1. Unit 1: What is metacognition?
Accelerating Progress with Metacognition
Unit 1: What is metacognition?
Presenter details and credentials

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3. Metacognition
Who?
What?
Should?
Why?
Where?
Could?
Why?
How?

4. Accelerating progress with metacognition
Course overview
Accelerating progress with metacognition
Unit 1: Know
Unit 2: Understand
Unit 3: Plan
Unit 4: Apply
Unit 5: Evaluate

5. Accelerating Progress with Metacognition
Positioning of today’s unit within the course
Accelerating Progress with Metacognition
Unit 1: Know
Unit 2: Understand
Unit 3: Plan
Unit 4: Apply
Unit 5: Evaluate

6. How much progress will you make in this unit?
By the end of this unit you will…
know what is meant by metacognition
0 _______________ 10
know about the advantages and disadvantages of different approaches to metacognition
make decisions about our objectives in terms of accelerating pupil progress with metacognition, and how we will achieve them.

7. What is metacognition?
‘Cognition’: the mental action or process of acquiring knowledge and understanding through thought, experience and the senses.
‘Meta’: referring to itself; denoting something of a higher or second-order kind.
‘Metacognition’: awareness and understanding of one’s own actions and thought processes; requiring reflection and self-regulation.*

8. Progress review: what is metacognition?
‘Cognition’: the mental ______ or _______ of acquiring knowledge and understanding through _______, _________, and the senses.
‘Meta’: referring to itself; denoting something of a ______ or second-order kind.
‘Metacognition’: _________ and ____________ of one’s own _______ and _______ processes; requiring __________ and _____________*.

9. What is metacognition?
‘Cognition’: the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.
‘Meta’: referring to itself; denoting something of a higher or second-order kind.
‘Metacognition’: awareness and understanding of one’s own actions and thought processes; requiring reflection and self-regulation*.

10. What are the different approaches to metacognition?
Metacognition can be approached as a means to an end – to encourage pupils to be more thoughtful and resourceful and less impulsive in accomplishing given tasks.
Metacognition can be approached as an end in itself, seeking to encourage pupils to be more questioning, demanding and self-regulating*.

11. Approaches to metacognition
What are the different approaches to metacognition?
Planning and reflecting
Approaches to metacognition
Approaches to metacognition
Thinking
The self-regulating trajectory

12. What are the different approaches to metacognition?
Plot the following approaches to metacognition on your handout of the self-regulating trajectory:
A Routine classroom tasks led by the teacher and completed by learners
B Some planning and reflection by learners and a sense of being part of a learning community
C Highly reflective, thoughtful and social learning by teachers and learners

13. Planning and reflecting
What are the different approaches to metacognition?
Planning and reflecting
A B C
Thinking
The self-regulating trajectory

14. Promoting and encouraging independent learning
Metacognitive practices can enhance learners’ autonomy and motivation.
Procedural autonomy: dialogue between teacher and learner is dominated by checking whether criteria have been met.
Personal autonomy: requires reflection and personal awareness. It is developed through good relationships with peers and teachers. Intended outcomes are negotiated.
Critical autonomy: emerges from personal autonomy when learners are self-motivated. They develop positive interdependence and active approaches to problem setting and problem solving.
Source: Ecclestone (2000)

15. Positioning metacognition within a professional framework

16. What are the advantages and disadvantages of different approaches to metacognition?

17. Progress review What are the different approaches to metacognition?
1 ⎯ 2
3 ⎯ 4
What are the advantages and disadvantages of the different approaches to metacognition?
1 ⎯ 3
2 ⎯ 4

18. What are our objectives in terms of accelerating progress with metacognition?
What degree of self-regulation and autonomy do we want to achieve?
Will we have to compromise between autonomy and standards?
Which existing school policies or contextual factors might influence the development of metacognitive practice?
Which factors will enable us to accelerate pupil progress with metacognition?
Which factors will block our attempts to accelerate pupil progress with metacognition?

19. How much progress have you made?
To what extent do you/can you now…
know what is meant by metacognition
0 _______________ 10
know about the advantages and disadvantages of different approaches to metacognition
make decisions about our objectives in terms of accelerating pupil progress with metacognition, and how we will achieve them.

20. What next? Next time, you will…
understand the benefits of metacognition
0 _______________ 10
identify metacognitive knowledge and skills
explain the link between how pupils think and their attainment

21. Prepare for the next unit by:
You could follow up on this unit by:
reviewing the outcomes of your progress marker tasks (Handout 1.2)
reading Briefing notes 1.2, 1.3, 1.4 and or 1.5
asking your presenter for access to additional resources.
Prepare for the next unit by:
considering where you would find examples of existing policies, documentation and practice which contain examples of metacognitive approaches to learning
visiting the Education Endowment Fund website and reviewing some of the information it contains