When pupils are learning remotely, teachers will not have the same level of control over the environment for learning and this has had a positive result in the level of independence in the learning of children. This resource will try to help teachers to identify the 'controllables' and develop strategies to manage the 'uncontrollables' in a hybrid approach to learning and teaching.
'Meta-cognition is a major part of the rationale behind the Northern Ireland Curriculum. In the current circumstances, it is more important than ever that learners understand what they are learning, the strategies for how to learn in different contexts, and that they know enough about themselves to identify where problems might arise and how to address them. It can be challenging for teachers to develop meta-cognitive awareness when the pupils are in the classroom, but to do this remotely, can be even more challenging.
Metacognition is important to many aspects of education, including:
pedagogy that elicits metacognitive responses from pupils;
teaching pupils to use self-monitoring strategies to help them learn to self-regulate for better learning;
the potential to contribute to aspects of formative assessment; and
helping pupils self-assess their own responses.'
These things are central when we are thinking about designing remote learning experiences for pupils at all stages of their education.
https://ccea.org.uk/downloads/docs/ccea-asset/Resource/Metacognition%20in%20the%20Northern%20Ireland%20Curriculum.pdf
