Metacognition

ASTML is now offering an online Meta-Cognition Training for the Teachers.

If teachers are to successfully teach all students to high standards, virtually everyone who affects student learning must be learning virtually all the time.

Tom Gusky

Excellence is a journey and not a destination!

Using metacognition has been shown to improve pupils’ academic achievement. Metacognition will help your pupils to transfer what they have learnt from one context to another or from a previous task to a new task.

ASTML’s STEM division is now offering this course for all teachers, where it will significantly influence your understanding about metacognition and will help you instil techniques to improve your ability to create an impact in your lessons, by empowering your students with approaches to become an avid learner.

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What is the course about?

This course is evidence and research-informed and will benefit you in enhancing your understanding of 10 key metacognitive skills and related STEM habits of mind.

You, as a teacher, will use a range of resources to guide and develop your understanding to enrich the opportunities for metacognition or ‘thinking about thinking’ to be regular happenings in your classroom.

You will reflect on your current STEM teaching, identifying where metacognitive skills are already embedded and how to further enhance pupil’s conscious reflect on what they’ve learnt and how they’ve learnt it. By adopting a metacognitive infused way of working, you and your pupils will be more likely to have deeper and more meaningful experiences when developing STEM knowledge and understanding.

What does the course involve?

This course is curated by leading researchers and developers in STEM education, having 20+ years of experience in adult and professional development.

Your professional development experience will be routed in firm pedagogical routes, and with an intent that focuses on every pupil having a deep and meaningful experience of STEM learning. 

In this course, you’ll engage in three core modules. Each module has a range of learning objectives and activities that develop your understanding of metacognitive skills and how they apply to classroom contexts in junior and senior school.

As a practicing STEM teacher, you’ll be familiar with the curriculum you teach, and through your selection of a particular age group, you’ll be encouraged to consider how your teaching and assessment activity can embed metacognitive skills explicitly into pupils’ learning.

The course is practice-based, therefore allowing you to plan, trial, and reflect on metacognitive skills in your classrooms. It will require you to adopt metacognitive skills yourself as you reflect on how your pedagogy and the pupils’ learning has been influenced by planned refinements you will make in response to the course material.

You will be actively engaging in a rich learning process yourself, indeed one that uses many metacognitive skills. The course has been designed to develop your knowledge, refine your practices and stimulate you to consider the teaching, learning, and assessment practices that support metacognitive skills with the core focus of enhancing pupils’ STEM learning.

Bill Lucas is Director of the Centre for Real-World Learning and Professor of Learning at the University of Winchester.

Bill Lucas

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Dr Lynne Bianchi has over 20 years experience in curriculum development, innovation and research in primary science and engineering education.
Lynne Bianchi

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Course Modules

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Module 1

Understand the metacognition framework along with its benefits, relevance and implementation challenges in STEM education.

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Module 2

Understand the effective delivery mechanism of metacognition through signature pedagogies along with enquiry processes involved therein and its application in the planned STEM activities.

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Module 3

What is the impact of metacognitive strategies on teaching and learning in STEM and how can these be constantly reflected on and improved?

How will you apply your subject specialism?

You will have an area of STEM specialism and it will be important to capitalise on this throughout the course modules. You will be encouraged to draw on other areas of STEM in planning cross-curricular projects which allow pupils to really sense the interconnected nature of the disciplines. You and your pupil will experience how STEM habits of mind and metacognitive skills can be the thread that weaves these all together in a meaningful way.

Send us a message, if you need more information, and one of our representatives will get in touch with you. You can also go through our FAQ page on Metacognition course.

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