accountable for their own learning, taking ownership of their progress and success. This leads to increased motivation and engagement, and ultimately improved academic performance. Moreover: such exercises help student to develop their writing skills and essay-writing skills!
Additionally, student reflection essays promote metacognition, which is a critical component of effective learning. Metacognition involves thinking about one's own thinking, and includes skills such as self-assessment, goal-setting, and self-reflection. By engaging in this process, students become better able to regulate their own learning and make meaningful adjustments to their strategies as needed.
In conclusion, student reflection essays are a powerful tool for promoting metacognition and self-regulated learning. By engaging in the process of planning, monitoring, evaluating, and regulating their learning, students can better understand their own learning processes, identify areas for improvement, and make meaningful adjustments to their learning strategies. This leads to improved academic performance, increased motivation and engagement, and the development of essential skills for lifelong learning. Teachers can support this process by providing guidance, feedback, and opportunities for reflection, helping to ensure that all students have the tools they need to succeed.
We've created a useful resource to help structure and guide metacognitive reflection essay writing - Metacognitive Reflection Essay Writing Toolkit! This metacognition teaching resource serves two primary functions:
To teach students how to use the metacognitive cycle (planning, monitoring, evaluating and regulating) in relation to essay-writing: developing essay-writing skills
To use essay-writing tasks as a way to encourage metacognitive reflection and help students gain metacognitive knowledge: developing metacognitive and self-regulated learning skills
The learning sessions guide students through the essay writing process and dedicate time to planning, monitoring, evaluating and regulating the essay writing process. Twelve metacognitive/ self-regulated learning reflection topic options are provided with hints as to what students might want to include in their essays. The topics are:
Building On My Strengths & Weaknesses in This Subject
Effective Revision & Exam Preparation Strategies
How To Learn More During Lessons
How My Behaviour Impacts My Learning & My Rate of Progress
How Do My Emotions, Moods & Attitudes Impact My Learning?
Metacognition, Self-Regulation & Independent Learning in This Subject
What Could I Do Differently In Order to Maximise Learning?
How To Boost My Learning Power
The Ideal State of Mind for Learning & How I Can Cultivate It
My Obstacles to Learning & How I Plan To Overcome Them
Factors That Influence My Ability to Learn and Remember Learning
What Approach to Learning Works Best For Me
Essay topics 1-6 are can be used by teachers of any subject to foster metacognition and lead students towards metacognitive knowledge their particular school subject whilst essay topics 6-12 are general metacognitive reflection rubrics.
In addition to promoting metacognition and self-regulated learning, our goal is to collaborate with educators in fostering greater levels of learner autonomy among students. As such, our essay-writing sessions include instructions that guide students towards developing their own assessment criteria. At the end of each session, students will use these criteria to evaluate their own work. This approach is closely aligned with the planning stage of the metacognitive cycle and encourages students to carefully consider task requirements before beginning their work.
from The Global Metacognition Institute https://www.globalmetacognition.com/post/reflective-essay-writing-for-metacognition-self-regulated-learning
via https://www.globalmetacognition.com/
Metacognition is an essential aspect of learning, and its importance cannot be overstated in the mathematics classroom. It refers to the ability to reflect on one's thinking and learning processes, understand one's strengths and weaknesses, and make adjustments to improve performance. Metacognition is crucial in helping students become effective and efficient learners in mathematics.
Metacognitive strategies are techniques used by learners to monitor and regulate their learning processes. These strategies are aimed at improving learners' understanding of mathematical concepts and problem-solving skills. They enable learners to become more self-aware and self-regulated, helping them to become better learners. Metacognitive strategies include planning, monitoring, and evaluating one's learning, using appropriate study strategies, and seeking help when needed.
Metacognitive awareness is the ability to recognize one's own thinking processes and understand how they affect learning. It involves being conscious of one's thinking and learning habits and recognizing how these habits can influence academic performance. Students with metacognitive awareness can identify areas of difficulty, reflect on their learning progress, and adjust their strategies accordingly.
In the mathematics classroom, metacognition is essential for several reasons. First, mathematics is a subject that requires problem-solving skills and critical thinking. To solve mathematical problems, students must be able to understand the problem, apply relevant mathematical concepts, and use problem-solving strategies. Metacognitive strategies such as planning and monitoring can help students manage their thinking processes and make more effective use of problem-solving strategies.
Second, metacognition is essential for learning mathematical concepts. Mathematics is a hierarchical subject, and each concept builds on the previous one. If students do not have a good understanding of the fundamental concepts, they will struggle to learn more advanced ones. Metacognitive strategies such as self-monitoring and self-evaluation can help students identify areas of weakness and take appropriate steps to address them.
