This book is a practical guide offering new ways to fix many typical day-to-day issues in schools using metacognition to offer effective and efficient solutions. Discover new ways to enhance your own teaching with metacognition and how to apply it to many common aspects of teaching and learning.
Every chapter is written by a different education expert and takes a solution-focused approach exploring metacognitive strategies and ideas for the classroom. Key topics include:
- Smart revision strategies
- Nuanced and effective feedback
- The power of modelling answers
- Student motivation and resilience
- Supporting struggling writers
- Integrating metacognition across the curriculum
- And much more!
Tabla de materias
Chapter 1 Metacognitive Tools for Writing – Jonathan Firth
Chapter 2 Metacognition and Reading Comprehension – Debbie Tremble
Chapter 3 Dealing with Students’ Lack of Motivation and Resilience – Charlotte Findlay
Chapter 4 Solving Poor Study Choices by Older Students – Elizabeth Mountstevens
Chapter 5 Revision and Metacognition – Katie Holmes
Chapter 6 The Role of Metacognition in the Art & Design GCSE Externally Set Assignment – Paul Carney
Chapter 7 Solving the Problem of Feedback – Marco Narajos
Chapter 8 Metacognitive Monitoring – Sarah Dowey
Chapter 9 Modelling Metacognitive Mathematics for Understanding – Dave Tushingham
Chapter 10 Metacognition Together: The Power of Challenge Talk and Contrast – Michael Walsh
Chapter 11 Learner Identity and its Contribution to Successful Outcomes for Students – Genevieve Bent
Chapter 12 Connecting the Brain to the Page: The Power of Live Modelling in the Classroom – Kate Allen
Chapter 13 Metacognition is a Powerful Tool – Patrice M. Bain
Chapter 14 Integrating Metacognition into the Curriculum – Daniel Muijs
Sobre el autor
Nathan Burns is current the Head of Maths in a Derbyshire school. He has previously worked as an Assistant Progress and Achievement Leader for Key Stage 3, More Able and Talented Co-ordinator and as a Second in Maths. Aside from these roles, Nathan is a metacognitive researcher, dedicated his teaching career to researching and understanding the theory and its applications to the classroom.
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