NUDU Secondary PGCE

Module 2 - DEVELOPING CRITICAL PERSPECTIVES ON TEACHING METACOGNITION

You need to access the current Module Guide and Templates from CANVAS.

CANVAS is where all academic materials are officially held, and where you will upload your completed assignments.

General Guidance

Reading Materials are also provided on Canvas, including access to some paywalled articles and publications. To access these you need to log in to the main Newcastle University Library web-page. The Library page also allows you to search to find new and alternative articles as illustrated in the "Introduction to the Library" session.

You may, however, also find some of the materials provided below of use when researching around the topic of this module, some of the links provided are not found within the library publication list so are provided here.

As a general suggestion, 3-4 peer-reviewed academic articles, including those published in well-established online and printed journals and publications (including, for example, IMPACT magazine - The Journal of The Chartered College of Teaching), or published texts) should be referenced within each of your academic assigments.

Also, don't forget to ask your colleagues in school if they have any recommendations of contemporary reading which may help with your work - talk to them about what you are doing - they will hopefully be interested to hear about this and could learn from your thoughts and reading too!

Academic Reading and Writing

For details on how to show criticality in your reading and writing, and how to reference and quote materials from your reading, please see the Guide to Writing at Masters Level, and use the following Newcastle University instructional videos to help get it right!

Developing Your Criticality

https://www.ncl.ac.uk/academic-skills-kit/study-skills/critical-thinking/

AI in Academic Work

https://www.ncl.ac.uk/academic-skills-kit/good-academic-practice/artificial-intelligence/

Knowing how to Quote and Use the Harvard Referencing system

Exemplar Materials

M2 Part 2 Maths 50 Pass.pdf

Maths Example - Awarded 50%

Jon's Annotated M2Part2 Maths 50.pdf

Maths Example - Jon's Annotations

M2 Part 2 MFL 63 Merit.pdf

MFL Example - Awarded 63%

M2 Part 2 History - 75 Distinction.pdf

History Example - Awarded 75%

Suggestions for Module 2 - Part 2, Writing Structure

Possible M2 Writing Frames.docx

FAQs on Writing the M2 Written Assignment

Module 2 FAQs.docx

Module 2 Support Materials.pptx

Fiona's Helpful Guidance on Writing the M2 Written Assignment

Potential Reading Sources for Module 2 - Developing Critical Perspectives on Teaching Metacognition

University Library Search

There are many publications including books and research articles on metacognition and self evaluation, please use the library facility to undertake some of your own searches for relevant materials - particularly linked to your phase or subject. Remember to log-in by clicking on "My Account" before using the search facility to ensure that you get the full-blown experience... It is also helpful to turn off "Everything except articles" so that journal articles are also sought within any search! Log-in here: https://www.ncl.ac.uk/library/

Metacognition / Self-Regulation - Essential Reading:

While we are loath to list essential reading, worried that you may see this as a limitation or prescription, we would encourage you to read the following three guides. Neither are subject or phase-specific, but both are relatively contemporary and are underpinned by a variety of classroom-based research... Their bibliographies / end-notes might also prove helpful?

EEF_Metacognition_and_self-regulated_learning.pdf

Education Endowment Foundation

Metacognition and Self-Regulated Learning Guidance Report

supporting-self-regulated-learning-aa.pdf

Australian Education Research Organisation

Supporting Self-Regulated Learning

MetacognitionGuide.pdf

Retrieval Practice.Org

Understanding and Developing Metacognition

Other sources of reading are found in the Module Guide. There are also a number of articles relating to Metacognition, Self-Regulation and Thinking Skills within the following folders:

Exemplar - M2 Presentation

The adjacent example was graded at 88% - A high distinction. Of course, it's not possible to share the audio / verbal explanation and narration that went alongside this presentation but the slides give some indication of the content, clarity and ideas behind and supporting their presentation. The assessors provided the following feedback:

Your presentation provided a clear and thoughtful overview of collaborative planning within the context of Mathematics. By drawing on both similarities and differences between schools, you explored how factors such as mixed attainment versus set classes, PP numbers, and the age and phase of pupils influenced the approaches taken. The consideration of other perspectives effectively supported the development of collaborative planning and thoughtfully aligned with the intent of lessons.

There was a strong sense of enquiry throughout, as evidenced by exploratory group discussions and the use of reflective prompts such as “I wonder if...”. This approach highlighted the group’s learning journey and aligned well with Lancaster (2022), whose literature was profitably drawn upon to illustrate insights.

