Metacognition

Metacognition/Reflect Ed

Aims and Objectives

 Metacognitive Approach

This diagram shows how metacognition fits into the cycle of learning. You start at the planning stage. All the skills involved in this are metacognitive skills that need developing before we can commence a new task. This is controlled by resilience,  perseverance and motivation which once again are metacognitive skills that will be developed throughout this approach. The evaluating part of the chart corresponds with the reflecting part of the approach and the questions in this box are questions the children should ask themselves when reflecting. Finally by evaluating their performance effectively, the learner can adapt or change their strategy so their next attempt at the task will hopefully be more successful. (Reflect Ed approach 2018)

 Shibden Head Approach

We were selected to be part of the Reflect Ed project in January 2017. Training commenced at Rosendale School in London and schools were asked to take the training and use it to support our children. From this, our Metacognition team trained staff and we now follow the Reflect Ed approach using their lessons to embed the cycle of learning mentioned above. Reflect Ed follows a series of lessons where children are encouraged to learn a new skill from scratch. Each starting and end point is measured using a colour (red – don’t understand anything, yellow – understand a little, green – understand the task, blue – understand the task and coach others).

Year 1 – Tying shoelaces

Year 2 – Using chopsticks

Year 3 – Learning Sign Language

Year 4 – Sewing

Year 5 – Juggling

Year 6 – Using a compass

The Metacognition team encourage staff to embed these skills across the curriculum and reflections are recorded so children and staff can track their learning and experience throughout. It is hoped that these skills will then embed themselves, so that children feel more empowered about their learning.

Progression Documents

The Metacognition team have created progression documents for some of our strands, and like for Science, have created these as symbols to use in the classroom environment. The progression documents show what you would expect to see across school from Y1-Y6 in terms of collaborative learning, reflective learning and becoming an effective participator.

 ‘Shibden Head Are Succeeding At Metacognition’

Since January 2017, both the staff and children have worked hard to embed these skills and they are now thought of coherently across the school. More recently, we have developed the use of ‘Metacognition Masters’ where children have been selected to help others with these skills. They also have the important role of speaking to and coaching visitors. The Metacognition lead has made links with other schools and also works closely in partnership with our other Focus Academies to develop this for our children and their needs.