Third, metacognition can help students become more confident and engaged learners in mathematics. Mathematics can be a challenging subject, and students who struggle with it can become frustrated and disengaged. Metacognitive strategies can help students develop a growth mindset, where they see challenges as opportunities for learning rather than as failures. Metacognitive awareness can also help students develop a sense of ownership over their learning, which can lead to greater motivation and engagement.
We've released a downloadable toolkit for teachers of mathematics who wish to raise levels of metacognition and self-regulate learning with their students!
The download includes:
A fully-resourced 'Metacognition & Maths' lesson [1 Hour]
Front of book metacognitive planning & monitoring worksheets [x3]
Back of book metacognitive evaluation & regulation worksheets [x3]
Exercise book enhancers: "Help I'm Stuck!" metacognition guides [x2]
Exercise book enhancers: metacognition extension questions & tasks [x2]
End of lesson metacognition reflection worksheets [x3]
Personal Learning Checklist (PLC) Templates [x2]
Lesson Wrappers [x5]
The Mathematics & Metacognition Debate Generator
The Mathematics & Numeracy 'Think, Pair, Share' Discussion Generator
Metacognitive Strategies for Your Maths Lessons
Keep in mind the following metacognitive strategies and consider which would be most effective with your students:
Self-questioning: Encourage students to ask themselves questions about the mathematical concepts they are learning. For example, "What do I already know about this topic? What do I need to learn? What strategies can I use to solve this problem?" This helps students to identify their own areas of strength and weakness, and to develop a plan for learning.
Goal-setting: Help students to set goals for themselves, both short-term and long-term. For example, "I want to improve my understanding of fractions by the end of the week." Setting goals gives students a clear target to work towards and helps them to stay motivated.
Peer discussion: Encourage students to discuss mathematical concepts with their peers. This allows them to hear different perspectives and to identify areas where they may be struggling. It also helps them to develop communication and collaboration skills.
Self-reflection: Have students reflect on their learning experiences, both positive and negative. For example, "What did I do well on this test? What could I have done better?" This helps students to identify their own strengths and weaknesses and to develop a plan for improving.
Visualization: Encourage students to visualize mathematical concepts in different ways. For example, drawing diagrams, creating graphs or charts, or using manipulatives. This helps students to develop a deeper understanding of the material and to remember it more effectively.
Monitoring: Teach students to monitor their own understanding of mathematical concepts. For example, by asking themselves questions such as "Do I understand this concept well enough to teach it to someone else?" This helps students to identify areas where they may need to focus their attention.
Metacognitive prompts: Provide students with prompts that encourage them to think about their thinking. For example, "What strategies did you use to solve this problem? Why did you choose those strategies?" This helps students to become more aware of their own thinking processes and to develop more effective strategies.
Feedback: Provide students with feedback on their work, both positive and negative. This helps students to identify areas where they may need to improve and to develop a plan for addressing those areas.
Self-assessment: Encourage students to assess their own learning. For example, by asking them to rate their understanding of a concept on a scale from 1 to 10. This helps students to develop a better sense of their own strengths and weaknesses.
Revision: Teach students to revise their work regularly. For example, by reviewing notes, redoing assignments or quizzes, and practicing problems. This helps students to reinforce their learning and to identify areas where they may need additional practice.
By incorporating these strategies into their teaching, maths teachers can help to raise levels of metacognition, metacognitive awareness, and self-regulated learning among their students. This can lead to increased understanding, better performance, and a more positive attitude towards mathematics.
from The Global Metacognition Institute https://www.globalmetacognition.com/post/metacognition-in-the-mathematics-classroom
via https://www.globalmetacognition.com/
Metacognition, or the awareness and understanding of one's own thought processes, is an essential skill for academic success. Metacognitive strategies help learners to plan, monitor, and evaluate their learning, leading to improved performance and deeper understanding of the material. In the context of religious studies, metacognition can be particularly valuable, as it allows students to reflect on their own beliefs and assumptions, and to better understand the perspectives of others. In this article, we will explore what metacognition is, what metacognitive strategies are, and how teachers of religious studies can enhance metacognition in their students.
An example of metacognition in Religious Education
A religious studies teacher can use metacognition in a lesson on comparative religions. Here's an example:
Before the Lesson: At the beginning of the lesson, the teacher can ask students to write down what they already know about the religions being studied, such as Hinduism, Buddhism, and Islam. This allows students to activate their prior knowledge and set a baseline for their understanding of the material.
