Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Mega-metacognition - learning how to learn in a digital age

4 395 vues

Publié le


Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.

We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.

Publié dans : Formation
  • Soyez le premier à commenter

Mega-metacognition - learning how to learn in a digital age

  1. 1. Penny Langford – Head of Digital Learning Paula Han – Teacher Training Manager Mel Villa-Buil – iLearn Support Coach Melanie Gibbard – iLearn Support Coach Digital Learning
  2. 2. What are we doing? You will identify the skills/behaviours we need to develop in our students You will identify ways digital tools can be used to complete a project in an active, collaborative way. You will define metacognition You will work actively, in a team, to create something. You are going to experience it. We are going to tell our story
  3. 3. Welcome task While you are waiting - Online game: join.quizizz.com Let’s get started! – 3 mins Enter Code 766937
  4. 4. Task 1 – Decide your roles – 5 minutes The Creator The Researcher The Collaborator Digital Cheerleader Everyone has a role!!!!!
  5. 5. The Creator
  6. 6. The Researcher
  7. 7. The Collaborator
  8. 8. The Digital Cheerleader / Team Leader
  9. 9. We have created active / project-based learning supported by technology Technology / digital skills Group work Active learning Communication Problem-solving
  10. 10. Project - based Build up a CV based on skills
  11. 11. Examples
  12. 12. Structure Project Active / Collaboration Experiential/ Discovery Independent Developing knowledge and skills Digital Output(s)/ Product Assess skills
  13. 13. Our observations ……….. Technology Group work Active learning Enjoying this type of learning Problem-solving A large proportion of students uncomfortable Not confident with
  14. 14. Passive idea – wait for something to fill their brains
  15. 15. Passive idea – wait for something to fill their brains
  16. 16. Passive idea – wait for something to fill their brains
  17. 17. Passive idea – wait for something to fill their brains
  18. 18. Need a different mindset and metacognition
  19. 19. Our solution Include strategies for learning in induction We are going to have a go…. Get your brains in gear….. Be up front and obvious about metacognition Explain what is happening when they are learning
  20. 20. Task 2 - Check prior learning – 2 minutes •No way •A bit •I have a good idea I can easily explain what Metacognition is to someone else. https://bit.ly/2SIMHDx
  21. 21. Task 3 - LO 1 – What is Metacognition? – 3 minutes Start researching…… www.Menti.com As a Team add your answer Start researching Create a definition section on your infographic Reach out to your network Help your team then add your answer to Menti
  22. 22. Our favourite definition “Metacognition is about the ways learners monitor and purposefully direct their learning” Quigley, A., Muijs, D. and Stringer, E. (2019). METACOGNITION AND SELF-REGULATED LEARNING. [online] Educationendowmentfoundation.org.uk. Available at: https://educationendowmentfoundation.org.uk/public/files/Support/Links/Campaigns/Metacognition/EEF_Metacog nition_and_self-regulated_learning.pdf [Accessed 5 Mar. 2019].
  23. 23. Key terms to bear in mind Thinking about thinkingReflection Self-awareness ( knowing strengths and weaknesses) Self- regulation
  24. 24. Practice testing - Self-testing or taking practice tests on material to be learned Dunlosky et al 2013 identified these as being the most effective . . Distributed (‘spaced’) practice - Implementing a schedule of practice that spreads out activities over time. Self-explanation - Explaining how new information is related to known information, or explaining steps taken during problem solving Elaborative interrogation - Generating an explanation for why an explicitly stated fact or concept is true Interleaved practice - Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session. Summarization - Writing summaries (of various lengths) of to-be-learned texts. Highlighting - Marking potentially important portions of to-be-learned materials while reading. Keyword mnemonic - Using keywords and mental imagery to associate verbal materials. Imagery use for text learning - Attempting to form mental images of text materials while reading or listening.
  25. 25. Select a strategy, read about it – take 1 minute to explain what you have learned to someone else. Metacognition strategy tip - Working with others Extension: Explain how you have used your existing knowledge to make sense of the new things.
  26. 26. We want to invite you to chuck out your previous thinking
  27. 27. Task 4 -Chuck out your previous thinking - 1 min Is re-reading notes multiple times a good way to learn? www.Menti.com
  28. 28. Chuck out your previous thinking They carried out an experiment with 2 groups of students 1 re-read notes 4 times – confident they had learned it 1 re-read once then wrote down all they could remember – not confident One week later tested on writing down everything they knew – 2nd group did best. Retrieval practice works! We are not necessarily retaining or learning, it just seems familiar and we feel good about it. - Roediger & Karpicke, 2006
  29. 29. Task 5 - LO2– Identify wider skills– 10 minutes THINK - Individually add your strategies to the word cloud PAIR – Discuss your answers with the person next to you SHARE – As a team can you group them somehow? Decide which skills are the most important to enhance learning. Add your team name to the Padlet and list the skills in order of importance. What wider skills do we need to develop in our learners? Think – pair - share www.menti.com https://bit.ly/2ELO00z Add the top three to your padlet
  30. 30. Person specification Strong teamwork skills Customer focused, able to keep customers experience and safety in mind throughout the service or diagnosis and repair Ensure the company image of professionalism and quality of service is maintained when dealing with customers. Confident and professional communication skills
  31. 31. Apprenticeship standards – skills for success? Motor vehicle service and maintenance technicians demonstrate the following behaviours: Constantly learn in order to improve own performance and that of the business Share knowledge and skills
  32. 32. UKCES: UK Commission’s Employer Skills Survey UKCES: UK Commission’s Employer Skills Survey 2015: UK Results, February 2019, p 69
  33. 33. Listing what you know is ok, but grouping them and finding links will help you to retain what you have learned. Metacognition strategy tip Extension: Use Padlet to capture your lists/ groups and add an image or video to help you retain them.
  34. 34. Our observations ……….. Technology Group work Active learning Enjoying this type of learning Problem-solving A large proportion of students uncomfortable Not confident with
  35. 35. Task 6 – Review – 5 minutes Bring all that you have learned together in an infographic and mind map – add the tools you have used. Complete your Canva Share the tools you have identified with your team. Go to Mindmup.com – Create a mind map with Metacognition in the middle. Work with collaborator to create a mind map mindmup.com
  36. 36. Creating a mind map or visual representation of what you know from your notes will help you to build on what you know and make connections. Metacognition strategy tip Extension: If you create a digital mind map, add pictures, and videos or audio notes to this too.
  37. 37. Final task - Self-reflection – 1 minute How do you feel about this subject? Pollev.com/mkelearning829
  38. 38. If not confident … what are you going to do? Thinking about thinkingReflection Self-awareness ( knowing strengths and weaknesses) Self- regulation
  39. 39. Questions? – 5 minutes