Learning How We Learn: A Parent’s Guide to Metacognition

Thu 20th Sep. 2018 | 19.30-21.15
The Maltings Theatre, Level 2, The Maltings, St Albans AL1 3HL

Metacognition is a big word with a simple meaning – learning to learn.

It is a term that is becoming increasingly popular in education and, since the Education Endowment Foundation highlighted metacognition as one of the most cost-effective ways to help students improve their learning, more and more schools have started teaching children how to learn in the classroom.

This talk will help parents gain a clear understanding of what metacognition is and how they can support their children in gaining an awareness and understanding of their thought processes, with simple ideas and strategies to use at home. By helping your child understand the learning process, next time they hit a seemly insurmountable task that leaves them feeling frustrated, you can help them turn the “I can’t” into “How can I?”.

Who is the talk for?

This talk is relevant to parents of children of all ages; however this talk will focus primarily on practical strategies for primary age children. (5-12 years).

What will parents gain from this talk?

An understanding of what metacognition is and how it can impact on children’s attainment

An understanding of the characteristics of a successful learner

Ideas on how to develop children’s skills for learning both at school and at home

Ideas on how to encourage your children to talk about their learning in a reflective way

About the Speakers

Rachael Gallagher and Justine Paton work at Rosendale Primary School, an outstanding primary school in Dulwich, South London. Rosendale has recently become part of the Research Schools Network which provides school-led support for the use of evidence to improve teaching practice.

Rachel and Justine currently run a national metacognition research project, ReflectED, funded by the Education Endowment Foundation. ReflectED is an approach to learning, developed by Rosendale, which supports and improves attainment for all pupils by enhancing pupils’ ability to think about their learning, assess their progress, set and monitor goals and identify strengths and challenges in their learning.

Justine has been a teacher at Rosendale for 20 years and has a strong background in research, completing a BSc in Psychology and a Master’s Degree in Criminology and Criminal Justice. She is now heading up the work of Rosendale Research School.

Rachael has been a teacher at Rosendale for seven years, following her previous career in the media. Prior to working on ReflectED, she was head of new technology and helped develop the use of technology to support children’s self-assessment and reflecting.