“Left inspired!”
Kim Carmichael, Head of Science, Longcroft School
Train your pupils to think for themselves
• Do your pupils prefer recalling information to “real” thinking?
• Are you fed-up with students wanting you to give them the right answer?
• How do you help students improve their self-understanding?
• What are good metacognitive skills in STEM subjects?
• Do you understand the current research in Cognitive Science & its implications for how students learn best?
Role of Metacognition in STEM Teaching
The EEF highlights how metacognitive and self-regulation strategies add, on average, up to 8 months of additional progress. According to the EEF, teaching students meta-cognitive skills has “consistently high levels of impact” for low achieving and older pupils and pupil premium students. This is particularly true where teachers apply metacognition and self-regulation at a subject level where pilot studies from the EEF have shown a 9-month improvement in the rate of pupil progress. The evidence is certainly encouraging, these strategies are cost-effective and can help students particularly in science and maths.
This course explores a range of metacognitive strategies teachers can specifically apply in Science, Maths & other STEM subjects to develop pupils who understand their own learning and have the self-awareness to directly influence their own performance.
Ofsted want ‘Knowledge- rich’ curriculum
With the current Ofsted focus on a ‘knowledge-rich’ curriculum and an emphasis on retention of that knowledge, it is also a great opportunity for teachers to understand the current research of the Cognitive Science of learning and to apply this to their own teaching. In effect the course is an opportunity for STEM teachers to practise metacognition for themselves!
INSET Outline
Overview of the research and benefits of metacognition & self-regulation and how it applies to STEM teaching
• What is metacognition and why is it important?
• What does educational research tell us?
• How does the brain really work? (a bit of real Science!)
• How do we apply the ‘Cognitive Science of learning’ to learning?
Strategies for promoting metacognition in STEM subjects
• A framework to turn pupils into experts in metacognition
• Planning for developing metacognition within a knowledge- rich curriculum for Science and Maths
Subject Specific strategies for Improving Metacognition in Science teaching
• 5 simple ways to promote metacognitive awareness in the classroom
• Using metacognition as a tool to improve exam performance and attainment in Science and Maths
• Promoting Application of knowledge – how to apply these ideas to across a broad & balanced curriculum
Self-Regulation in Science & Maths
• Metacognitive feedback in Science and Maths – stop telling them what to do and how to do it!
• Helping pupils develop the toolkit for evaluating their own progress
• Developing self-awareness and self-regulation and their role in learning
• Letting pupils understand how to improve their own learning and performance
• Preparing pupils for the next stage of their lives
