Building attitudes, skills and behaviours that support children’s learning and personal development.
Extending learning beyond traditional academic priorities, including careers education, and participation in the arts and sports.
Using assessment to understand pupils’ strengths, weaknesses and progress, and how to address these through feedback.
Evidence on literacy from the Teaching and Learning Toolkit alongside the findings from recent EEF projects.
Addressing school-level structural and organisational issues, such as timetabling, class size, the built environment, and digital technology.
Supporting pupils with a learning difficulty or disability which requires special educational provision.
Improving the quality of teaching through staff deployment and Continuing Professional Development (CPD).
In conjunction with the EEF pdf that I shared last week on Metacognition and Self Regulated Learners, I thought that it might be useful this week to ensure that we all have a common understanding of Metacognition. Hence I am sharing two videos depending on your own confidence in this area. If you feel you understand metacognition and know how and why it is important jump to video 2. The first video is from the Smithsonian Science Education Center that goes through metacognition and provides strategies for adaption in classrooms. Because it is the form of a cartoon it may appear too simplified, however, it does remove many misconceptions that many of us may have about what exactly is Metacognition and how can it be developed in a classroom.
The second video, produced by Dr. Tomas Armstrong although titled 6 Metacognitive Strategies for Middle and High Schoolers ( this is because of the presenter felt that Piaget's developmental model for students points to metacognition being practically useful around the age of 12) I feel is very applicable to teachers of all ages to understand this concept of learning.
To finish this week's Food for Thought I am going to return to the EEF website and share their findings with you. Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well.
"METACOGNITION AND SELF REGULATED LEARNERS