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Pupils often make poor choices when it comes to independent learning because they don't intuitively understand how to learn. In the classroom too, they typically misjudge how well they understand new concepts, overestimate the accuracy of their own examples and underestimate how much they forget. This book reveals how a metacognitive approach to teaching can help overcome these challenges and support pupils in their learning. This approach can help them in developing the skills to become successful, self-regulated learners.
Drawing on key research from cognitive science, this book explores how metacognition works in practice and argues that it is a complex skill best developed over months and years at school. It provides a blueprint for how 'learning to learn' alongside 'quick wins' that teachers can implement straight away. Chapters cover:
- The metacognitive processes that underpin effective learning
- Myths about learning, and how pupils' memory really works
- Quick-to-apply classroom strategies for before, during, and after tasks
- Different independent study techniques and how to embed them
- Developing a culture of metacognition
Full of practical strategies and case studies, this is essential reading for all teachers who want to help their pupils become successful learners in school as well as independent learners for their exam revision and beyond.
List of contents
Introduction 1. The Logic of Focusing on How to Learn 2. The Shifting Sands of Memory 3. Low-Hanging Metacognitive Fruit 4. In the Classroom, pt. 1: Before the Task 5. In the Classroom, pt. 2: During the Task 6. In the Classroom, pt. 3: After the Task 7. A Metacognitive Approach to Literacy 8. Metacognition Unplugged 9. Self-Regulated Study Skills 10. Elevating Projects to the Metacognitive Level 11. A Culture of Metacognition in the Classroom 12. A Metacognition Manifesto
About the author
Jonathan Firth is a teacher, author, and researcher. Having taught psychology at secondary school level for many years, he now works at the University of Strathclyde, Glasgow, leading lectures and seminars on undergraduate and postgraduate courses, carrying out research, and supervising students.
Summary
Drawing on key research from cognitive science, this book explores how metacognition works in practice and argues that it is a complex skill best developed over months and years at school. It provides a blueprint for how ‘learning to learn’ alongside ‘quick wins’ that teachers can implement straight away.
