Metacognition: learning to learn

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Overview

Do pupils at your school know how to plan, monitor and evaluate their own learning?

Metacognition and self-regulation (learning to learn) aim to help pupils to think about their own learning more explicitly. This course will improve participants’ understanding of how to develop pupils’ metacognitive and self-regulation skills. It begins by looking at how metacognition can be used to support learning across the curriculum, before placing an explicit focus on using metacognition to improve reading comprehension and independent writing.

We worked with Hackney Learning Trust to develop this course.

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Audience

This training course is suitable for teachers from primary to secondary education. The course includes four 90 minute sessions, that can be easily adapted to suit the timings and needs of your school.

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Sessions in detail

Session 1 - What is metacognition?

Objectives:

  • Develop understanding of what metacognition is and why it is important for learning
  • Encourage reflection on how metacognition is already used in the classroom
  • Consider how to improve pupils’ use of metacognition and self-regulation
Session 2 - How is metacognition used in practice?
Objectives:

  • Reflect on how self-aware learners are
  • Guide pupils through the ‘meta walk’ using key questions and language stems
  • Understand how to use the ‘I do – we do – you do’ strategy to support the meta walk
Session 3 - Using metacognition to support reading
Objectives:
  • Develop an understanding of how metacognition and self-regulation can be used to help pupils to read for meaning
  • Understand how the meta walk can be adapted to support reading comprehension (the reading walk)
  • Develop practical strategies, key questions and language stems to support pupils at each stage of the reading walk 
Session 4 - Using metacognition to support writing
Objectives:
  • Reflect on how the meta walk can support writing
  • Develop an understanding of how metacognitive strategies support the writing process
  • Consider how the I do, We do, You do approach can be used to facilitate independent writing
  • Explore how writing tasks can be opened up once pupils have become skilled writers
  • Create a learning agenda for a writing task
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How it works

We've created The Key CPD Toolkit to take the time, cost and effort out of developing your own training.

"The CPD modules developed by The Key are an excellent resource."
Ben White, CPD research champion, Ashford Teaching Alliance

Using our training is simple:

1. Download the materials, created with subject specialists, and quality assured for your peace of mind

2. Quickly adapt the resources to meet the needs of your school 

3. Deliver engaging training, with the support of comprehensive facilitator guidance

4. Evaluate the impact of your training to identify areas where staff need further support