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teach self-regulated learning - meta-cognition
teach self-regulated learning - meta-cognition
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• Self-regulated learners are aware of their strengths and weaknesses, and can motivate themselves to engage in, and improve, their learning. • Developing pupils’ metacognitive knowledge of how they learn—their knowledge of themselves as a learner, of strategies, and of tasks—is an effective way of improving pupil outcomes. • Teachers should support pupils to plan, monitor, and evaluate their learning.
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• Explicit instruction in cognitive and metacognitive strategies can improve pupils’ learning. • While concepts like ‘plan, monitor, evaluate’ can be introduced generically, the strategies are mostly applied in relation to specific content and tasks, and are therefore best taught this way. • A series of steps— beginning with activating prior knowledge and leading to independent practice before ending in structured reflection—can be applied to different subjects, ages and contents.
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• Modelling by the teacher is a cornerstone of effective teaching; revealing the thought processes of an expert learner helps to develop pupils’ metacognitive skills. • Teachers should verbalise their metacognitive thinking (‘What do I know about problems like this? What ways of solving them have I used before?’) as they approach and work through a task. • Scaffolded tasks, like worked examples, allow pupils to develop their metacognitive and cognitive skills without placing too many demands on their mental resources.
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• Challenge is crucial to allow pupils to develop and progress their knowledge of tasks, strategies, and of themselves as learners. • However, challenge needs to be at an appropriate level. • Pupils must have the motivation to accept the challenge. • Tasks should not overload pupils’ cognitive processes, particularly when they are expected to apply new strategies.
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• As well as explicit instruction and modelling, classroom dialogue can be used to develop metacognitive skills. • Pupil-to-pupil and pupil-teacher talk can help to build knowledge and understanding of cognitive and metacognitive strategies. • However, dialogue needs to be purposeful, with teachers guiding and supporting the conversation to ensure it is challenging and builds on prior subject knowledge.
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• Teachers should explicitly support pupils to develop independent learning skills. • Carefully designed guided practice, with support gradually withdrawn as the pupil becomes proficient, can allow pupils to develop skills and strategies before applying them in independent practice. • Pupils will need timely, effective feedback and strategies to be able to judge accurately how effectively they are learning. • Teachers should also support pupils’ motivation to undertake the learning tasks.
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• Develop teachers’ knowledge and understanding through high quality professional development and resources. • Senior leaders should provide teachers with time and support to make sure approaches are implemented consistently. • Teachers can use tools such as ‘traces’ and observation to assess pupils’ use of self-regulated learning skills. • Metacognition shouldn’t be an ‘extra’ task for teachers to do but should be built into their teaching activities
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Feedback - Marking
Feedback - Marking
When to feedback- the speed of it, delayed or immediate, or in between?
How often to feedback - always feedback on everything, or only on some, how to choose if only some ?
Does the feedback have to always come from the teacher/trainer?
Feedback is necessary for learning.
(I added the REFLECT label/element to the diagram! Any feedback that causes reflection is a better one than just correction actions.)
A Marked Improvement? - report by Oxford uni group (linked above)
Some findings do, however, emerge from the evidence that could aid school leaders and teachers aiming to create an effective, sustainable and time-efficient marking policy. These include that:
• Careless mistakes should be marked differently to errors resulting from misunderstanding. The latter may be best addressed by providing hints or questions which lead pupils to underlying principles; the former by simply marking the mistake as incorrect, without giving the right answer
• Awarding grades for every piece of work may reduce the impact of marking, particularly if pupils become preoccupied with grades at the expense of a consideration of teachers’ formative comments
• The use of targets to make marking as specific and actionable as possible is likely to increase pupil progress
• Pupils are unlikely to benefit from marking unless some time is set aside to enable pupils to consider and respond to marking
• Some forms of marking, including acknowledgement marking, are unlikely to enhance pupil progress. A mantra might be that schools should mark less in terms of the number of pieces of work marked, but mark better.
- mark less, mark better! Set target, not giving grade, questions are better than explanation, careless errors are only indicated. time for correction. Combine IT and human marking.
My view: A combination of different types of feedback, to form a holistic toolkit, to produce the best learning improvement.
skills, knowledge, higher level of knowledge, problem solving,
SEL in primary stage
SEL in primary stage
Social emotional learning - learning to handle those and related issues.
Recommendations
- Teach SEL skills explicitly
- Integrate and model skills through everyday teaching
- Plan carefully for adopting a SEL programme
- Use a ‘SAFE’ curriculum: Sequential, Active, Focused and Explicit
Reinforce SEL skills through whole-school ethos and activitiesPlan, support, and monitor SEL implementation
"a large and often unrecognised part of their job involves addressing children’s emotional, social and behavioural needs. "
Other stages' teachers could learn from this too.
Self-management The ability to successfully regulate one’s emotions, thoughts and behaviours in different situations –effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work towards personal and academic goals.• Impulse control• Stress management• Self-discipline• Self-motivation• Goal setting• Organisational skills
Social awareness The ability to take the perspective of and empathise with others. The ability to understand social and ethical norms for behaviour and to recognise family, school and community resources and supports.• Understanding emotions• Empathy/sympathy• Appreciating diversity• Respect for others
Relationship skills The ability to establish and maintain healthy relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively and seek and offer help when needed.• Communication• Social engagement• Relationship building• Teamwork
Responsible decision making The ability to make constructive choices about personal behaviourand social interactions. The realistic evaluation of consequences of various actions and a consideration of thewellbeing of oneself and others. • Identifying problems• Analysing solutions• Solving problems• Evaluating• Reflecting• Ethical responsibility
Watch bottom 2 only
Watch bottom 2 only
The purpose of education
|vwhat to teach
|vhow to teach
|vhow they learn (do)
Classroom practice
Classroom practice
introduction - verbal, reading, watching
exercise - repeat, interleaved, changing format (individual, pair, group, class, ....)
reflect - organise,
dual coding - from learners to find a pic
graphical organiser
mind-map (...)
feedback
Beyond classroom
Beyond classroom
project - suitable ones?
research and analysis: suitable ones
predict
individual or club
time availability issue?
safety, interest, reward
interest - feel useful, like it,
reward - peer's respect, school reward,
future reward - long term
Graphical Organiser
Graphical Organiser
Hierarchical -
Compare -
Mind-map - Brain-storm-
Sequential -
Dual coding
Dual coding
Concept - Picture
hardware - easy
objects - easy
abstract concepts - TRY IT
happiness -
resilience -
packet switching -
verbs - ???
Individual tasks
Individual tasks
answer questions -with open books
read and take notes
re-read and organise notes
create charts/ mind maps of topics, chapters,
do past paper questions
Paired tasks
Paired tasks
pair and share
teach each other the same topic
teach each other a different topic
mark each other's work - peer marking
test each other with Qs from (book, cards, etc)
Group tasks
Group tasks
expert - teaching the group
discussion -
cooperate to solve a problem (..
each one writes a function and then assemble)
learn from each other's work
Class tasks
Class tasks
learn from each other's work
wall display
I can do better - replace with a better one
Homework tasks
Homework tasks
mindmaps
listing
Python and Java: Where are they used and which one is better, why?
Solve this problem using Python (......) and comment the code thoroughly. - "third party" clarity.
Compare ..... and ....
Describe how to ....
Different tasks to make a bigger solution
No Hand Up
No Hand Up
Students who put their hands up are the ones most confident, able and they usually learn well.
However, those who don't need to be checked too!
So, EVEN with hands up, still choose the ones with hands down.
How to ensure everyone learns - checking - monitoring.
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