Greg Ashman
This short briefing paper provides a general overview of metacognition: thinking about thinking. It draws on the work of John Hattie and Dan Willingham to help teachers understand the term and apply it.
Applied to teaching practice, theories drawing on metacognition generally advocate helping pupils to become more independent by encouraging them to monitor and reflect upon their own learning.
Activities such as planning how to approach a learning task, monitoring comprehension, evaluating progress toward the completion and an awareness of ones own knowledge, all encompass metacognition.
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