METALEARNING:
is to make sense of one’s own
experience of learning.
(Learning about learning)
John Biggs (1985) is credited with creating and
defining the concept of metalearning. His
conception is framed around the idea of
‘being aware of and taking control of one’s
own learning.’
Metacognition and Metalearning
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There is a strong connection of metalearning to
metacognition: self awareness, self-identity as a
learner and reflection as a process for achieving
this self-awareness as a learner.
“Metalearning covers a much wider range of
issues than metacognition, including goals,
feelings, social relations and context of learning”
“Metalearning is not the same as
metacognition….Metalearning embraces more
than cognition, it embraces the affective,
cognitive, connative and also embodiment…mind,
body, emotions/feelings.”
Metalearning
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people need to have knowledge of
how they learn
they have the motivation to be
proactive in managing themselves in
this way
they have the capacity to be able to
regulate their learning
Learning how to learn improves
performance
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self-empowerment (attitude, self-confidence,
understanding, what Senge calls "personal
mastery")
knowing and choosing the best way to learn
(individual, group, debate, etc) and the best
sources of information
personal knowledge management (capturing and
reflecting on one's toolkit)
forming powerful relationships (with mentors,
colleagues, info sources)
continuous reflection (double loop, goal of selfimprovement)
moving to a reinforcing learning environment
Building focus on learning about
learning requires:
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A process view of learning
Recognition of the need for explicit
talk about learning
Everyday practices in the classroom
Supportive school vision &
management
Resilience to keep at bay pressures.
Skill in learning
vs
Learning skills
Learning about learning in the
Primary classroom
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Learned helplessness can be reversed (failure to
effort or strategy rather than ability)
Encourage to engage in self-reflective learning
Encourage questions
Improve the way we communicate with our learners
Adopt and encourage a can-do attitude
Get to know your learners
Be flexible
Accentuate the positive
Provide opportunities
Build on prior knowledge and experiences.