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High learning gain is possible using these metacognitive strategies - especially for disadvantaged learners - but “How to apply them effectively in the classroom?” is still a not-well-answered question. What is clear that teaching them in parallel with teaching subject content rather than as thinking skills is more effective.
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Self-regulated learners are aware of their strengths and weaknesses, and can motivate themselves to engage in, and improve , their learning. Developing pupils’ metacognitive knowledge of how they learn — their knowledge of themselves as a learner, of strategies, and of tasks — is an effective way of improving pupil outcomes. Teachers should support pupils to plan, monitor , and evaluate their learning. |
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Teachers have reported to us examples where learners who started at the end of year 9 below the 20th percentile, being able to problem solve in GCSE practice mock exams combining Pythagoras and other skills to partially almost successfully answer a question. Not even we at timely practice, who have faith in timely practice to raise attainment would have dreamed this was possible. Over the two year course some learners developed the ability to problem solve and generalise, but not all did. Learners in a timely practice class are “not counted out” by their attainment from building their problem solving skills, but neither should they be expected to develop these to be able to achieve in mathematics.
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Challenge very much needs to be at the right level, timely practice encourages a spiral of gently gentle, but relentlessly rising expectations. Timely practice gently increases both motivation and attainment.
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With timely practice it is easy for teachers to provide carefully targeted deliberate practice in these 3 ways:
teaching and guided practice - using our teach-learn resources
personal practice - using our practise-learn resources
retrieval practice - using timely practice assignments
The teach-learn and practise-learn activities of the lesson, where new learning is taught ready learners to begin independent practice the next lesson (within their timely practice assignment).
We strongly believe that teaching has not become learning (by which we mean learning that has stuck i.e. embedded learning) unless the learner can independently answer questions.
Further we don’t think practice can be counted as independent, if it only occurs within the lesson where the new learning occurs. Practice questions which merely require the learner to apply the skill/procedure(s) taught within the lesson don’t count as independent practice. If all/almost all of each lesson is used only to teach learners new skills and practise only those skills, we are not giving learners enough independent practice. Lessons like these are like teaching a child to ride a bike with stabilisers.
We believe that independent practice requires the learner can recognise what skills or procedures are required to answer a question. To enable learners to do their independent practice within their timely practice assignments, some times learners will need help and feedback. The way we organise retrieval practice means there is enough time in the lesson for the teacher to give feedback and feedback is usually effective.
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Teachers should explicitly support pupils to develop independent learning skills. Carefully designed guided practice, with support gradually withdrawn as the pupil becomes proficient, can allow pupils to develop skills and strategies before applying them in independent practice. Pupils will need timely, effective feedback and strategies to be able to judge accurately how effectively they are learning. Teachers should also support pupils’ motivation to undertake the learning tasks. |
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This is a school wide responsibility. , but teachers using timely practice will more quickly develop skills than with traditional maths teaching. Teachers using timely practice will have some skills in talking to learners through feedback on changing quickly develop effective feedback skills (because teachers get 10 to 15 minutes of deliberate practice giving feedback every timely practice lesson). Feedback-dialogue requires teachers to help learners change their thinking - which requires learners to think about their thinking . The model of timely practice - taking responsibility for review of learning to embed learning - is somewhat at odds with these approaches. However advice - that’s meta cognition.
Advice with respect to chunk based theory, says
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In our opinion learners with smaller working memories will not have capacity to think about their learning at the same time as apply their learning, until they have built larger chunks in long term memory, so start small. Most topics in timely practice only expect learners to answer questions on what they have already learned - not genuine problem solving. As learners make progress they will begin to encounter more genuine problem solving.
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Develop teachers’ knowledge and understanding through high quality professional development and resources. Senior leaders should provide teachers with time and support to make sure approaches are implemented consistently. Teachers can use tools such as ‘traces’ and observation to assess pupils’ use of self-regulated learning skills. Metacognition shouldn’t be an ‘extra’ task for teachers to do but should be built into their teaching activities. |