Metacognition: What lies beneath?

I recently delivered some training on metacognition to teachers coming to the end of their initial teacher training. During discussions with the course provider about what to include in the session it became clear just how difficult a concept metacognition can be and got me thinking about some of the other areas of teaching that … Continue reading Metacognition: What lies beneath?

Becoming evidence-informed: A journey

Coe and Kime (2020) define evidence-based education as “an approach which argues that policy and practice should be capable of being justified in terms of sound evidence about their likely effects.”  They identify seven key characteristics of an evidence-based approach: A detailed understanding of the evidenceA knowledge of underpinning theories of learningBeing critical of the … Continue reading Becoming evidence-informed: A journey

How do you catch a cloud and pin it down?

What is metacognition? Metacognition is commonly divided into two components: metacognitive knowledge and metacognitive reflections (Quigley et al. 2018).  Metacognitive knowledge refers to what learners know about learning and this may be broken down further into knowledge of self, knowledge of tasks and knowledge of strategies (Cambridge Assessment 2017).  An alternative categorisation (Schraw 1998) divides … Continue reading How do you catch a cloud and pin it down?