![REFERENCES
Bransford, J., Brown, A., & Cocking, R., 2000. How people learn: Brain, mind, experience and school. Washington D.C: National Academy Press.
Didau, D., Rose, N., 2016. What every teacher needs to know about psychology. England: John Catt Educational Ltd.
Dunlosky, J., et al, 2013. Improving students learning with effective learning techniques: Promising directions from cognitive and educational
psychology. Psychological science in the public interest, 14(1), pp.4-58.
EEF, 2018. Metacognition and self-regulation. London: EEF.
Fisher, R., 2006. Thinking about thinking: Developing metacognition in children. Early child development and care, 141(1), pp.1-15.
Fleming, S., 2014. The Power of Reflection: Insight into our own thoughts, or Metacognition, is key to higher achievement in all domains. Scientific
American Mind, 25, pp.30-37.
Gall, M. et al, 1990. Tools for Learning: A Guide to Teaching Study Skills. Alexandria, VA: Association for Supervision and Curriculum Development.
Karpicke, J., et al, 2009. Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4),
pp.471-479.
Metcalfe, J. & Finn, B., 2008. Judgments of learning are influenced by memory for past test. Journal of memory and language, 58, pp.19-34.
Roediger, H. & Karpicke, J., 2006. Test Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3),
pp.249-55.
Tanner, K., 2012. Promoting student metacognition. CBE-Life sciences education, 11, pp.113-120.
Weil, L. et al, 2013. The development of metacognitive ability in adolescence. Consciousness and cognition, 22(1), pp.264-271.
Weinstein, Y. & Smith, M., 2016. Learn how to study using spaced practice. Available at http://www.learningscientists.org/blog/2016/7/21-1
[Accessed 11th September 2018].](https://image.slidesharecdn.com/metacognitioninsixthformresearchedkent-200604080010/85/Metacognition-in-sixth-form-research-edkent-25-320.jpg)
Metacognition in sixth form research edkent
- 1. METACOGNITION: RESEARCH & STRATEGIES Chris Pleasant Head of Year 12 & Social Sciences St Simon Stock Catholic School, Maidstone @ChrisP1207
- 2. WHAT IS METACOGNITION? • A key component of self-regulation alongside Cognition and Motivation • Not simply “thinking about thinking” • “The ways learners monitor and purposefully direct their learning” Self-regulation Cognition Metacognition Motivation
- 3. WHY IS IT IMPORTANT? (EEF)
- 4. WHAT DO WE NEED TO KNOW What is obvious to us as subject experts has to be made explicit
- 5. CCT RESEARCH PROJECT QUESTION “To what extent are the cognitive strategies of retrieval practice and modelling successful in developing meta-cognitive skills in KS5 students?” Quizzing/Exam practice I/We/You
- 6. CCT RESEARCH PROJECT METHODOLOGY Key Stage 5 students in Sociology (12) & Psychology (14) across 20 weeks Control groups to measure impact Quantitative & Qualitative data gathered
- 7. STRATEGY 1: MODELLING “The most effective teachers—like a master craftsman working with their novice apprentice—are aware of their expertise and of how to reveal their skills to learners and how to assess whether their pupils have understood them; they are metacognitive about their teaching. “ (EEF)
- 11. STRATEGIES FOR MODELLING I WE YOU Paragraph 1 under the visualiser Outline and evaluate the behaviourist approach (16 marks) Paragraph 2 through questioning Paragraph 3 independent practice. Repeated in future lessons.
