Making sense of metacognition
Written by: Alex Quigley and Eleanor Stringer
9 min read
Amy’s geography teacher has asked the class to prepare a short presentation about rainforest ecosystems. To plan this, Amy reflects on how she learned best on the last topic – using the school textbooks – and decides to read the relevant chapter before drafting her presentation points. However, when reading it, she decides that the chapter isn’t explained clearly enough to improve her understanding. She starts to panic, as she was relying on this. Then Amy remembers a geography website her teacher mentioned. She adapts her strategy and searches the website. This provides a more useful overview, and she uses the information to summarise some interesting facts. She reflects on the experience and decides that next time she will gather a range of resources before starting to research a topic, rather than relying on one source.
This short anecdote about Amy provides a familiar scene of schoolchildren grappling with their homework each evening in homes across England
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
This article was published in May 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
Subscribe
Please login to comment
0 Comments
Oldest
