Metacognition

Strategies to plan, monitor and evaluate your own learning.
It can be described as a process of thinking to learn

A process of thinking that goes from the effortful to the routine and the automatic. It allows from higher and lower order thinking

Managing motivation allowing learning to be scaffolded, this is external to internal regulation

This is external to internal regulation and involves the scaffolding of learning, the aim is for this to be automatic and therefore it needs motivation and perseverance

Allowing teaching strategies to succeed and makes the process of learning explicit as it promotes discussion about mathematics.

It allows for the application of mathematical skills, knowledge and understanding.

It allows teaching strategies to succeed and makes the process of learning explicit as it promotes discussion about mathematics.

Learners can take ownership of these strategies and figure when to chose and use different strategies for different problems.

Can identify patterns of mistakes, misconceptions or misunderstandings.

That learnerscan take ownership of these strategies and figure when to chose and use different strategies for different problems.

That metacognitive skills are the voluntary control people have over their own cognitive processes. This includes prediction, planning, monitoring and evaluation.

Key steps and clear goals to allow for visualisation - make sure the objective is understood and that children can explain it. You can also use talk partners to identify key steps for problem solving allowing for visualisation and brainstorming.

Progress check - children can be set reminders of the progress they should be making on the problem

Using notes and diagrams - flow charts, maps, tree diagrams

Comprehension monitoring - self or peer questioning

Comprehension monitoring - self or peer questioning

Keeping on track - children can identify the tricky bits and identify how to deal with these. Keep on track mats can also be used.

What worked and what didn't - strategies to improve when working on a simular problem next time.

Using notes and diagrams - flow charts, maps, tree diagrams

Progress check - children can be set reminders of the progress they should be making on the problem

Check criteria against outcomes - use effective time to talk

Progress check - children can be set reminders of the progress they should be making on the problem

What worked and what didn't - strategies to improve when working on a simular problem next time.

It allows for the application of mathematical skills, knowledge and understanding.

Can identify patterns of mistakes, misconceptions or misunderstandings.

It allows teaching strategies to succeed

Children can hear default mathematical language

It assess children’s fluency

Allows for informal assessment

Allows for formal assessment

Reading the question

Understanding the context

Knowing the calculations

Understanding the language

Showing the method and recording

Putting the answer into context

Understanding the methods

Task difficulty

Incorporating problem solving

What to focus on

Planning

Getting the level of support right

Having enough time