- 12. STRATEGY 2: RETRIEVAL PRACTICE Students must be taught explicitly how to manage their own learning effectively through the modelling of revision strategies
- 13. ROEDIGER & KARPICKE (2006)
- 15. 0 10 20 30 40 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 15 Mean test scores (out of 30) in Psychology before and after the project Mean previous scores Mean score (3 tests) 0 5 10 15 20 25 30 35 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Mean test scores (out of 30) In Psychology before and after the project Mean previous score Mean score (3 tests) Psychology experimental group: before & after: - Increase in mean results for 50% of pupils Psychology control group: before & after - Increase in mean results for 25% of pupils - Lower scores for 33%
- 16. Sociology experimental group: before & after: - Increase in mean results for 50% of pupils - Marginal decrease in 25% Sociology control group: before & after - Marginal increase in mean results for 50%of pupils - Lower scores for 50%0 5 10 15 20 25 30 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Mean test scores (out of 30) in Sociology before and after the project Mean previous score Mean score (3 tests) 0 5 10 15 20 25 30 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Mean test scores (out of 30) in Sociology before and after the project Mean previous score Mean score (3 tests)
- 17. “I thought it was helpful when we went through stuff on the board and you explained to us how to write essays and what we should think about when we do them” “The quizzes are really good and make sure that I keep going back over the other topics which I might not do myself” “Doing past paper questions for homework has made me think about how much I forget stuff and that I need to keep looking back over it”
- 21. WHOLE SCHOOL Use of VESPA materials to encourage metacognition in form time – to reflect upon the week
- 23. VESPA CONCEPTS Systems & Practice in particular for practical strategies Underpinned by Vision Consequence of Effort & Attitude VESPA SP EA V
- 24. STUDY PERIODS Silent study in 2 designated rooms Mobile phone & music(!) ban Promoting use of study timetables
- 25. REFERENCES Bransford, J., Brown, A., & Cocking, R., 2000. How people learn: Brain, mind, experience and school. Washington D.C: National Academy Press. Didau, D., Rose, N., 2016. What every teacher needs to know about psychology. England: John Catt Educational Ltd. Dunlosky, J., et al, 2013. Improving students learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological science in the public interest, 14(1), pp.4-58. EEF, 2018. Metacognition and self-regulation. London: EEF. Fisher, R., 2006. Thinking about thinking: Developing metacognition in children. Early child development and care, 141(1), pp.1-15. Fleming, S., 2014. The Power of Reflection: Insight into our own thoughts, or Metacognition, is key to higher achievement in all domains. Scientific American Mind, 25, pp.30-37. Gall, M. et al, 1990. Tools for Learning: A Guide to Teaching Study Skills. Alexandria, VA: Association for Supervision and Curriculum Development. Karpicke, J., et al, 2009. Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), pp.471-479. Metcalfe, J. & Finn, B., 2008. Judgments of learning are influenced by memory for past test. Journal of memory and language, 58, pp.19-34. Roediger, H. & Karpicke, J., 2006. Test Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), pp.249-55. Tanner, K., 2012. Promoting student metacognition. CBE-Life sciences education, 11, pp.113-120. Weil, L. et al, 2013. The development of metacognitive ability in adolescence. Consciousness and cognition, 22(1), pp.264-271. Weinstein, Y. & Smith, M., 2016. Learn how to study using spaced practice. Available at http://www.learningscientists.org/blog/2016/7/21-1 [Accessed 11th September 2018].
Editor's Notes
- #3: – more about teaching students how to make independent assessments of their subject knowledge and how to address it - Based on need for clarity It is not a generic skill – it must be embedded in each subject and requires solid subject knowledge - Managing extraneous cog load through way material is presented
- #4: From ‘activity’ to ‘thinking’ School focus on vocabulary – articulating thoughts & voice of an expert
- #5: This process is important to successfully completing a task Skilled learners develop a bank of cognitive and metacognitive strategies for future use Evidence of this occurring in children as young as 3 Need for staff to develop this ability too – can be difficult
- #8: As well as model a task, teachers should model their knowledge - immediate practice must follow Our input should decline as we move from guided to independent practice so that students metacognitive thinking becomes automated Often this is the least planned part of our lessons
- #9: Didau – Sat nav (more structured modelling towards reducing it & student internalisation)
- #13: Leads to a more accurate assessment of their knowledge Promoting and demonstrating the usefulness of testing is an important cognitive strategy which leads to metacognitive reflection This is subject specific initially but older students can draw upon more generic strategies Holding a mirror up – is what you do effective?
- #17: Overall the results were encouraging Students who did worse – Karpicke suggests immediate results will decrease but long term benefits? Issues with motivation?