Coverage was detailed and subject-specific, focusing on how collaborative planning could enhance pupil learning in Mathematics. A wide range of benefits stemming from collaborative planning was presented, demonstrating both breadth and depth. This included literature-informed approaches and alignment with personal findings, as well as mentor feedback to further refine the approach, and the valuable contribution of ECTs and new staff, whose fresh ideas enriched the perspectives of more experienced colleagues

The presentation thoughtfully acknowledged challenges, such as the missed opportunity for mutual observations. While you were observed by other trainees, the potential for the use of technology for remote observation was noted as an area for development. There was also a proactive discussion about adaptive teaching and the risks of a “one-size-fits-all” approach. You presented clear ideas for how collaborative planning could support future development, including suggestions for planning teams and professional development opportunities within schools. The importance of delivering collaborative planning CPD sessions was emphasised to sustain and expand the benefits of this approach for all staff.

The slide deck was well-organised and visually engaging, employing dual coding effectively to support key messages. Delivery was polished, well-rehearsed, and professional, & with clear articulation. The presentation was impressive, well-considered, and effectively balanced theoretical insights with practical applications. It showcased originality, intellectual rigour, and a forward-looking approach to collaborative planning.

One very small point, it might have been interesting to consider the value of working with others outside of specialism.

M2 88 Presentation Trio.pdf

Jon's Tips for the Presentation

Potential Reading Sources for Module 2 - COLLABORATIVE PLANNING

Collaborative Planning - Essential Reading:

There are many approaches to lesson planning and supporting teachers in working together. "Lesson Study" is possibly the most well-known collaborative approach to teacher lesson planning and development, but there are less formal structures for this collaboration too, from peer support to Instructional Coaching... In Module 2 we are expecting you to work together and to collaborate on the planning and review of the lesson that you deliver and write about for Part 2... It is probably best termed "collaborative lesson planning & evaluation". Further reading can be found within the Module Guide, but the following articles and links may be of particular use:

Lancaster, M., Bolton, M., Frankland, L., Hillier, P., Roumeliotis, S., and Savage, J., (2021). Collaborative planning as a tool for teacher professional development. Cambridge: Action Research Group, Cambridge Regional College, UK. https://www.et-foundation.co.uk/wp-content/uploads/2021/11/02.-Cambridge-Regional-College-Collaborative-planning-as-a-tool-for-teacher-professional-development.pdf (Accessed: 3 November 2024).
Mendoza, N. B., Cheng, E. C. K., & Yan, Z. (2022). Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73, 101139. https://doi.org/10.1016/j.stueduc.2022.101139 (Accessed: 3 November 2024).
Seeber, E., (2019). Collaborative planning: 7 steps to doing it well. TES, 5 February. Available at: https://www.tes.com/magazine/archive/collaborative-planning-7-steps-doing-it-well (Accessed: 3 November 2024).

The documents above have been synthesised into a Google LM Note which allows you to listen to an AI conversation about Collaborative Lesson Planning, view an AI summary of the findings within these papers and various other summary reports... You might find it a useful way of picking out some relevant ideas which align with your experiences or allow you to critique and evaluate alternative viewpoints? You can access this here: https://notebooklm.google.com/notebook/89d8c0b1-0500-46cf-8c7d-a9ea4059be07 ... An overview screenshot is shown below for info on how to use it!

Collaborative Planning - Recommended Reading:

And the following DfE Guidance and Case-Studies:

How Whitley Bay High School investigated the impact of shared planning on reducing teacher workload. Published 21 July 2018: https://www.gov.uk/government/case-studies/sharing-planning-tasks-in-schools
Poster and pamphlet on reducing teacher workload. Published 24 February 2017: https://www.gov.uk/government/publications/teacher-workload-poster-and-pamphlet
Working lives of teachers and leaders: qualitative insight into teacher and leader workload. Published 26 June 2025: https://www.gov.uk/government/publications/working-lives-of-teachers-and-leaders-wave-3-workload-report
Exploring school collaboration and workload reduction. Published 26 January 2023: https://www.gov.uk/government/publications/exploring-school-collaboration-and-workload-reduction
Teacher workload survey 2019 Research Report. Published October 2019: https://assets.publishing.service.gov.uk/media/5e12fcb7e5274a0f9e82e4fd/teacher_workload_survey_2019_main_report_amended.pdf

Eliminating-unnecessary-workload-around-planning-and-teaching-resources.pdf

With any of these resources, try searching for terms such as:

Planning
Collab
Collaboration
Share
Shared
Expertise
Resources

Can you spot any patterns in what more effective schools or school teachers seem to be doing? How does this link to workload? Is there any reference to sharing expertise / learning from others?

Page updated

Google Sites

Report abuse