Explicitly Teach Metacognition to Boost Maths Skills

Anyone who has ever taught primary maths will, most likely at many points, have asked themselves, ‘Why on earth did they do it like that?’.

You know, when a child completes a full written calculation just for adding 10 to another number or attempts to divide a huge number by reverting to drawing hundreds of little dots.

And it’s an absolute certainty that every primary teacher will have asked the following question, but this time with a little more frustration: ‘Why didn’t they check their answer?’.

Click here to read the rest on the Teach Primary website: https://www.teachwire.net/news/we-need-to-explicitly-teach-metacognition-to-boost-maths-skills

Reading Roles PLUS Generic Reading Activity

This information can now be found at https://www.aidansevers.com/blog/search/reading%20roles

Why Primary Teachers Need To Know About Metacognition

Sir Kevan Collins introduces the EEF’s latest guidance report on metacognition and self-regulated learning with these words:

‘…with a large body of international evidence telling us that when properly embedded these approaches are powerful levers for boosting learning, it’s clear that we need to spend time looking at how to do this well.’

And if the focus here is on embedding and spending time on metacognitive approaches then there are surely strong implications for primary schools. In order for these learning habits (which research says are highly effective) to be embedded, we who are involved in primary education should be thinking about our role in their early development.

Continue reading here: https://bradford.researchschool.org.uk/2018/05/28/metacognition-in-primary/

The EEF's Metacognition and Self-Regulation guidance report can be downloaded here: https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/