Accelerate Pupil Progress with Metacognition: Proven strategies to enhance learning capacity
Accelerate Pupil Progress is a ready-made training pack that will enable your teachers to use metacognitive approaches to accelerate pupil progress as part of their everyday practice, by providing theoretical background and practical suggestions that can be implemented across your school.
Using Accelerate Pupil Progress with Metacognition will enable your teaching staff to:
- understand what is meant by metacognitive and self-regulation skills and why they are so valuable for developing learners
- build in strategies for improving pupils’ ability to set goals, monitor performance and evaluate outcomes
- develop strategies for improving pupils’ motivation and ability to learn independently
- try out different approaches and find what works for their pupils.
Why buy an Optimus Education DIY Training resource?
Accelerate Pupil Progress with Metacognition: Proven strategies to enhance learning capacity is part of the Optimus Education D-I-Y (deliver it yourself) training portfolio. Our D-I-Y training packages provide:
- value for money – training sessions can be delivered multiple times to different groups of staff
- comprehensive training materials – detailed training plans, presentations, handouts and a variety of practical activities to engage participants are all provided in the package
- flexibility – training sessions can be customised with case studies, questions or exercises which are specific to your school’s needs
- excellent quality – the training materials have been written by experienced trainers with expertise in the topic area; you benefit from their knowledge and guidance
- measurable outcomes – each package includes ways to monitor effectiveness and learning outcomes.
Summary of contents
Accelerate Pupil Progress contains 5 practical sessions including tasks to stimulate thinking and opportunities for self-assessment against learning objectives. The resources develop understanding of how to use metacognitive approaches to accelerate pupil progress as part of everyday practice with ‘follow up’ activities to prepare for the next session.
- Accelerate progress and raise attainment
- Increase pupil engagement through independent learning
- Foster effective problem solvers
- Embed a metacognitive approach that enhances all areas of the school
Training session breakdown
Training Session 1 – What do we know about accelerating pupil progress with metacognition?
- understand what is meant by metacognition
- identify the advantages and disadvantages of different approaches to metacognition
- able to make decisions about the organisation's objectives in terms of accelerating pupil progress with metacognition, and how to achieve them.
Training Session 2 – What are the benefits of using metacognition for accelerating pupil progress?
- understand the benefits of metacognition
- identify metacognitive knowledge and skills
- explain the link between how pupils think and their attainment
- evaluate where we currently are in terms of accelerating pupil progress with metacognition.
Training Session 3 – How can we develop metacognition in our school?
- able to collate findings from a group audit of current practice
- identify areas of good practice
- justify areas of good practice in terms of metacognitive knowledge and skills
- identify tools to offer pupils for developing metacognitive knowledge and skills, and know how to teach pupils how to use them.
Training Session 4 – What were our experiences of using tools for developing metacognition with our pupils, and how can we go beyond planning and refining?
- understand how to apply tools for developing metacognition with pupils
- facilitate a metacognitive discussion
- evaluate a discussion so they know what they are listening and looking out for, and what to do with it.
Training Session 5 – What have we developed so far, and how can we embed a metacognitive approach to accelerating pupil progress across our school?
- understand the value of making connections between thinking in school and thinking in other contexts
- evaluate how we have developed metacognitive practice so far
- create opportunities for embedding a metacognitive approach to accelerating pupil progress across our school.
About the expert
Anna Reid has held a number of senior roles in primary and secondary schools in the North-East of England. She is currently working on a PhD around developing teacher understanding of enquiry. She is interested in the impact of teacher learning on pupil outcomes.
David Leat is the Director of the Research Centre for Learning and Teaching (CfLaT) at Newcastle University and Professor of Curriculum Innovation. His research interests started with teaching thinking skills and he has since been involved in research on Learning2Learn, metacognition, teacher coaching and project-based learning. His current work focuses on developing an enquiry-based curriculum.
- A4 Ringbinder, c. 80 pages
- CD-ROM containing PowerPoint presentations and accompanying resources
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