During the Lesson: As the teacher presents information on each religion, they can use metacognitive strategies to help students better understand the material. For example, the teacher can pause periodically to ask students to reflect on what they've just learned and how it relates to what they already know. The teacher can also ask students to take notes on key concepts and ideas, encouraging them to monitor their own understanding of the material.
After the Lesson: After the lesson, the teacher can ask students to reflect on their learning by answering questions such as "What was the most important thing you learned today?" and "What questions do you still have about the religions we studied?" This allows students to evaluate their own performance and identify areas for improvement.
By using metacognitive strategies in this way, the religious studies teacher can help students to deepen their understanding of the material, reflect on their own beliefs and assumptions, and better understand the perspectives of others. The teacher can also model and reinforce the use of metacognitive strategies, which can help students develop these skills and apply them in future learning experiences.
Ten Metacognitive Strategies for Your Lessons!
1. Use of ‘Lesson Wrappers’
‘Lesson wrappers’ (a.k.a. ‘cognitive wrappers’ or ‘metacognitive wrappers’) are student reflection activities that take place at the start and end of lessons.
Typically the start-of-lesson reflections focus on readiness to learn, planning for learning, anticipating lesson content, monitoring current progress, and evaluating learning so far. End-of-lesson reflections might focus on evaluation: students evaluate their progress (their learning) and, crucially, evaluate the effectiveness of their approach to learning; end-of-lesson reflections may also involve target-setting and planning for future improvement.
We’ve made ten printable lesson wrapper worksheets (download here) as well as a PowerPoint ‘Virtual lesson Wrapper’ (download here) which will allow you to implement this metacognitive strategy without draining your printing budget!
2. Use of Metacognitive Questions Teachers should role-model metacognitive questions by ‘thinking out loud’. For example: “What would be the best way for me to approach this task?” or “which strategies have I used in the past to get the most out of such activities?”. Moreover, teachers should ask students metacognitive reflection questions.
We’ve made a FREE set of downloadable metacognition questioning prompt cards which you can get here.
3. Use of Assessment Wrappers
When doing formative assessments, it is useful to engage students in metacognitive reflection before and after engaging in the assessment work: this metacognitive strategy is known as an ‘assessment wrapper’.
You can download our engaging printable assessment wrapper worksheets (download here) or save on paper and printing-costs by using our ‘virtual assessment wrapper’ (download here) PowerPoint which contains fifty metacognitive reflection activities that can be used when doing formative assessments!
4. Workbook Enhancers & Tracking Worksheets
A long-term metacognitive strategy you might want to try involves enhancing student workbooks with inlays and/or metacognitive tracking & monitoring worksheets.
Our metacognitive workbook enhancer worksheets (download here) are designed to go in the front and back of student workbooks. The included worksheets (that should be permanently glued into exercise books) cover the following topics:
· 'Are You Stuck?' - Use the following metacognitive questions to help you complete your task before asking a teacher for help...
·'Finished Early!?' - Take a moment to reflect on the following metacognitive questions...
· 'Are You Stuck?' - Use the metacognitive cycle to help you complete your task before asking your teacher for help...
· Metacognition Extension Tasks - A list of extension tasks that students can work on in the back of their exercise books if they find themselves having finished learning activities before other students (perfect for high-ability students in mixed-ability classes!)
· Important Theories for Boosting Learning Power - Big pedagogical ideas explained clearly and simply for students (Metacognition, Self-Regulated Learning, Independent Learning, Active Learning, Growth Mindset, Learning Styles & Learning Power)
5. DIRT – Dedicated Improvement & Reflection Time DIRT stands for Dedicated Improvement and Reflection Time, and it refers to a specific time set aside in the classroom for students to reflect on their learning, receive feedback, and set targets for improvement. This practice encourages students to think critically about their learning and progress, which in turn helps them identify areas where they need further support or clarification.
By engaging in DIRT, students can take ownership of their learning and develop self-regulation skills that are essential for lifelong learning. Teachers who make time for student reflection in their lessons can help their students become more self-aware, motivated, and independent learners, ultimately leading to better academic outcomes. Dedicated Improvement & Reflection Time can be enhanced by using our DIRT Worksheet Collection (download here)
6. Using Metacognition With Videos & Documentaries How can teachers engage students in metacognitive reflections when using videos and documentaries in lessons? Try using metacognitive questions both at the start, end, and during the videos!
For example, before starting the video you might ask “How can we learn as much as possible from this video?”, “What is the best way to take notes when watching videos?”, “What state of mind is best for learning from documentaries?”.
