Metacognition and Study Skills: A Guide for Teachers

Cover
Half Title
Title Page
Copyright Page
Table of Contents
About the Author
Acknowledgements
Introduction
	Metacognition and Professionalism
	New and Fashionable?
	Origins of the Concept
	Using This Book
Chapter 1: The Logic of Focusing on How to Learn
	The Meta Level
	Different Levels of Thinking
	An Absence of Metacognition
	Everyday Metacognition
	Comment on Case Study 1
	Contrasts between Approaches
	Research into the Effect of Metacognition
	Evidence of a Significant and Positive Impact of Metacognition
	Research into Metacognition Training
	The Issue of Student Engagement
	Different from Other Interventions?
	Whom Will This Help?
	Concluding Comments
	Discussion Questions
Chapter 2: The Shifting Sands of Memory
	Performance vs. Learning
	Desirable Difficulties
	The Process of Learning
	A Simple Model of Memory
	A More Accurate Model of Memory
	Comment on Case Study 2
	Schemas and How Things Get into Memory
	Schemas and Student Metacognition
	The Unreliability of Memory
	Concluding Comments
	Discussion Questions
Chapter 3: Low-Hanging Metacognitive Fruit
	Professional Focus
	Comment on Case Study 3
	Foundations
		Thinking Aloud
		Scaffolded Stems
		Misconceptions Corner
		Five Bees
	Classroom Skills
		Spontaneous Connections
		Post-It Reminders
		Pop Quizzes
		Powerful Purpose
		Pointful Planning
		Tracked Thinking
	Working Together
		Think-Pair-Share-Care
		Learning Survey
		Map Reading
		Plenary Poster
		Metacognitive Norms
	Empowering Assessments
		Prep Time
		Supervised Notes
		Guesstimating Performance
		Precision Feedback
		Feedback Folders
		Assessment Wrappers
	Concluding Comments
	Discussion Questions
Chapter 4: In the Classroom, pt. 1: Before the Task
	Three Phases of Metacognition
	Before the Task
		Extended Plans
		Thoughtful Structure
		Group Planning
		Activating Prior Knowledge
		Plan for Homework
		Visual Planners
	Discussion of Case Study 4
		Planning as the Task
	Concluding Comments
	Discussion Questions
Chapter 5: In the Classroom, pt. 2: During the Task
	Why Focus on Metacognition During a Task?
	Metacognitive Strategies for During the Task
		Pause and Check
	Commentary on Case Study 5
	Metacognitive Strategies for During the Task, Cont’d
		Embracing Errors
		Tackling Assumptions
		Into Words
		Different Ways
		Powerful Questions
		Key Comparisons
		Waving, Not Drowning
	Concluding Comments
	Discussion Questions
Chapter 6: In the Classroom, pt. 3: After the Task
	Biases, Illusions, and Myths
		The Dunning-Kruger Effect
		The Lake Wobegon Effect
		The Fundamental Attribution Error
		The Planning Fallacy
		The Learning Styles Myth
	Beliefs about the Self
	Reflection and Memory
	Judging the Accuracy of Reflection
	Reflective Strategies
		Mastering Mistakes
		Five-Minute Judgements
		Delayed Reflection
		Prove It
		Activating Feedback
		Zombie Feedback
	Comment on Case Study 6
	Reflective Strategies, Cont’d
		Looking Forward
	Reflection and Time
	On Teachers’ Reflection
	Reflecting on Learning – Concluding Comments
	Discussion Questions
Chapter 7: A Metacognitive Approach to Literacy
	How Metacognition Connects
	Better Reading
	A Profile of Reading Sub-Skills
	Knowledge is Power(ful)
	Helping Students to Recognise Style, Purpose, and Genre
	Reading Widely Can Boost Skills and Knowledge
	Informing Students about Automaticity
	Discussion of Case Study 7
	The Mysteries of Writing
	Prior Knowledge
