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Date: 5th June, 2026
Name of Session Studied: Developing Metacognition
Reflecting on the Session:
1. How did you find studying the session – did you encounter any challenges?
It’s amazing to know that gaining more knowledge on this aspect of Education can
help me to have many students becoming good. Metacognition is a new word for me
and I didn’t know the connection of this to the classroom. In reading about this topic, I
did find myself thinking that, perhaps many students don’t excel well in class and
perhaps a huge percentage maybe the results of teachers not having enough
knowledge, skill or not professional enough to lead a child out of failure to success.
The depth of knowledge I am gaining reading these topics so far have already
impacted me in order not to let my students down in failure but to bring out the best in
every child in my class.
Not only did the session talk about Metacognition but I am glad seeing the laid down
strategies for modelling metacognition. “Mnemonics” is the only strategy I was familiar
with but glad to know more now that can be helpful in my class.
2. Were there any new concepts or ideas and what did you think of these?
Metacognition itself is new concept to me talk less of the strategies and the broad topic
on the principles of instructions. I have heard of classroom engagement and teacher to
student talk time but learning and reading that, dialogue needs to be purposeful with
guidance and supporting conversation reinforces a better idea to engage a class and
have an effective learning atmosphere. I love what John Hattie stated in one of his
principles – “I teach through dialogue not monologue”.
Reading about the Four level of Metacognitive Learner was a good catch for me and
looking forward to practically applying these studies. In the video, Jemima –Year 12
student expressed how some of her good teachers helped her to solve problems on
her own and develop her research skills and how these teachers gave feedbacks that
further helped her to improve her learning progress. As a teacher, I see that explicitly
providing instruction in cognitive and metacognitive strategies can largely improve
students’ learning. I must plan, monitor and evaluate for my students and especially for
myself. To me, I feel a lot of success from my students depends on me and I need to
improve myself and keep learning to give out the best as a teacher and to my
students.
3. Were there any issues raised that might impact your teaching?
Yes I am glad to know about the strategies for modeling metacognition. These
strategies are by far the most useful tools for me. I have already penned down a few
things to practically do with these strategies. Glad to have a pathway tutor who also
gives me further practical steps to follow after submission of my personal studies.
4. Has the session challenged any preconceptions that you have as a teacher?
To be honest as mentioned earlier, metacognition is a new word for me and I truly had
no idea that all these comes to play when teaching. This gives me a great idea of how
to ensure that all learners achieve the best. Personally, I had the mind that a student
who is good in class perhaps is a given talent or gift from God and those who don’t
perform well are also from their background. Having read on this topic, I believe it
gives me an idea to check how my students learn, think and plan their activities so I
can make a great input to their learning and help every student to be on the same level
hopefully.
Reflect on your practice in light of the session:
5. Do you already use approaches or concepts from the session in your teaching? If so,
can you talk about a specific example of when you used this?
Unfortunately I must say a big “no” because I honestly didn’t know about this topic at
all.
6. What do you plan to take forward in your teaching practice?
Practically I have noticed some students in Year 7 that I plan to speak with and know
how they learn and help to improve their way of thinking and help them to improve
their learning. Also in going forward, I am going to use the strategies of modeling
cognition apart from the mnemonics which I have an idea of.
Think about possible targets for development to take forward:
7. What three steps are you going to do to implement what you have highlighted in
question 6
1. I am going to plan my lessons before learning. Will ask students to
think about how they will approach it - giving my students the chance
to think and come up with what they know as I introduce a topic.
2. I will practically encourage students to pause to monitor and check
their understanding as they work. Questions like; “have I used the
correct method, “does my answer makes sense?”
3. Reflection after learning will be my next approach to see what my
students have learned. Questions like: “what did I learn today?”,
“what do I need to practice more” etc.
8. Is there an area from the session you would like to know more about or study in more
detail?
I would like to know more about “The Principles Of Instructions” and “The Science Of
Learning”. I saw and read some more things from the “Extend” part of this slides.