During the video you might ask: “How can I learn more from this video?”, “What am I doing with my mind that helps me to learn as much as possible from this documentary?”, “Why do some people learn a lot from documentaries whilst others learn less?” At the end of the video or documentary you might ask: “How effective was my own approach to learning from this video?”, “How might I learn more from documentaries in the future?”, “What obstacles to learning did I face when watching this video?”
Our ‘Learning More From Videos with Metacognition’ tool (download here) uses metacognitive questioning to enhance learning when students are watching educational videos or documentaries in lessons. It is suitable for teachers of all subjects and is applicable to video-learning activities on any topic: it should be used to enhance metacognition when students are learning from a video or documentary in lessons.
7. Metacognitive ‘Thunks’ & Reflection Questions It’s a good idea to bring metacognitive reflections into your lessons by using discussion and debate prompts that trigger student reflections on how to learn best, how to boost learning, and which learning strategies are most effective. Consider the following approaches:
8. Using Discussion Activities
A. Think, Pair, Share - We encourage the use of ‘Think, Pair, Share’ discussions that refer to topics related to learning, learning strategies, and how to boost learning power. You can download a FREE set of questions in a handy PowerPoint here – the resources serves as a great starter activity! Alternatively, you can download a more comprehensive PowerPoint (with over 300 metacognitive reflection questions!) with our ‘Think, Pair, Share Discussion Generator’ (download here)
B. ‘Metacognitive Thunks’ (download here) – metacognitive thunks are deep, thought-provoking, metacognitive reflection questions that encourage students to think deeply about the nature of learning, knowledge, and how they learn best.
C. Debate Activities – debates are an incredibly engaging learning activity that push students to think deeply about the topic at hand, you can use such activities to encourage students to engage in reflective learning and lead them towards a deeper understanding of how they learn best. CI. Our ‘Metacognitive Debate Generator’ (download here) features over a hundred debate prompts: it asks students to move to the left or right side of the room depending on their response to each prompt. This is an easy way to foster amazing discussions about effective learning in your lessons. CII. The ‘Four Corners Debate Game’ (download here) uses a slightly different format: students are given a reflection question and offered four possible answers – they move to the relevant corner of the room to indicate which answer they think is best. This substantial resource contains over a hundred reflection questions meaning that you can use it many times with the same groups.
8. Personal Learning Checklists Personal Learning Checklists (PLCs)
Personal Learning Checklists (PLCSs) feature lists of all required learning for a unit or course: students run through the list, indicating for each topic how confident they feel in relation to it and how secure their learning is. Personal learning checklists are a fantastic example of self-regulated learning and metacognition since students can use them to monitor and evaluate their learning and then plan and regulate it accordingly. We’ve made a set of four double-sided PLC worksheet templates that will save you time (download here). All you need to do is add the relevant topics and students will be able to evaluate their progress in your course so far!
9. Exit Tickets Using exit tickets as a metacognitive strategy is easy: simply give your students a ticket each at the end of the lesson - students must complete the ticket before they are allowed to leave! The tickets should contain metacognitive reflection questions. We’ve made some colourful, double-sided, printable exit-tickets (download here) that foster metacognition and self-regulated learning behaviours in your students. Reflections are focused on:
· Target setting
· Strengths/weakness analysis
· Learning-strategy analysis and regulation
· Self-evaluation of learning performance
Metacognition is generally understood in cyclical terms: it involves planning, monitoring, regulating and evaluating thoughts, thinking and learning strategies. This resource focuses on the evaluation and regulation aspect of the metacognitive cycle.
Students should be encouraged to use metacognition and self-regulated learning in relation to exam preparation and revision planning. The self-regulated learning cycle and metacognitive learning cycle both feature four phases: planning, monitoring, evaluation and regulation; these cycles should be kept in mind when encouraging students to think about how they are approaching revision and how they are preparing for their summative assessments.
We’ve made a fun and engaging printable workbook (download here) that will help students to do this (download here). The workbook includes reflection tasks that focus on:
· Student strengths & weaknesses
· Effective approaches to revision
· Subject-knowledge evaluation
· Revision planning
· Revision strategy
· Target-setting
The workbook design is based on a medieval 'Battle Plan' theme and aims to inspire students to think strategically about their long-term approach to revision. It is ideal for use in lessons or set as a homework task - perhaps especially as a homework assignment for a school holiday.
Religious Education, Meditation, Mindfulness, and Metacognition
Teaching students about meditation and practicing meditation and mindfulness is an increasingly popular aspect of modern religious education in schools. Teaching young learners about meditation and mindfulness in schools is a great idea for several reasons. First, it can help children develop self-awareness, emotional regulation, and focus, which are essential skills for academic and personal success. Second, it can promote mental health and well-being, as studies have shown that mindfulness practices can reduce stress, anxiety, and depression in children and adolescents. Third, it can foster empathy and compassion, as mindfulness practices can help children become more attuned to the needs and feelings of others. By incorporating meditation and mindfulness into the school curriculum, educators can provide students with tools to manage stress and anxiety, enhance their overall well-being, and develop important social-emotional skills that will serve them well throughout their lives.
