Procedural Metacognitive Knowledge "If your only tool is a hammer, then every problem looks like a nail." Abraham Maslow How many of us have had students say, "I thought I understood it but then I couldn't do the exam question"? This is often a result of the inability of a student to apply their knowledge … Continue reading Filling the tool box (1)
“The man who moves a mountain begins by carrying away small stones.” Confucius This autumn, I’ve been thinking a lot about how I improve my practice as a teacher. Literacy has been on my mind for a number of years, first as a member of a school literacy group and more recently after hearing Amada … Continue reading A little better all the time
Part 2: Declarative metacognitive knowledge "Hansel said to Gretel, "We will find our way," but they did not find it." - Brother's Grimm Meet Hansel and Gretel... Hansel is a confident student. In lessons he feels like he understands the content and can answer the questions. At home he completes his homework and every so … Continue reading Helping Hansel
Part 1: An introduction to metacognition “An intellectual is someone whose mind watches itself.” Albert Camus What is metacognition? Metacognition is commonly divided into two components: metacognitive knowledge and metacognitive reflections [Quigley 2018]. Metacognitive knowledge refers to what learners know about learning and this may be broken down further into knowledge of self, knowledge of … Continue reading How do you catch a cloud and pin it down?
"We ask questions about the world, and we make our answers, and we build and treasure our knowledge over generations." Ruth Walker  A colleague recently asked me to recommend some articles for faculty leaders to read when planning their curriculum. I thought I would share it here, in case it was of interest to … Continue reading Curriculum: The why, the what and the when
Goal-free effect: Adam Robbins, @MrARobbins, https://reflectionsinscience.wordpress.com/ What is it? The goal of this problem might be to find the length of CB. A goal-free task would be to ask students to calculate as many of the unknowns as they could [Sweller 1998]. The goal-free approach reduces the amount of extraneous cognitive load from holding the … Continue reading #CogSciSci 2019 to do list
‘We know what we are, but not what we may be.’ William Shakespeare I’ve been seeing a lot of posts on my Twitter feed in recent weeks about the Chartered College of Teaching and their professional qualification Chartered Teacher, or CTeach for short. Now that the dust has settled from my time as part of … Continue reading CTeach and me