Metacognition, thinking skills and whole-school improvement Module 4 Metacognition, thinking skills and whole-school improvement 1 1

Module aim Understand the concept of developing a whole-school approach to using metacognition and thinking skills as effective pedagogy to deliver whole-school improvement.

Module objectives Discuss the importance of effective pedagogy. PISA INSET Training Module objectives Discuss the importance of effective pedagogy. Consolidate knowledge regarding metacognition and thinking skills. Explore ideas for practice that have the potential to contribute to the development and implementation of a whole-school approach to metacognition and thinking skills. Module 4: Metacognition, Thinking Skills and Whole School Improvement

Recap Corporate slide master Metacognition is . . . Thinking skills are . . . Corporate slide master With guidelines for corporate presentations 4

Metacognition is . . . Thinking about your own thinking. Reflection – appreciating what we know/prior knowledge. Self-regulation, managing learning and the application of previous knowledge/experience to a new learning situation.

Thinking skills are . . . Making connections, within and across texts, within and across themes and across a range of personal experiences. Gaining deeper understanding and making reasoned judgements to achieve improved learning.

Thinking skills in the context of PISA Plan Develop Reflect Asking questions Generating and developing ideas Reviewing outcomes and success criteria Activating prior skills, knowledge and understanding Valuing errors and unexpected outcomes Reviewing the process/method Gathering information Entrepreneurial thinking Evaluate own learning and thinking Determining the process/method and strategy Thinking about cause and effect and making inferences Linking and lateral thinking Determining success criteria Thinking logically and seeking patterns Researching context, other precedents, exemplar material and applying it Deciding on a time scale Considering evidence, information and ideas Forming opinions and making decisions Monitoring progress Corporate slide master With guidelines for corporate presentations 7

Informed pedagogy How does our understanding of metacognition and thinking skills inform pedagogy?

Task 1: Effective pedagogy Corporate slide master With guidelines for corporate presentations 9

Effective pedagogy In your groups, think of as many words as you can to define the term ‘effective pedagogy’.

Learning dispositions Craft knowledge Abilities Knowledge Pastoral Teaching skills Standards Skills Academic Commitment Personal/personal and social development of learners Challenging Creating the learning environment Methods of teaching Learning dispositions Craft knowledge

Informed pedagogy What are the links between metacognition, thinking skills and effective pedagogy? What is a whole-school approach?

Whole-school approach PISA INSET Training Whole-school approach … an organisational approach with the aim of integrating metacognition and thinking skills within the ethos, culture, routine life and core business of the school. National Children’s Bureau, 2006 Module 4: Metacognition, Thinking Skills and Whole School Improvement

Whole-school approach involves: PISA INSET Training Whole-school approach involves: leadership, management and managing change policy development learning and teaching, curriculum planning and resourcing school culture and environment giving children and young people a voice provision of support services for children and young people staff continuing professional development (CPD) needs, health and well-being partnerships with parents/carers and local communities assessing, recording and reporting the achievement of children and young people. Module 4: Metacognition, Thinking Skills and Whole School Improvement

The whole-school approach Task 2: The whole-school approach Corporate slide master With guidelines for corporate presentations 15

The whole-school approach Watch the video clip where a teacher discusses their experience of developing a whole-school approach to metacognition and thinking skills. Identify three key aspects that are important to you in taking the whole-school approach forward.

http://www.youtube.com/watch?v=llu5w6S1nAM&feature=youtu.be http://www.youtube.com/watch?v=AngYsMofYzw&feature=youtu.be

Reflecting upon current practice What are you already doing? What needs to be done differently? What are the challenges? Trainer notes: In groups share your 3 points. Consider how your discussion has links to your own practice and whole school approach. Consider the questions on the slide. Discuss as whole group. Trainer scribes two lists: What common elements links your whole school thinking skills practice to aspects discussed in the video? What needs to be addressed?

Professional learning communities (PLCs) PISA INSET Training Professional learning communities (PLCs) A PLC is a group of practitioners working together using a structured process of enquiry to focus on a specific area of their teaching to improve learner outcomes and so raise school standards. Welsh Government, 2011 (page 7) Module 4: Metacognition, Thinking Skills and Whole School Improvement

PISA INSET Training PLCs Building the school’s capacity to contribute to continuous improvement. Supporting the Welsh Government in: improving standards of literacy improving standards of numeracy reducing the impact of poverty on educational attainment. Welsh Government, 2011 Module 4: Metacognition, Thinking Skills and Whole School Improvement

Whole-school approach to improvement PISA INSET Training Whole-school approach to improvement Whole-school learning environment. Metacognition and thinking are explicit. Common language/learning strategies for metacognition and thinking. Coherent and well-planned approach. Applied across primary and secondary school. Kestral Education, 2013 Module 4: Metacognition, Thinking Skills and Whole School Improvement

Task 3: SWOT audit Corporate slide master With guidelines for corporate presentations 22

SWOT analysis: audit of current provision Think about where you are now… What do you do in relation to metacognition How are you developing thinking skills?

Task 4: Moving forward Corporate slide master With guidelines for corporate presentations 24

The road ahead . . . Action planning What actions need to be in place? Who needs to responsible for these actions? How can these actions be resourced? Trainer notes: Give a copy of Task 4 Handout 2 to each delegate. This sheet is designed to be discussed and completed by the end of the session. Delegates may like to take this sheet away with them to share with their school colleagues.

References Kestral Education (2013),Creating a Thinking School. [Online] www.thinkingschool.co.uk/ National Children’s Bureau (2006), A whole-school approach to Personal, Social and Health Education and Citizenship. London: NCB. Welsh Government (2011), Professional Learning Communities. [Online] http://wales.gov.uk/docs/dcells/publications/120112plcen.pdf

Further reading DCELLS (2008), Framework for Children’s Learning for 3 to 7-year-olds in Wales. Cardiff: Welsh Assembly Government. OECD (2009), PISA Take the Test: Sample Questions from the OECD’s PISA Assessments. [Online] www.oecd.org/pisa/pisaproducts/pisa2000/41943106.pdf OECD (2010), PISA 2009 at a Glance. [Online] www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf OECD (2012), A Guide To Using PISA as a Learning Context. [Online] http://dera.ioe.ac.uk/13915/1/120229pisabookleten.pdf