Challenge and Metacognition with NACE: How can metacognition improve challenge for all?
Delegates will gain a good understanding of cognitive challenge, metacognition and the relationship between the two. What are the key components of metacognition, and why it is so important in the provision of challenge for all? What should learners be experiencing if it’s being provided and what difference will it make?
Delegates will explore and develop an understanding of what evidence-based theory and key research tell us about the importance of metacognition and effective strategies for embedding this in the classroom and, in turn, ensuring the effective provision of high-quality cognitive challenge.
Course objectives:
- To explore metacognition and develop a clear understanding of the stages involved in metacognitive cycle
- To explore a metacognitive framework to support teachers in identifying the degree to which individual pupils are metacognitive
- To identify the core components of cognitive challenge
- To understand the importance of metacognition as a "cognitive bridge", supporting cognitive challenge without causing cognitive overload.
- To explore how the three pillars of metacognitive practice specifically support students during high-challenge tasks.
- To understand the importance of metacognitive talk and modelling when tackling complex problems to make internal expert strategies visible to students.
- To review and trial a number of strategies for metacognition in the classroom considering how these promote cognitive challenge.
- To develop an understanding of the importance of challenge in developing learners’ metacognition.
Programme
(Programme subject to change)
Programme to be added in due course