Date post: | 23-Dec-2015 |
Category: |
Documents |
Upload: | deborah-fowler |
View: | 215 times |
Download: | 0 times |
Metacognition, thinking skills and whole-school improvement
Module 4
Module aim
• Understand the concept of developing a whole-school approach to using metacognition and thinking skills as effective pedagogy to deliver whole-school improvement.
2
Module objectives
• Discuss the importance of effective pedagogy.• Consolidate knowledge regarding metacognition
and thinking skills.• Explore ideas for practice that have the potential
to contribute to the development and implementation of a whole-school approach to metacognition and thinking skills.
3
Corporate slide masterWith guidelines for corporate presentations
Recap
• Metacognition is . . .• Thinking skills are . . .
4
Metacognition is . . .
Thinking about your own thinking.• Reflection – appreciating what we know/prior
knowledge.• Self-regulation, managing learning and the
application of previous knowledge/experience to a new learning situation.
5
Thinking skills are . . . • Making connections, within and across texts,
within and across themes and across a range of personal experiences.
• Gaining deeper understanding and making reasoned judgements to achieve improved learning.
6
Corporate slide masterWith guidelines for corporate presentations
Plan Develop ReflectAsking questions Generating and developing ideas Reviewing outcomes and
success criteriaActivating prior skills, knowledge and understanding
Valuing errors and unexpected outcomes
Reviewing the process/method
Gathering information Entrepreneurial thinking Evaluate own learning and thinking
Determining the process/method and strategy
Thinking about cause and effect and making inferences
Linking and lateral thinking
Determining success criteria
Thinking logically and seeking patterns
Researching context, other precedents, exemplar material and applying it
Deciding on a time scale Considering evidence, information and ideasForming opinions and making decisionsMonitoring progress
Deciding on a time scale
Thinking skills in the context of PISA
7
Informed pedagogy
• How does our understanding of metacognition and thinking skills inform pedagogy?
8
Corporate slide masterWith guidelines for corporate presentations
Task 1:Effective pedagogy
Effective pedagogy
• In your groups, think of as many words as you can to define the term ‘effective pedagogy’.
10
Academic
Creating the learning
environment
Standards
Craft knowledge
Personal/personal and social
development of learners
Abilities
Skills
Challenging
Knowledge
Methods of teaching
Pastoral
Teaching skills
Commitment
Learning dispositions
11
Informed pedagogy
• What are the links between metacognition, thinking skills and effective pedagogy?
• What is a whole-school approach?
12
Whole-school approach
… an organisational approach with the aim of integrating metacognition and thinking skills within the ethos, culture, routine life
and core business of the school.
National Children’s Bureau, 2006
13
Whole-school approach involves:
• leadership, management and managing change• policy development• learning and teaching, curriculum planning and
resourcing• school culture and environment• giving children and young people a voice• provision of support services for children and young
people• staff continuing professional development (CPD) needs,
health and well-being• partnerships with parents/carers and local communities• assessing, recording and reporting the achievement of
children and young people.
14
Corporate slide masterWith guidelines for corporate presentations
Task 2:The whole-school
approach
The whole-school approach
Watch the video clip where a teacher discusses their experience of developing a whole-school approach to metacognition and thinking skills.
16
• Identify three key aspects that are important to you in taking the whole-school approach forward.
http://www.youtube.com/watch?v=llu5w6S1nAM&feature=youtu.be
17
http://www.youtube.com/watch?v=AngYsMofYzw&feature=youtu.be
Reflecting upon current practice
• What are you already doing? • What needs to be done differently?
• What are the challenges?
18
Professional learning communities (PLCs)
A PLC is a group of practitioners working together using a structured process of
enquiry to focus on a specific area of their teaching to improve learner outcomes and so
raise school standards.
Welsh Government, 2011 (page 7)
19
PLCs• Building the school’s capacity to contribute to
continuous improvement.• Supporting the Welsh Government in:
– improving standards of literacy– improving standards of numeracy– reducing the impact of poverty on educational
attainment.
20
Welsh Government, 2011
Whole-school approach to improvement
• Whole-school learning environment.• Metacognition and thinking are explicit.• Common language/learning strategies for
metacognition and thinking.• Coherent and well-planned approach.• Applied across primary and secondary
school.
21
Kestral Education, 2013
Corporate slide masterWith guidelines for corporate presentationsTask 3:
SWOT audit
SWOT analysis: audit of current provision
23
Corporate slide masterWith guidelines for corporate presentationsTask 4:
Moving forward
The road ahead . . .
25
Action planning• What actions need to be in place?• Who needs to responsible for these actions?• How can these actions be resourced?
References• Kestral Education (2013),Creating a Thinking
School. [Online]
www.thinkingschool.co.uk/ • National Children’s Bureau (2006), A whole-
school approach to Personal, Social and Health Education and Citizenship. London: NCB.
• Welsh Government (2011), Professional Learning Communities. [Online] http://wales.gov.uk/docs/dcells/publications/120112plcen.pdf
26
Further reading• DCELLS (2008), Framework for Children’s Learning for 3
to 7-year-olds in Wales. Cardiff: Welsh Assembly Government.
• OECD (2009), PISA Take the Test: Sample Questions from the OECD’s PISA Assessments. [Online] www.oecd.org/pisa/pisaproducts/pisa2000/41943106.pdf
• OECD (2010), PISA 2009 at a Glance. [Online] www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf
• OECD (2012), A Guide To Using PISA as a Learning Context. [Online] http://dera.ioe.ac.uk/13915/1/120229pisabookleten.pdf
27