Downloaded 16 times
![Our favourite definition
“Metacognition is about the ways learners
monitor and purposefully direct their learning”
Quigley, A., Muijs, D. and Stringer, E. (2019). METACOGNITION AND SELF-REGULATED LEARNING. [online]
Educationendowmentfoundation.org.uk. Available at:
https://educationendowmentfoundation.org.uk/public/files/Support/Links/Campaigns/Metacognition/EEF_Metacog
nition_and_self-regulated_learning.pdf [Accessed 5 Mar. 2019].](https://image.slidesharecdn.com/h06tue1345langford-190312164414/75/Mega-metacognition-learning-how-to-learn-in-a-digital-age-23-2048.jpg)
Uploaded byJisc
Mega-metacognition - learning how to learn in a digital age
The document outlines a digital learning workshop led by various educators aimed at improving students' skills through active collaboration and the use of technology. Participants engage in tasks to define metacognition, assess skills, and employ various strategies for effective learning. It emphasizes the importance of active learning and self-regulation in achieving better educational outcomes.
More Related Content
Similar to Mega-metacognition - learning how to learn in a digital age
Mega-metacognition - learning how to learn in a digital age
- 1. Penny Langford –Head of Digital Learning Paula Han – Teacher Training Manager Mel Villa-Buil – iLearn Support Coach Melanie Gibbard – iLearn Support Coach Digital Learning
- 2. What are wedoing? You will identify the skills/behaviours we need to develop in our students You will identify ways digital tools can be used to complete a project in an active, collaborative way. You will define metacognition You will work actively, in a team, to create something. You are going to experience it. We are going to tell our story
- 3. Welcome task While youare waiting - Online game: join.quizizz.com Let’s get started! – 3 mins Enter Code 766937
- 4. Task 1 –Decide your roles – 5 minutes The Creator The Researcher The Collaborator Digital Cheerleader Everyone has a role!!!!!
- 5.
- 6.
- 7.
- 8. The Digital Cheerleader/ Team Leader
- 9. We have createdactive / project-based learning supported by technology Technology / digital skills Group work Active learning Communication Problem-solving
- 10. Project - based Buildup a CV based on skills
- 12.
- 13.
- 14. Our observations ……….. Technology Groupwork Active learning Enjoying this type of learning Problem-solving A large proportion of students uncomfortable Not confident with
- 15. Passive idea –wait for something to fill their brains
- 16. Passive idea –wait for something to fill their brains
- 17. Passive idea –wait for something to fill their brains
- 18. Passive idea –wait for something to fill their brains
- 19. Need a differentmindset and metacognition
- 20. Our solution Include strategies for learningin induction We are going to have a go…. Get your brains in gear….. Be up front and obvious about metacognition Explain what is happening when they are learning
- 21. Task 2 -Check prior learning – 2 minutes •No way •A bit •I have a good idea I can easily explain what Metacognition is to someone else. https://bit.ly/2SIMHDx
- 22. Task 3 -LO 1 – What is Metacognition? – 3 minutes Start researching…… www.Menti.com As a Team add your answer Start researching Create a definition section on your infographic Reach out to your network Help your team then add your answer to Menti
- 23. Our favourite definition “Metacognitionis about the ways learners monitor and purposefully direct their learning” Quigley, A., Muijs, D. and Stringer, E. (2019). METACOGNITION AND SELF-REGULATED LEARNING. [online] Educationendowmentfoundation.org.uk. Available at: https://educationendowmentfoundation.org.uk/public/files/Support/Links/Campaigns/Metacognition/EEF_Metacog nition_and_self-regulated_learning.pdf [Accessed 5 Mar. 2019].