Teachers of Religious Education are uniquely placed to boost metacognition and increase levels of metacognitive awareness by integrating meditation and mindfulness practice into their lessons; but what's the link between metacognition, mediation and mindfulness?
Meditation and mindfulness in schools can help enhance metacognition and self-regulated learning by promoting awareness and reflection. Metacognition refers to the ability to think about one's own thinking, and mindfulness practices can help students become more aware of their thoughts, feelings, and behaviours. By practicing mindfulness, students can learn to observe their own thinking patterns, identify when they are distracted or unfocused, and make intentional choices about how to direct their attention.
Self-regulated learning, on the other hand, refers to the ability to monitor and control one's own learning processes, including planning, goal-setting, and self-evaluation. Mindfulness practices can help students become more aware of their own learning needs and goals, as well as the strategies that work best for them. By practicing mindfulness, students can learn to identify their own strengths and weaknesses, set realistic goals, and monitor their own progress towards those goals.
You might be interested in downloading our 'Metacognition & Meditation Toolkit' (download here). Our metacognitive meditation pack focuses on secular (non-religious) meditation techniques; the pack includes everything you need to bring meditation to your school and, unlike other meditation teaching resources, ours is focused on how meditation can enhance concentration, thought-regulation and learning.
The downloadable pack includes six resources:
An Introduction to Meditation
Meditation & Metacognition: How Meditation Can Boost Learning
Meditation Instructions (A Multi-Use Tool With Instructions for Six Different Types of Meditation)
The Whole-School Meditation Poster Collection (Contains Ten Posters!)
It is a useful tool not just for boosting metacognitive and learning power but also for enhancing your school's PSHE and SMSC provisions.
from The Global Metacognition Institute https://www.globalmetacognition.com/post/ten-metacognitive-strategies-for-the-religious-studies-classroom
via https://www.globalmetacognition.com/
A paradigm shift is underway that underscores the pivotal role of student self-assessment skills in fostering not only academic excellence but also holistic growth. The cultivation of these skills transcends being a mere pedagogical choice; it emerges as a transformative force that equips students with autonomy, critical thinking, self-awareness, and a lifelong commitment to learning. This essay presents a compelling series of arguments to underscore the paramount importance of cultivating student self-assessment skills within the educational landscape.
1. Fostering Active Engagement
Student self-assessment skills actively involve learners in the learning process. By evaluating their own progress and understanding, students become proactive participants rather than passive recipients, shaping their educational journey in a profound way.
2. Cultivating Lifelong Learning
The ability to assess one's progress and adapt strategies accordingly is an invaluable skill that extends beyond the classroom. Student self-assessment nurtures a mindset of continuous learning, preparing individuals to thrive in a world of rapid change and innovation.
3. Nurturing Intrinsic Motivation
The very act of self-assessment is a testament to students' capacity to actively participate in their learning journey. This empowerment nurtures intrinsic motivation—a driving force that propels students to seek knowledge for the sheer joy of growth.
4. Developing Critical Thinking
Student self-assessment compels learners to critically examine their work, moving beyond surface evaluations to dissect the "how" and "why" of their accomplishments and challenges. This honing of critical thinking skills equips them to analyse complexities and make informed decisions.
5. Enhancing Ownership and Responsibility
Students who engage in self-assessment assume ownership of their learning outcomes. This heightened sense of responsibility transforms them from passive recipients of knowledge into active agents who proactively shape their educational journey.
6. Empowering Self-Directed Learning
Honing self-assessment skills encourages students to become self-directed learners. They acquire the ability to set goals, identify gaps, and devise strategies—a triad that forms the foundation of lifelong learning.
7. Fostering Metacognitive Awareness
Self-assessment triggers metacognitive processes where students become conscious of their thinking patterns and learning strategies. This heightened awareness enhances overall cognitive efficiency and efficacy.
8. Cultivating a Growth Mindset
Students who engage in self-assessment develop a growth mindset—the belief that abilities and intelligence can be developed through dedication and hard work. This mindset encourages them to embrace challenges as opportunities for growth.
9. Enabling Personalised Learning
Each student possesses a unique learning style and pace. Self-assessment empowers students to recognise their preferences and tailor their learning approaches, fostering a personalised and effective educational experience.
