For example, a student who finds that reading is unproductive might realise that this is because they are not understanding what they are reading, and they might therefore consciously adopt a few specific strategies to increase their focus and interact with the text to slow down and extract information consciously and carefully.
There are four levels of metacognitive learners: tacit, aware, strategic, reflective (Perkins 1992, cited in https://www.cambridgeinternational.org/Images/272307-metacognition.pdf). Our goal is to help all learners become reflective learners, who approach thinking strategically with conscious control while monitoring what is and isn’t working and making changes as necessary. These are the most powerful learners who are developing independent study skills that enable them to go above and beyond with their learning.
Recognising that being able to think well is a key capacity for academic success helps us move our focus from what we know to how we learn. It can be very easy to praise success, but to truly help students learn it really helps to get them to focus on how their own thinking did or did not contribute to their success. Parents can play an important role in helping students become reflective learners. Here are a few suggestions for conversation starters which can promote high quality and reflective thinking, and I encourage you to try some of these out at home.
How did your mindset affect your success with this task?
What strategies and skills did you use and were they effective?
How did you come to that conclusion?
What do you think was the purpose of asking that question?
You can find many more suggestions through the Further Reading resources listed below.
https://inclusiveschools.org/metacognitive-strategies/
https://cambridge-community.org.uk/professional-development/gswmeta/index.html
https://www.cambridgeinternational.org/Images/272307-metacognition.pdf
https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
https://www.teachthought.com/critical-thinking/metacognition-50-questions-help-students-think-think/
https://www.teachthought.com/learning/metacognitive-prompts-to-help-students-reflect-on-their-learning/
https://blog.innerdrive.co.uk/9-questions-to-improve-metacognition
Elyssa German Gr 12 IBDP
Personally to learn I have a few general techniques that mostly follow the same guidelines which I apply depending on the subject. The main technique I use is note taking, however I can’t just take notes with normal pen and paper. I have to make my notes colourful with images to be as interactive with myself as possible. For example, when I studied IGCSE history I would make comics for every topic that we had, then when it came to studying I was able to see and understand what was happening, thus helping me retain the information as long term memory. As I further my studies into the IB diploma, I have tweaked the process of the way I study. When the topic is first introduced to us in class, I listen and ask questions to insure I have a general understanding of the topic. When I go home I read and take general notes about the topic of the syllabus to make sure I haven’t missed anything out. Then, I bring all my rough notes together including resources given out by teachers to make my own database of information. My notes include drawing, colours, making it very clear for me to understand the information, and when I forget I tend to remember the picture helping me remember the information.
However if I am having particular difficulty with a certain subject, I try to surround myself with it as much as possible. To do this I make flashcards, and spread them to different locations in my house, whenever I pass a flashcard I have to read it. This helps me obtain the information, because not only am I repeating information to myself but I am making the connection in my brain between a certain topic and a place, so if I forget I can think of the place and it reminds me of the information.
Grade 12 Student's Learning Approaches