CogSciSci2018/Izzi Monk

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A discussion of some of the key ideas about metacognition and how I have tried to use it in science lessons. Followed by the opportunity to collaborate to produce resources that we can use in lessons after half term.

Ruth S

I intend to add the 'how did you lose this mark?' codes (SK, RTQ, U) to our 'silent marking' procedures for tests and exams. In silent marking, the teacher records all the marks but not on the script - students mark their own. The can annotate with these metacognitive codes. The teacher provides feedback however they so wish (I usually bullet point matters to address on the front).


metacognitive knowledge is distinct from metacognitive regulation. ie. I know that I have trouble with "x", I have developed ways of dealing with it in this way



  • What is it: What you know about thinking and how you think about it.
  • Knowledge (what do you know about your learning) and regulation (what do you do about your learning); and skills (putting it into practice).
  • Why ?
    • Impact;
    • Compensate for cog limitations;
    • Cheap;
  • Life long learners.
  • Measuring
    • Metacognitive Awareness Inventory - not appropriate for students
      • (Izzi has a student friendly Q)
    • Good for teaching students new ideas.
    • Hard to observe, using tech and questionnaires
  • Toolkit
    • Teacher knows what it is
    • Planning, modelling, evaluation - students complete a sheet alongside their homework.
    • Teacher modelling
      • Go through question as though you were doing.
      • Include false starts...
  • Resources
    • How did you revise questionnaire..(Exam question).
    • Why did you lose each mark: RTQ, SK, U - give them strategies.
    • Learning journals -- break down into individual things for students to do
    • Kick back - time consuming, what's the point, friction of what you need, hard to do in isolation.
  • Next steps... Measuring / Technology.

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