10. Building Leadership Skills
Leadership demands self-awareness, adaptability, and the ability to evaluate one's strengths and weaknesses. Student self-assessment not only prepares individuals for academic success but also for leadership roles in various spheres of life.
Conclusion
The cultivation of student self-assessment skills is a transformative endeavour that transcends the boundaries of education. By nurturing autonomy, critical thinking, self-awareness, and adaptability, schools provide a platform for students to excel as scholars and leaders in a dynamic world. As educators, parents, and society at large, we bear the responsibility of nurturing these skills, harnessing their potential to shape a brighter future driven by empowered individuals who relentlessly pursue growth and innovation.
We've created two downloadable resources that are focused on self-assessment. They are suitable for students aged 11-18 and can be used in any school subject.
The first is a set of five self-assessment worksheets that focus on subject-specific assessment. The second is a self-assessment session based around a six-page printable self-assessment workbook; this resource focuses on a more generalised self-assessment so that students can look at 'the bigger picture' when it comes to evaluating both their work, their effort, and their strengths and weaknesses as learners. Use the following buttons to download these self-assessment teaching resources now...
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Elevate Learning with Our Self-Assessment Teaching Resources!
Unlock the true potential of your students with our cutting-edge self-assessment teaching resources! Designed to ignite a passion for learning and cultivate essential skills, our resources empower students to take the reins of their own educational journey.
Imagine students who are not just passive learners, but active participants in their growth. Our carefully crafted resources seamlessly integrate into your teaching approach, fostering a culture of self-awareness and achievement.
With our tools, students learn to set goals, track progress, and reflect on their learning path, all while developing crucial skills like critical thinking and self-regulation.
Whether in the classroom or through remote learning, our resources adapt to diverse environments, making learning engaging and personalized.
Join countless educators who are already witnessing the transformative impact of our self-assessment resources. Experience the joy of seeing your students light up as they realize their own capabilities and chart a course towards success.
Don't miss this chance to revolutionize your teaching approach and inspire a lifelong love for learning. Download our self-assessment resources today and watch your students flourish like never before!
from The Global Metacognition Institute https://www.globalmetacognition.com/post/why-is-student-self-assessment-in-schools-important
via https://www.globalmetacognition.com/
Each month we take a closer look at one of the metacognition or self-regulated learning teaching resource that we offer. The aim of self-regulated learning is to empower students to take control of their own learning-processes; metacognition is the cognitive aspect of self-regulated learning and emphasises the awareness, understanding & regulation of thought.
Reading these monthly posts can contribute to your continued professional development and give you new ideas for classroom practice: why not try a new resource each month and, slowly but surely, become a master of metacognition? Perhaps you’ll be inspired to make a new resource to use with your students or, if you’d like to save time, you might download and try one of the resources from our site.
Our teaching resources are aimed at teachers of students aged 11-16 and can be used by all teachers: regardless of their subject-specialism. Our resources emphasise student-reflection, metacognition and self-regulation.
This month we’re looking at the use of tracking worksheets for self-regulation & metacognition. You can download, save & print a free sample of a self-regulated learning tracking worksheet here. Links to order and download the full resource can be found at the bottom of the article or you can click here.
What Are Tracking Worksheets?
Our metacognitive tracking worksheets go in the front and/or back of student workbooks (exercise books) and allow students to reflect on various aspects of self-regulated learning and metacognition: the worksheets contains quick tasks that are to be completed on a regular basis at the start and end of lessons. The complete set includes a selection for teachers to choose from: there are five pre-lesson tracking worksheets and five post-lesson tracking worksheets.
What Are These Tracking Worksheets For ?
Tracking worksheets, in this instance, are used for the regular monitoring, evaluation and regulation of various factors relating to metacognition, self-regulated learning, and learning power. For example in this free sample students are encouraged to evaluate their levels of, amongst other things: recollection of previous the lesson, emotions/moods and energy levels.
How Do I Use Them?
Download our set of tracking worksheets and print of the designed of your choice: with the complete set you can use a different tracking worksheet with different school-years (grades) and provide a degree of variety for students. The full download includes five tracking-worksheets for the start of lessons (focused on preparedness and readiness) and five tracking-worksheets for the end of lessons (focused on self-assessment and self-regulation).
Ideally students will be allowed a few minutes at the start and end of each lesson to update their tracking worksheets: it’s a good task for students to be getting on with as soon as they enter the lesson.
