Metacogition: see, feel, think...
For this year’s Whole Education Lab Classrooms project, I chose to explore Metacognition with my Year 10 and Year 11 Photography GCSE groups.
Background
As a relatively new teacher marking work against assessment objectives, I sometimes need to look up how to determine whether a piece of art is, for example, ‘perceptive’ or ‘rigorous.’ I wanted to help my students understand their assessment tasks by using clear and simple language and visual prompts.
I trialled the following interlinked strategies with them, with the aim of helping them to manage their own learning. The trial included setting and monitoring goals and assessing progress and identifying their personal strengths and challenges.
Strategy 1: Flash Cards
Ask students to arrangeflash cards in sequence to show the stages of a Photography GCSE project. Follow this with a teacher-led discussion to correct any misconceptions.
How does this link to metacognition?
The aim was for students to gain an overview of the GCSE learning process, helping them to manage their own progress with more in-depth understanding of why each stage is important and how to approach the tasks.
Review
This strategy was particularly useful for Year 11’s who’d just begun the exam component of the GCSE. They all put the flash cards in the correct order and understood the sequence. Although relatively easy, this task allowed students to recognise their prior knowledge, increasing their confidence and motivation. I realised that some students were still struggling with understanding key words like ‘development’ and ‘evaluation,’ potentially hindering their ability to take control of their own learning.
Strategy 2: Questions Toolkit
Ask students to create a toolkit of questions to help them to create a ‘perfect’ picture.
How does this link to metacognition?
I wanted students to formulate their toolkitquestions usingpersonalised language to replace the official words used to describe the exam board’s Assessment Objectives. The aim was to ensure they clearly understood what was expected of them.
Review
The students found this very difficult. It was too far removed from how they were used to working. I shared my own toolkit questions which were:
Does this picture communicate its intention successfully? If yes, how? If no, why not?
Does this picture make links with other artists’ styles and ideas? If yes, how? If no, why not?
Is the technical skill and qualityof this picture refined and sophisticated? If yes, why? If no, why not?
Does this picture show a good level of understanding?
I designed a resource that made clear visual and written links between the language used by the exam board and the more straightforward, familiar and accessible language of my toolkit questions. This resource was the most successful component of this strategy and highlighted the importance of making sure all students understand exactly what’s required of them to do well.
Strategy 3: Visualand Verbal Modelling
Use visualand verbal modelling to show students how to approach creating relevant design ideas.
How does this link to metacognition?
The aim was for me to make thinking visible to students so they could learn how to approach tasks through observing Teacher’s approach.
Review
Of course modelling what to do is standard teaching practice, but this strategy made me realise the importance of giving good clear examples that don’t over-complicate tasks. Since trialling this strategy I’ve seen a marked improvement in students’ presentation and content. It strongly suggests that less teacher-talk combined with strong visual resources will help my students access what I want them to do and work independently with confidence.