Metacognition is commonly thought of as ‘learning about learning’. Whilst this is an oversimplification of what metacognition truly is, it is a helpful point to start from when looking at building a curriculum which enhances students’ metacognitive learning skills. There are two main parts to metacognition, metacognitive knowledge and metacognitive regulation. Metacognition is one of […]
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Dr Andy Chandler-Grevatt discusses the challenges of improving science curriculum and argues that there are many strategies to support developing metacognition and self-regulation.
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As the winter months start to recede, the education community is faced with the reality that so far this year, teaching and learning continues to be dominated, in a wide variety of ways, by Covid. The prevalence of the Omicron variant has resulted in a high incidence of teacher and student absences and many learners […]
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You may recall that we launched the Oxford Smart Curriculum direction paper last May. Our aim was to ensure that this was a collaborative effort, so we invited educators and policy-makers working within the educational sector to provide feedback by completing a short questionnaire. With your input, we have been able to strengthen our shared […]
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Modelling is something that we are doing lesson in, lesson out. Day in, day out. Come rain or shine, we’re modelling something! Despite the fact that it is something that we do several times a day and dozens of times a week, it is still something that we can improve on as a teaching profession. […]
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Metacognition has become a bit of a buzz word of late, often grouped in with the latest resource or strategy that does the rounds online. But, is it worth all the hype and how can you incorporate it into your science classroom? Metacognition is commonly referred to as ‘learning to learn’ and it is where […]
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Following on from her appearance on the Oxford Education Podcast, Zoe Enser explores metacognition in more detail and how student wellbeing can benefit from embedding these practices. As teachers we are often experts in thinking about our own learning processes. Having been generally successful in the education system, many of us have automated this and […]
Read more In my experience over the past few years of researching metacognition and delivering CPD to teachers, it seems the biggest issue teachers have with metacognition is not the theory itself, or even the strategies for applying it in the classroom, but rather the barriers to successful implementation. With the best will in the world, and […]
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Metacognition is about pupils’ ability to monitor and direct their own learning. The concept of metacognition has been around for a long time, but seems to be having a revival recently, perhaps in part owing to some of the challenges presented by lockdown. Beyond the nightmare navigation of zooms, screen sharing and behaviour management from […]
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