#87 The School Ethos

Hi Everyone

Last time we discussed the importance of children and young people grasping what the learning process looks like in order to use metacognition effectively. They spend a large proportion of their young lives passing through a school system where we focus on ‘educating’ them without ever teaching them how to learn effectively. I know, ridiculous, right?

We’ve mentioned before, that to introduce a more metacognitive way of thinking into the classroom, it has to be naturalised rather than formalised to be successful. That means providing a solid foundation from which students can become more independent learners who take responsibility for their own progress.

It’s vital therefore not to talk about the importance of metacognition for successful learning on the one hand, and then shy away from the idea of learners becoming more independent on the other. The two are inextricably linked! Metacognition is a personal process where an individual changes what they’re thinking in order to achieve better results.

Teachers cannot ‘apply’ metacognition in the classroom, they have to develop it in their students. We therefore need to go much further than trying to elicit a desired response to a specific piece of work just by encouraging students to ask themselves questions that will support their reasoning. That works well for learners who already have a level of metacognitive ability, but what about those who are ‘stuck’ in relation to learning generally.

In the last issue we covered how important it is for ALL students to appreciate what the learning process itself looks like before they can analyse where their thinking may be getting in the way of an improved relationship with academic learning.

Unfortunately, the unspoken message that children often receive from being in a formal classroom setting, it actually not to think for themselves at all. Teachers can easily, without any malicious intent, cause their learners to feel dependent on them as the font of all knowledge and the person who dictates everything that happens in the classroom.

We can avoid this however, if we allow space for natural metacognitive abilities to develop and thrive in a classroom, starting with helping learners to identify where they’re getting stuck in relation to the five steps identified last time as vital to effective learning.

If you remember, the first step is students believing in their own ability to learn, the second is being prepared to sit with the discomfort of feeling challenged. Thirdly, learners need to seek out mistake making, fourthly be prepared to practise, and lastly know how to celebrate each win.

This is a cycle that every learner has to go through in order to engage with and consolidate new academic learning effectively. We need to provide opportunities for learners to work out if the reason they’re not achieving is because they don’t believe they can, or maybe they run back into their comfort zone at the slightest hint of a challenge.

As teachers, we need to ask ourselves whether we are creating the kind of classroom environment where children are able to build on their belief, or learn to get comfortable with making mistakes, as preparation for becoming more independent learners.

I’m sure no-one reading this newsletter would ever dream of making any kind of sarcastic or derogatory remark to a student that could affect their self-belief or criticize learners for making mistakes. But it happens, and so schools who are working towards adopting a metacognitive way of working need to give serious consideration to whether the school ethos will actually allow metacognition to develop unhindered in their students.

I hope that you will appreciate the following testimonial from a headteacher who was determined to make a difference in his school, and please do get in touch if you too would like some support in this area;

“I am writing to express my appreciation and gratitude for the exceptional metacognition training that you provided for our school staff… The depth of knowledge you demonstrated on the subject matter, coupled with your practical approach, has empowered our staff to begin the process of fostering metacognitive skills in our students…

Furthermore, the feedback from our teachers has been overwhelmingly positive. They have not only expressed appreciation for the content and methodology of the training, but also highlighted the immediate applicability of the strategies learned.” (Tim Broad, Headteacher; Western Primary School)

Take care till next time.

Warm regards

Liz