Levels of metacognitive learner

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• Lower Secondary (Key Stage 3)
• Upper Secondary (Key Stage 4)
• Further Education (Key Stage 5)

Introduction

The following templates are provided for implementation, inspiration and adaption as a way to encourage your students to think about how 'metacognitive' they are as learners. Edit the content, language and style to suit your own students and teaching as necessary, but ensure the practice and outcomes remain relevant. I recommend also putting these in the class's portfolio to be used as a repeatable, reflective practice.

Instructions

We encourage you to save the slides to your area, (or favourite them for easy access to reuse often), and consider the language and style to suit your school.

Remember: the results your students assign themselves can absolutely be subject specific. This means if you have a student who rates themselves as a 4 in one subject, and a 2 in another - They are clearly lacking a depth of understanding on the content application here, rather than subject knowledge.

learner-levels

Metacognition

Tacit learning.

Aware learning.

Strategic Learning.

Reflective Learning.

2.

1.

3.

4.

Unaware of their metacognitive knowledge. They do not think about any particular strategies for learning and merely accept if they know something or not.

Know about some of the kinds of thinking that they do such as generating ideas, finding evidence etc. However, thinking is not necessarily deliberate or planned.

Organise their thinking by using problem-solving, grouping and classifying, evidence-seeking and decision-making etc. They know and apply the strategies that help them learn.

Not only strategic about their thinking but they also reflect upon their learning while it is happening, considering the success or not of any strategies they are using and then revising them as appropriate.

This is an ideal display or front-of-book sticker so that your pupils can always relate to how they feel in the understanding and application of your subject. Shared language is always helpful!

Information source: David Perkins, 1992.

https://cambridge-community.org.uk/professional-development/gswmeta/index.html

Tacit learning.

Aware learning.

Strategic Learning.

Reflective Learning.

2.

1.

3.

4.

Unaware of their metacognitive knowledge. They do not think about any particular strategies for learning and merely accept if they know something or not.

Know about some of the kinds of thinking that they do such as generating ideas, finding evidence etc. However, thinking is not necessarily deliberate or planned.

Organise their thinking by using problem-solving, grouping and classifying, evidence-seeking and decision-making etc. They know and apply the strategies that help them learn.

Not only strategic about their thinking but they also reflect upon their learning while it is happening, considering the success or not of any strategies they are using and then revising them as appropriate.

This is an ideal display or front-of-book sticker so that your pupils can always relate to how they feel in the understanding and application of your subject. Shared language is always helpful!

Information source: David Perkins, 1992.

https://cambridge-community.org.uk/professional-development/gswmeta/index.html

Complete the learning matrix sheet then upload a photo.

You will need to have printed some matrixes before hand, or get your students to draw one out with a ruler.

Complete the sections of the matrix about your own understanding of (_________________________) 

Aardappeloproer

1917

Enkele Amsterdamse vrouwen zagen dat er een schip vol aardappelen in een van de grachten lag. Ze gingen erop af en plunderden het schip: hun schorten vol aardappelen. De dag erna waren er meer plunderaars. Pas nadat zes mensen door het leger werden doodgeschoten, keerde de rust terug