You may choose to use either the pre-lesson or post-lesson tracking worksheet alone instead of using both: however, by using both one creates a very time-efficient (and paper-efficient!) ‘lesson wrapper’ effect which can be advantageous and create a sense of continuity. Over time students can be encouraged to find links between how their preparedness and readiness (as shown on their pre-lesson worksheet) impacts their performance in the lesson (as shown on their post-lesson worksheet).
How Do These Tracking Worksheets Foster Metacognition and Self-Regulated Learning?
Our tracking worksheets foster metacognition by encouraging students to monitor and evaluate their cognitive-processes in relation to learning and encourage further evaluation and self-regulation in the post-lesson tracking worksheets. Some of the pre-lesson tracking worksheets, for example, focus on the student’s attitudes and preoccupations when entering the classroom whilst also fostering reflection on non-cognitive dimensions of self-regulation such as their emotional state and energy levels.
Regulation is further enhanced by the inclusion of self-evaluation and target setting activities in the post-lesson tracking worksheets.
Which Teachers Can Use This Resource?
This collection of tracking worksheets is suitable for teachers of any subject working with students aged 11-16.
Which Students Is It Best to Use Tracking Worksheets With?
This resource is particularly useful for students who have low levels of metacognitive awareness, who lack metacognitive knowledge and understanding of the factors holding-back their learning and struggle to regulate themselves as learners so as to be optimally prepared for learning.
How Else Does Using These Tracking Worksheets Benefit Students?
One of the main additional benefits of this approach to metacognition and self-regulation is that, due to the regular nature of the strategy, it helps students to gain an understanding of how their lifestyle choices might be impacting their learning power: it helps students to self-regulate their lives in such a way so as to improve learning power over time.
This strategy is a great way to put the theories of ‘growth mindset’ into practice by encouraging students to actively grow their learning-power over time through regular monitoring, evaluation and regulation of the factors that lead to success.
Where Can I Get Them!?
This resource can be ordered or downloaded by clicking here. Membership Plan holders can download the complete resource freely via the ‘Member’s Area’ by clicking here. You can browse our other metacognition and self-regulated learning-resources here.
You can also use the site menu to navigate and download our large collection of metacognition & self-regulated learning teaching resources. Don’t forget to check-out the ‘Free Downloads’ section of the site: you'll find a free sample tracking worksheet there that you can try out!
from The Global Metacognition Institute https://www.globalmetacognition.com/post/metacognition-tracking-worksheets
via https://www.globalmetacognition.com/
Study skills refer to a set of strategies, techniques, and habits that students employ to effectively and efficiently learn, retain, and apply knowledge. These skills are essential for academic success as they enhance comprehension, memory, organization, and time management.
Examples of important study skills include active reading, which involves highlighting key information, taking notes, and asking questions to promote deeper understanding. Effective note-taking, using abbreviations, symbols, and summarization techniques, aids in capturing essential concepts. Time management skills, such as creating schedules, prioritizing tasks, and avoiding procrastination, ensure efficient use of study time. Memorization techniques, such as mnemonic devices or visualization, can enhance recall. Critical thinking skills, such as analyzing information, evaluating sources, and drawing connections, facilitate deeper understanding and application of knowledge. Additionally, self-assessment and reflection skills enable students to evaluate their progress, identify areas for improvement, and adjust their study strategies accordingly.
The Benefits of Focusing on Study Skill Development
Focusing on study skill development in the classroom brings a multitude of benefits for students. Firstly, it equips them with essential tools and strategies to optimize their learning potential. By teaching effective study skills, educators enable students to manage their time efficiently, organize their materials, and develop effective study techniques. These skills enhance their ability to absorb, process, and retain information, leading to improved academic performance.
Moreover, study skill development promotes critical thinking, problem-solving, and metacognitive abilities, empowering students to approach tasks with a deeper understanding and higher-level thinking. Students also gain valuable self-regulation skills, such as goal setting and self-reflection, which contribute to their personal growth and long-term success.
By focusing on study skill development, teachers provide students with the necessary foundation for lifelong learning, enabling them to become self-directed, independent learners who are well-equipped to navigate academic challenges and excel in their future endeavours.
Tips & Tricks for Study Skill Development
Here is a list of tips and tricks aimed at teachers to help them develop the study skills of their students:
Explicitly Teach Study Skills: Dedicate time in the curriculum to explicitly teach study skills, including note-taking, time management, organization, and effective study techniques.
Model Effective Study Habits: Demonstrate proper study habits and techniques by thinking aloud while completing tasks or providing examples of how to approach different learning activities.
Provide Study Guides and Templates: Offer study guides, templates, and graphic organizers that help students structure their learning and reinforce key concepts.
Foster a Growth Mindset: Encourage a growth mindset by emphasizing that study skills can be developed and improved with practice and effort.
