Metacognition – Applications In Education

Students have greater ability to control goals, dispositions, and attention when they are more aware of their thinking processes as they learn. This means that self-regulation is a result of self-awareness.

During this course we will consider components of metacognition and create a toolbox of strategies and practical ways to use these processes in the classroom and beyond. We will explore questions such as how does metacognition develop, the role of metacognition in cognitive development, and how metacognition may best be fostered?

Three areas of metacognitive practice will be reviewed:

Declarative Knowledge – ourselves as learners and factors that can influence our performance – knowledge about when, where and why different strategies should be used

Procedural Knowledge – performing tasks more automatically – the actual use of metacognitive strategies

Conditional Knowledge – assigning optimal resources for various tasks – selecting our skill by evaluating and changing strategy use whilst determining the limit of ones knowledge

Metacognitive processes of self-monitoring and self-regulation are fundamental determinants of competent functioning in the real world e.g. knowing you forget names and compensating accordingly.

About the Adviser

Marsha firmly believes that a quality education is the basis for social mobility and has spent her extensive career working across the West Midlands conurbation catapulting the stunted ambitions of staff and students. Marsha has held several senior positions, most recently as a Deputy Headteacher transforming outcomes in one of the most deprived parts of the county.

Marsha is a specialist in The Principles of School Leadership, Safeguarding, STEM Education and Behaviour Management this is complimented by her interest in cognitive science, not only the application to schema but also its application to the wider, often hidden curriculum.