- 24. Key terms tobear in mind Thinking about thinkingReflection Self-awareness ( knowing strengths and weaknesses) Self- regulation
- 25. Practice testing -Self-testing or taking practice tests on material to be learned Dunlosky et al 2013 identified these as being the most effective . . Distributed (‘spaced’) practice - Implementing a schedule of practice that spreads out activities over time. Self-explanation - Explaining how new information is related to known information, or explaining steps taken during problem solving Elaborative interrogation - Generating an explanation for why an explicitly stated fact or concept is true Interleaved practice - Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session. Summarization - Writing summaries (of various lengths) of to-be-learned texts. Highlighting - Marking potentially important portions of to-be-learned materials while reading. Keyword mnemonic - Using keywords and mental imagery to associate verbal materials. Imagery use for text learning - Attempting to form mental images of text materials while reading or listening.
- 26. Select a strategy,read about it – take 1 minute to explain what you have learned to someone else. Metacognition strategy tip - Working with others Extension: Explain how you have used your existing knowledge to make sense of the new things.
- 27. We want toinvite you to chuck out your previous thinking
- 28. Task 4 -Chuckout your previous thinking - 1 min Is re-reading notes multiple times a good way to learn? www.Menti.com
- 29. Chuck out yourprevious thinking They carried out an experiment with 2 groups of students 1 re-read notes 4 times – confident they had learned it 1 re-read once then wrote down all they could remember – not confident One week later tested on writing down everything they knew – 2nd group did best. Retrieval practice works! We are not necessarily retaining or learning, it just seems familiar and we feel good about it. - Roediger & Karpicke, 2006
- 30. Task 5 -LO2– Identify wider skills– 10 minutes THINK - Individually add your strategies to the word cloud PAIR – Discuss your answers with the person next to you SHARE – As a team can you group them somehow? Decide which skills are the most important to enhance learning. Add your team name to the Padlet and list the skills in order of importance. What wider skills do we need to develop in our learners? Think – pair - share www.menti.com https://bit.ly/2ELO00z Add the top three to your padlet
- 31. Person specification Strong teamwork skills Customerfocused, able to keep customers experience and safety in mind throughout the service or diagnosis and repair Ensure the company image of professionalism and quality of service is maintained when dealing with customers. Confident and professional communication skills
- 32. Apprenticeship standards –skills for success? Motor vehicle service and maintenance technicians demonstrate the following behaviours: Constantly learn in order to improve own performance and that of the business Share knowledge and skills
- 33. UKCES: UK Commission’sEmployer Skills Survey UKCES: UK Commission’s Employer Skills Survey 2015: UK Results, February 2019, p 69
- 34. Listing what youknow is ok, but grouping them and finding links will help you to retain what you have learned. Metacognition strategy tip Extension: Use Padlet to capture your lists/ groups and add an image or video to help you retain them.
- 35. Our observations ……….. Technology Groupwork Active learning Enjoying this type of learning Problem-solving A large proportion of students uncomfortable Not confident with
- 36. Task 6 –Review – 5 minutes Bring all that you have learned together in an infographic and mind map – add the tools you have used. Complete your Canva Share the tools you have identified with your team. Go to Mindmup.com – Create a mind map with Metacognition in the middle. Work with collaborator to create a mind map mindmup.com
- 37. Creating a mindmap or visual representation of what you know from your notes will help you to build on what you know and make connections. Metacognition strategy tip Extension: If you create a digital mind map, add pictures, and videos or audio notes to this too.
- 38. Final task -Self-reflection – 1 minute How do you feel about this subject? Pollev.com/mkelearning829
- 39. If not confident… what are you going to do? Thinking about thinkingReflection Self-awareness ( knowing strengths and weaknesses) Self- regulation
- 40. Questions? – 5minutes
Editor's Notes
- #5 If you just ask students to work in teams they don’t all participate. Giving a role to each help them to work together.
- #14 This way of learning – has to be active or project-based The “Project” could be an exam question /assignment brief / research project / group presentation Use strategies such as think pair share etc. A project must have an output to enable skills to be assessed.
- #16 Students feel that they need to be told what they need to know to pass a test. There is an assumption that learning is a passive process which requires little effort and hard work.
- #20 However research has shown learning is hard work and requires effort. Carol Dweck has provided insight into the need to grow our brains and metacognition fits nicely into this idea.