If you haven’t already read my post on metacognition in the classroom, I’d suggest starting there as it provided some context to the resource I’m sharing in this post.
I first came across the term ‘meta-cognition’ 4 years into my teaching career when I attended a Stretch and Challenge Conference back in 2015. Yet I’d been applying meta-cognitive strategies since I started teaching. Once I was able to put a name to the strategies I employed it opened up a world of other examples, evidence and approaches. Since then it forms a regular part of my teaching practice and is fundamental to the feedup-feedback-feedforward cycle that’s constantly implemented in my classroom.
As a subject leader however, I didn’t feel it was as embedded across my department as I would have liked. So over the summer I set about creating a resource that would help my team to apply metacognitivie practices in their classroom. It started with a PowerPoint split into two parts, first part information and guidance on metacognition for staff whilst the second part consisted of question slides for use with students. I don’t use the resource myself, however these are the kinds of questions I ask students as we plan, as they work, as they reflect and as we evaluate.
I hope the PowerPoint is a resource from which my colleagues will extract ideas from for their own lesson planning.
I’ll be making use of these in the first subject collaboration session later in this term to outline what metacognition is and how it should be applied within geography as part of our day to day teaching practice.
These slides are simply a range of questions associated with the following stages of the teaching process used in MYP Geography:
Monitoring (feedback – student to teacher, peer to peer)
Evaluation (feedback – student to teacher, teacher to student)
One of my objectives for the last academic year was to develop student understanding of MYP I&S Criterion B – Investigation (more info here). This meant developing our students understanding of inquiry planning, effective research, academic honesty and assessment of sources within the context of geography. Many of the questions incorporated in the student slides I’ve incorporated into the resources I’ve been building to develop the elements above (I’ll write more about these in due course).
If you’d like a copy of the Powerpoint, simply click here. Hope you can find it of use.