Tag Archives: metacognition

Bright Spots

We have got off to a great start at Durrington High School and visiting lessons over the past few days made it clear why this has been the case. In all of the lessons that we saw, the students were … Continue reading

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5 tips for using year 10 mocks

In this brave new world in which reformed GCSE specifications have created more exams than ever before, the piles of mock papers are growing increasingly tall. Schools have organised the sitting of practice exams quite idiosyncratically, with a variety of models out there, often depending on … Continue reading

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Metacognition: Making it Happen in the Classroom

According to the EEF Toolkit, metacognition and self-regulation is one of the top two most effective teaching and learning strategies (the other being feedback), and can increase students’ progress by as much as eight months. The EEF succinctly explains that metacognition involves … Continue reading

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Mobilising the Evidence

One of the most important roles for Research Schools such as us, is to support teachers and leaders who work in schools and colleges to mobilise the research evidence that is out there, so that it can make a positive … Continue reading

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Using student checklists to support metacognition

This week’s teaching forum was with science teacher Becky Owen.  Becky has been reflecting on how she and other members of the science team have been using content checklists with students with, a view to: Improving student awareness of their … Continue reading

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Teaching Talk – Ben Crockett on metacognition

In this episode of #TeachingTalk, Ben Crockett talks about how he has been developing the idea of metacognition by getting his students to think about their thinking, through modelling his own thinking when approaching exam questions. TT3 Ben Crockett – Metacognition from … Continue reading

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Boxing up

Tonight’s 15 minute forum was led by maths teacher Natasha Bedford.  Natasha described that moment we have all experienced, when marking a set of exam papers and it becomes clear that students just haven’t got a particular question – the ‘face … Continue reading

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