Metacognition: Levels of metacognitive learner.

Learning Matrixes.

Template learning matrixes for you to regularly share with your students, as either a static image to fill out independently - or as one of the included interactive elements, directly into your lesson. Feel free to save the slides to your area, (or favourite them for easy access to re-use often), and edit the language and styling to suit you!

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.

Metacognition: 'learner-levels'

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.

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 (_________________________)