In this article, we explain how the Thinking Matters approach follows the best research-informed strategies for the implementation of metacognition and self-regulated learning and how this relates to the EEF’s ‘Putting Evidence to Work – A School’s Guide to Implementation’.
The EEF and Implementation: Metacognition and Self-regulated Learning Read More
If I shout duck, how would you respond? Any sense of urgency or fear in my voice would probably prompt a reflexive response. Duck and you would duck! Call and response is one way we help develop and create neural networks to build automaticity and reduce the bottleneck in our working memory.
What are the benefits of a common metacognitive language? Read More
Thinking Matters: Research Round-up on Metacognition and Independent Learning.
February Research Round-up on Metacognition and Independent Learning: Read More
The past few weeks have been ablaze with news about AI and specifically ChatGPT; mainly its potential to become a homework shortcut or useful tool for teachers. One school, Alleyn’s in Dulwich, has moved to a flip learning model as access to ChatGPT presents easy opportunities for students to use it to generate their homework. Teachers will now set students tasks to research and prepare for their next lesson instead of sitting tests or writing essays. However, is this just another example of the forward march of algorithms and other AI technologies without anyone asking about the ethical or moral implications?
What place has AI in our metacognitive classroom? Read More
Peter Short, a senior teacher from Wellington Primary School in Hounslow, writes about his personal journey to find a Thinking School.
A search for a Thinking School Read More
Recently we were discussing the EEF guidance report about Metacognition and Self-regulation as a team; it’s always good to go back and read the key document! It was great to have a conversation about all the different elements and tools we can give to develop a self-regulating learner. At Thinking Matters, the student is at the heart of our ‘Big Picture’, surrounded by the knowledge, tools and strategies to help them develop as independent, self-regulated learners.
What are Habits of Mind? Are they a ‘metacognitive must’ for pupils? Read More
This term has been a wonderful opportunity to hear from a range of different schools talking very honestly and openly about what it means to them ‘to become a Thinking School’ and what it involves to get started and how to keep the momentum. I am very grateful to the schools that have willingly opened their doors, invited us in and talked in detail about what metacognition means to them.
What we have learned: Metacognition Meets Read More
I remember having an excellent discussion during my NPQH around an activity to design the worst CPD ever. The opportunity to share ideas about different professional development we had all experienced over the course of our teaching careers brought out the full gamut of emotions. It also made me step back and be thankful that this career does put education and development at the centre of our profession. As we flipped the question later, we then had to ask: how do we make it effective, engaging and practical? That’s tricky to answer!
What is the purpose of CPD? Read More
How we can successfully implement these tools into EYFS was the focus of our last Drive Team meeting. Thinking Frames can be used with objects and images as well
Thinking Frames in the EYFS Read More
Let’s step back for a minute, the brain’s intricate workings allow us to create huge works of art that wrap the coast of Sydney; to move our bodies to be able to flip backwards over a pole and see how high we can go; or to learn a new language. Teaching all students, in an age-appropriate way, the wonders of the brain sets them on a journey: to see themselves as life-long learners; to undertake a job that stretches their skills; to create new ideas; or use resilience when life takes an unexpected turn.
Embedding the Science of Learning in the Curriculum Read More