“An insightful webinar, I found the whole experience worthwhile and motivating”
Maria Ruffino, Librarian & Teaching Assistant QEH Junior School, Bristol
- Do your pupils prefer recalling information to “real” thinking?
- How do your TA’s help students improve their self-understanding?
- What are good metacognitive skills?
- How can metacognition improve the pupil outcomes for SEND and more able students?
The benefits of metacognition are well documented. The Sutton Trust highlight how metacognitive and self-regulation strategies add, on average, up to 8 months of additional progress. According to the Sutton Trust, teaching students meta-cognitive skills has “consistently high levels of impact” for low achieving and older pupils and pupil premium students.
Metacognition is more than ‘learning about learning’, or ‘thinking about thinking’. In this course all your TA’s will develop their understanding of metacognition and develop their skills in asking questions that facilitate the development of metacognitive strategies. They will also explore a range of strategies to increase children’s motivation, and ways to encourage independence, as well as focussing on the process of learning, rather than just the answer.
By the end of the INSET your TA team will have:• Furthered their own understanding of metacognition;
• Realised the importance of developing metacognitive strategies for all, including disadvantaged learners;
• Explored how learners can take control of their own learning;
• Developed a range of questions that can be used to facilitate metacognition.
You may also be interested in our INSET courses on Metacognition – click here
Overview of the research and benefits of metacognitive strategies and how it applies to the classroom
- Making sense of metacognition and its impact on learning
- What does educational research tell us?
- How can metacognition specifically help the performance of SEND learners and more able pupils?
Strategies for promoting metacognitive strategies in classrooms, small groups and 1:1 interventions
- Turning pupils into experts
- 4 powerful ways to promote metacognitive awareness in small group interventions
- Letting pupils understand that the decisions they make are important determinants of their own success and well-being
Highly Effective Questioning Strategies for TAs
- Using metacognitive questioning & dialogue to promote cognitive conflict
- Higher order Thinking Skills ( HOTS)
- Developing questioning strategies for better metacognition
Self- Regulation in practice
- Developing self-awareness and self-regulation and their role in learning
- Helping pupils develop the toolkit for evaluating their own progress
- Developing pupil’s self-knowledge, self-esteem and self-confidence
- Letting pupils understand how to improve their own learning and performance.
“Well delivered and informative”
Chris Murray, Assistant Head, Hinchley Wood School