Module 2
An introduction to
metacognition
1
Module aims
• To introduce or refresh colleagues’
understanding of metacognition.
• To establish a link between metacognition
and PISA.
2
Session objectives
Colleagues will:
• develop an awareness of what is meant by
the term ‘metacognition’
• think about how metacognition can be further
developed in the classroom
• recognise the links between metacognition
and effective learning in the context of PISA.
3
What do you know about
metacognition?
4
A one minute guide to
metacognition
Condense the 3
minute guide you
are given into your
own one minute
guide
5
The big debate
• One envelope per group.
• Share out the cards.
• Read your card and decide for yourself if you…
• Take it in turns to read your card to the group.
• Present your decision and explain your
reasons.
• Discuss each card as a group.
6
The big debate
• How big was your debate?
• Write a ‘Tweet’ to describe part of your
debate to everyone else (maximum 140
characters).
• #metacognition
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Metacognition and
effective learning
Learners with good metacognitive
skills:
• complete work more efficiently
• are self-regulated learners, using the ‘right
tool for the job’
• identify blocks to learning and change
strategies to ensure goal attainment.
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Metacognition and
effective learning
Learners with good metacognitive
skills:
• are aware of their own strengths and
weaknesses
• perform better in exams.
(Welsh Government, Department for Education and Skills, 2012, page 5)
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10
PISA
Contexts for
learning
(OECD, 2009)
11
PISA – contexts for learning
• Questions such as the following
should be used routinely with learners
so that they start to internalise the
question prompts for themselves.
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PISA – contexts for learning
• What might this task be about?
• Have you seen something like this before?
• How is the information presented? What are the
key ideas? Who might use this information?
• What strategies might you use to extract the
information you need?
• How would you explain this to someone else?
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• How do you promote the
development of
metacognitive skills at
present?
• What small changes can
you make to promote
skills further?
A small change
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Final thought
‘Teaching metacognition is arguably
the most difficult aspect of developing
a learner’s thinking. It is, however, one
of the key aspects to promoting deeper
understanding and transfer of ideas
and skills to all areas of learning.’
(Welsh Government, Department for Education and Skills, 2012,
page 6)
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References
The Organisation for Economic Co-operation and
Development (OECD) (2009) PISA Take the Test: Sample
Questions from the OECD’s PISA Assessments. Available at:
www.oecd.org/pisa/pisaproducts/pisa2000/41943106.pdf
Wales. Department for Education and Skills (2012) A guide to
using PISA as a learning context. Available at:
http://wales.gov.uk/docs/dcells/publications/120629pisabooklet
en.pdf
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Further reading
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000).
(Expanded version). How People Learn: Brain, Mind, Experience
and School. Washington, DC: National Academy Press.
Chambers, M., Claxton, G., Lucas, B., Powell, G. (2011). The
Learning Powered School: Pioneering 21st Century Education.
London: TLO Ltd.
Pearce, C. (2011). A Short Introduction to Promoting Resilience
in Children. London: Jessica Kingsley Publishers.
Larkin, S. (2010). Metacognition in Young Children. London:
Routledge.
Tarricone, P. (2011). The Taxonomy of Metacognition. London:
Psychology Press.
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Web resources
http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_me
tacognition.html
http://imaginationsoup.net/2012/01/teach-kids-to-think-about-theirthinking-metacognition/
www.education.com/reference/article/Ref_Dev_Metacognition/
http://earli.org/special_interest_groups/metacognition
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