Offer Scaffolding: Provide support and scaffolding for students by breaking down complex tasks into smaller, manageable steps, gradually releasing responsibility as they become more proficient.
Use Graphic Organizers: Utilize graphic organizers to help students organize their thoughts, make connections, and visually represent information.
Teach Effective Note-Taking: Teach students how to take concise and meaningful notes during lectures, discussions, and reading materials.
Promote Active Learning: Incorporate activities that engage students actively in the learning process, such as group discussions, hands-on projects, and problem-solving tasks.
Encourage Self-Reflection: Promote reflection by asking students to evaluate their study strategies, identify areas of strength and weakness, and set goals for improvement.
Provide Timely Feedback: Offer timely and constructive feedback on students' study skills, highlighting their progress and offering specific suggestions for improvement.
Collaborate with Colleagues: Collaborate with other teachers to develop consistent study skill practices and share resources and ideas.
Utilize Technology: Integrate educational technology tools and applications that support study skills development, such as digital note-taking apps or online time-management tools.
Engage Parents: Involve parents in the process by providing resources and strategies they can reinforce at home to support study skills development.
Differentiate Instruction: Recognize that students have different learning styles and preferences, and provide a variety of study skill options to cater to individual needs.
Foster a Positive Learning Environment: Create a supportive and positive learning environment that encourages students to take risks, ask questions, and seek help when needed.
By implementing these tips and tricks, teachers can effectively support the development of study skills in their students, setting them up for academic success and lifelong learning.
Download Our Study Skills Development Toolkit
We've created a toolkit that will help students to develop their study skills. It uses a self-regulated learning approach that encourages students to plan, monitor, evaluate and regulate their approach to study-skills development. Click here to download!
Introducing 'The Study Skills Development Toolkit' - your comprehensive resource for nurturing and enhancing your students' study skills. This toolkit utilizes a self-regulated learning approach to empower students in planning, monitoring, evaluating, and regulating their study skill development. It includes a study-skills reflection workbook, a knowledge-hunt lesson, and an interactive multi-use lesson, all drawing on pedagogical approaches such as reflective learning, independent learning, metacognition, and self-regulated learning. Equip your students with the tools they need to succeed and unlock their full potential with The Study Skills Development Toolkit!
A Self-Regulated Learning Approach to Study Skills Development
The self-regulated learning cycle offers a transformative framework that empowers students to take charge of their own learning. By understanding and implementing the four key stages of planning, monitoring, evaluating, and regulating, students can effectively develop their study skills and propel themselves towards success. Let's explore how each stage contributes to students' study skill development and fosters a culture of self-directed learning.
Planning: The Roadmap to Success Effective study skills begin with thoughtful planning. Students should learn to set clear goals, establish study schedules, and devise strategies that align with their learning needs. By creating a roadmap for their study skill development, students can effectively manage their time, prioritize tasks, and set themselves up for success.
Monitoring: Keeping a Pulse on Progress Monitoring progress is essential for students to gauge their growth and identify areas for improvement. Encourage students to regularly track their study habits, assess their understanding of concepts, and reflect on their learning experiences. By monitoring their progress, students can identify patterns, recognize challenges, and make necessary adjustments to their study approaches.
Evaluating: Unleashing Self-Awareness Evaluation is a critical aspect of study skill development. Students should reflect on their study habits, identify strengths and weaknesses, and understand how their study skills impact their academic performance. By engaging in self-evaluation, students can identify specific areas for growth, capitalize on their strengths, and develop targeted strategies to enhance their study skills.
Regulating: Empowering Growth and Adaptability Regulating study skills involves taking ownership of one's learning and making purposeful adjustments. Students should set clear targets and goals for their study skill development, and regularly reassess their progress. Encourage them to make changes to their study routines, explore new strategies, and seek support when needed. By regulating their approach to study skills, students can continuously improve, practice new techniques, and adapt their methods to maximize learning outcomes.
The self-regulated learning cycle of planning, monitoring, evaluating, and regulating serves as a powerful framework for developing study skills in students. By helping students effectively plan their study skill development, monitor their progress, evaluate their strengths and weaknesses, and regulate their approach to learning, educators empower students to become self-directed learners. Through these intentional steps, students cultivate resilience, adaptability, and a growth mindset, enabling them to excel academically and beyond. Let us embrace the power of the self-regulated learning cycle and guide students towards unlocking their full potential in study skill development, ultimately shaping them into lifelong learners equipped for success.
from The Global Metacognition Institute https://www.globalmetacognition.com/post/teaching-tools-for-study-skill-development
via https://www.globalmetacognition.com/
