Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don’t understand the what, the why and the how?
This practical guide explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement.
In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be in a better position to take actions in order to improve and to be able to learn best. An appendix of useful resources is also included, which offers a range of activities surrounding the language of learning, reflection and metacognition, as well essential advice on how to develop metacognition in the early years (4-8), middle years (8-10), and upper years (10-13).
Metacognition in the Primary Classroom demonstrates how important it is for children to be well-enough informed to play an active role in learning better. Having the language skills to talk about your learning, and the opportunity to share ideas and strategies with others, enables all concerned to explore and develop approaches in order to learn better. This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning.
Table of Contents
1. What and Why: a look at theory and rationale 2. The Language of Learning 3. Reflection and Metacognition 4. Developing Metacognitive Processes: Talking about how we learn in order to work out how we learn best. 5. Foundations for Metacognition 6. Developing a Metacognitive Approach in the Early Years (ages 4-8) 7. Developing a Metacognitive Approach in the Middle Years (ages 8-10) 8. Developing a Metacognitive Approach in the Upper Years (ages 10-13) 9. A Whole School Approach 10. Becoming Better Learners
Peter Tarrant has been involved in teaching for 36 years and is a Senior Teaching Fellow in Initial Teacher Education at the University of Edinburgh, UK. He has been involved in a number of research projects involving topics such as teacher confidence and behaviour management, developing reflective practice and using a peer learning approach towards metacognitive practice.
Deborah Holt is Programme Director of the BEd Primary Education degree at the University of Edinburgh, UK. She was a primary school teacher and headteacher before moving into Initial Teacher Education. She has been working at Moray House since 2010 where she specialises in personal, social and emotional education and is currently undertaking research in this area for her doctorate.
"This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning. It will make you think and it will definitely have an impact on your classroom strategies, making your pupils more able learners." - Sarah Brew, Parents in Touch
"Although the majority of this book is aimed at primary key stages, it does touch upon the foundation years with a chapter on how to develop metacognition in the early years. This could prove a timely and thought-provoking read." - Neil Henty, EYE