	Written Competence
	Achieving Flow
	Revising is Often Neglected by Students
	Reflection and Revision
	Broader Tasks
		Integrating Reading and Writing
		Synthesis Writing
		Looping Reflection and Planning
	Literacy and Metacognition – Concluding Comments
	Discussion Questions
Chapter 8: Metacognition Unplugged
	Self-Regulated Learning and Metacognitive Errors
	Discussion of Case Study 8
	The Dirty Dozen of Study Habits
		Habit 1: Copying Directly from Slides
		Habit 2: Skim-Reading Articles
		Habit 3: Passive Re-Reading of Notes
		Habit 4: Highlighting Notes or Handouts
		Habit 5: Saving Slideshows without Reading Them
		Habit 6: Shallow Memorisation
		Habit 7: Commencing Study Shortly Before a Test
		Habit 8: Tackling Tasks without a Moment to Reflect
		Habit 9: Studying with Distractions or Music
		Habit 10: Studying When Tired
		Habit 11: Studying in a Single Context
		Habit 12: Avoiding Errors
	Concluding Comments
	Discussion Questions
Chapter 9: Self-Regulated Study Skills
	Desirable Difficulties
	Lower-Impact Strategies
	Challenges with Self-Control
	The Seven Skills of Highly Effective Students
		Study Skill 1: Understanding the Goal
		Study Skill 2: An Emphasis on Retrieval and Self-Testing
		Study Skill 3: Circling Back
		Study Skill 4: Critically Reviewing Outputs
		Study Skill 5: Keeping Oneself on Track
		Study Skill 6: Managing the Flow
		Study Skill 7: Taking a Step Back
	A Synthesis of Cognition and Action
	Developing Study Skills over the Long Term
	Comment on Case Study 9
	Note-Taking
	Concluding Comments
	Discussion Questions
Chapter 10: Elevating Projects to the Metacognitive Level
	Projects and Metacognition
	What is a Project, Anyway?
	Projects and Learning
		Projects and Prior Knowledge
		Projects and Consolidation
		Projects and Creativity
		Projects and Motivation
	Planning Skills and Pitfalls
		The Planning Fallacy
		Selection of Topics
		Knowing What You Know
	Comment on Case Study 10
	Metacognition in Project Management
		Building on What You Know: The Preparation Phase
		Having Confidence in Your Own Ideas
		Organising Information
		Milestones and ‘Check-Ins’
	Reflection
	Interdisciplinary Projects
	Concluding Comments
	Discussion Questions
Chapter 11: A Culture of Metacognition in the Classroom
	Cognition vs. Metacognition
	A Developing Skill
	A Picture of Yourself as Learner
	Discourse and Beliefs
		Classroom Dialogue
		Expectations
	Discussion of Case Study 11
	Self-Knowledge
		Teacher Intervention
		Direct Refutation
		Mindset
		Self-Labelling
	Concluding Comments
	Discussion Questions
Chapter 12: A Metacognition Manifesto
	Professional Problem
	Balancing the Priorities
	Developing Buy-in Across the Staff
	Metacognition Across Age Groups
	A Coherent Approach
	Comment on Case Study 12
	A Manifesto
	Ten Priorities
		Challenge Our Thinking
			Priority 1: Embrace a Metacognitive Approach to Teaching
			Priority 2: Acknowledge the Problem
			Priority 3: A Multifaceted Concept
		Build the Foundations
			Priority 4: Engage Staff with Research
			Priority 5: Draw on Existing Expertise
			Priority 6: Build a Coherent Syllabus
			Priority 7: Tackle Myths and Misconceptions
		Fine-Tuning
			Priority 8: Be Sensitive to Different Contexts
			Priority 9: Make It Visible
			Priority 10: Get Off to a Good Start
			Priority 11: Reach Out to Parents
			Prority 12: Harness Motivation
	Concluding Comments
	Discussion Questions
References
Index