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Peer feedback

Task specific instructions

To wait for them to reflect and answer

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Work on the observable traits that we hope to see

trigger students and not let them wait to get answers

Create the safe space environment for students to ask questions in class

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The importance of

1. teacher role modelling

2. providing opportunities for practice and

3. reflecting

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How to apply to everyday lessons.

How to motivate the weaker, less motivated students

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Read the book

Ask Angeline

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1. How to drive Metacognition in our students?

• read up on possible strategies

• experiment and try out

2. Will there be possible school-wide approach, to place emphasis / communication with students?

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I wish to know how we can scaffold or simplify the metacognitive process for G1/G2 students or even students with SEN who may struggle with giving extended attention to the reflection process of their own learning

What are some other methods to encourage metacognition in a multimodal manner?

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How would metacognition look like in my subject area of PE

How can we support lower ability students to think about their thinking.

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Equipping students with organization skills

Creating a safe environment for them to ask questions and make mistakes.

Taking ownership of their learning.

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1. What metacognition would look like in students

2. How to promote more metacognitive thinking in our students

3. Steps to take towards promoting more metacognition

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Peer feedback, need to take ownership of own learning, self-regulation(needs motivation)

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how to think about students’ thinking (figure out why they are struggling w what they are struggling)

Setting short term goals at the first 2/3 lessons? What if they don’t know much about the subjects to set goals?

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Sometimes we dont have the time or discipline for whole book reading. Would be good to have some parts of the book recommended/printed/shared to us so that we can use it for our lessons.

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1. the differences between cognition and metacognition

2. allowing/guiding students to come up with solutions instead of giving it to them directly.

3. type of question asked matters

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I would like to find out more about:

Using goal setting as a form of motivation

Getting students to be invested in it and follow through.

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1. give more time for students to think through their answers/ thoughts

2. build it as a habit so that students will know that they cannot expect model answers all the time

3. role model metacognition to students as often as possible

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1) A deeper understanding of metacognitive knowledge and metacognitive regulation

2) How metacognition acts as a key enabler

3) Some observable traits of metacognitive awareness in students

Plan: to be more intentional in using metacognition strategies to foster metacognition in students and also, to be more intentional in monitoring their progress

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What is the difference between cognition and metacognition and how is it applicable to all subjects (esp: in PE)

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How to apply setting goals and collaboration for students who are not motivated

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1. providing opportuities for students to practice thinking processes

2. metacognition is a big word and has many aspects to it

3. reflecting on our practices as teachers

I intend to try to be more aware and intentonal of metacognitive practices

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To put in effective routines into our daily lessons which enable them to react in a systematic manner during their exams.

Create a safe environment for mistakes and teaching how to learn from mistakes and not let mistakes recur

All these should be wired into their brain plasticity and enable them to be effective learners and thinkers of tomorrow

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1 more aware of the difference betw cognition vs metacognition

2. Traits of metacognition

3. awarw of the different strategies of enhancing metacognition

Be more intention to help students think about their thinking, esp their verbalise their thoughts process

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Explore and read up more metacognitive strategies and share effectiveness of strategies during dept pd and plc to bounce off ideas n feedback for improvement

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Read up more on the differences between metacognitive and critical thinking.

Allow my students to make their thinking more visible in the classroom.

Think together with the students and explore ways to give feedback when activating metacognitive thinking in a classroom setting.

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Some ways to encourage metacognition in the classroom

Will try to find out more through conversations and ofcourse through googling!

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What are some strategies to encourage G1 students to ask questions and trigger their metacognition ?

What are simple activities that we can try to observe students visible thinking to further help them ?

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1) practice wait time / provide more time for students to think

2) reflecting

2) create safe environment

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How to encourage metacognitive in LR or SEN profiles

How to be okay with failing if metacognition strategies do not work in the classroom

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1. The differential between cognitive n meta cognitive

2. The traits in meta cognitive

3. The understanding n conceptual using of meta cognition.

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I can implement some ideas when it is help for them.

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There are many layers of metacognition happening all the time, so how can we monitor the progress of our students' metacognitive awareness in more concrete ways?

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I think I will need time to 'digest' the different terms presented by Dr Kumar and understand them and look out for gaps in my own T&L pedagogy and see how I can improve as a classroom teacher.

I will definitely need another look at the slides.... and perhaps google to find out more.

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Can all subjects use the reflection platform done by CCE to also encourage reflection about learning?

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How to consciously and purposefully allow students to exercise metacognitive skills in their learning

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It was nice to see how metacognition is distilled into the 2 parts explicitly, regarding 1. the routines one sets him/herself as well as the part of 2. within the student.

Within which, I will continue to hone thinking routines within the lesson to encourage students to exercise this muscle of them.

However for 2. perhaps we can articulate to the students of why metacognition and how metacognition. Am most afraid of the silent metacognition which is very hard to detect.

A silent student might still be exercising his/her metacognition.

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How to improve students self motivation to trigger them to think when faced with a problem / question.

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Buy-in from students?

• depends on students’ view and perception on the effectiveness

• where my students are? What do they need? From where do I start tracing their Metacognitive strategies / skills?

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As a teacher, I see my role in helping students in their metacognition as a game-changer. I hope to make the classroom a:

1. safe space where my students to feel excited about asking questions,

2. unafraid to make mistakes, and

3. always hungry for more knowledge.

Intentionally create space for question-asking (by students), offer a myriad of ways to ask questions (anonymously, verbally, etc etc)

Li Xian

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1. Applying metacognitive strategies to promote learning

2. Clear examples to show how to apply these strategies

3. Create a safe environment for students to learn

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How can we let students see the value of metacognition?

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Hariz:

1. That metacognition entails both metacognitive knowledge and metacognitive regulation

2. Asking the right questions to students to think through instead of giving them the answers / solving it for them

3. Providing students with the opportunity to engage in metacognitive thinking

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Strategies on how to motivate students to reflect on their thinking.

read up more on this

tap on the expertise of colleagues and have more intentional incorporation and discussion at unit and dept levels

learn from sharing by others

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1. Learn how to instill and help students to process and verbalise their thoughts

2. Know explicit steps/ways what a teacher can enhance students' metacognition

I will try to read up, learn from colleagues who have tried the ways, and experiment in my own classes.

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Group discussion is one of the best to increase their thinking skills

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1. motivating the lower ability students to be metacognitive. some may not be willing to answer questions. I think we can try a different mode or ICT. Worth a shot.

2. questioning techniques. 2nd PLC and reading up will help

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Hariz:

1. How to get students to see the benefits of metacognitive thinking rather than it being just another thing a teacher tells them to do

2. How one teacher can manage the metacognitive thinking of so many students

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1) I have learned that what we are doing in class are actually part of metacognitive.

2) I have slightly better understanding what is metacognitive.

3) I have learned to allow students more time to reflect on their learning.

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I want to explore more ways of encouraging metacognition in class, other than "ok class! let's do reflection now!" as sometimes students may have "reflection fatigue". I also don't want to force it upon them all the time! Reflection should come from within :)

I would like to hear from other colleagues on what they've done in class and see if we can collab/infuse some good existing ideas.

Li Xian

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Facing reluctant learners ... any 'codes' to use to unravel this mystery?

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offline metacognition such as reflections during end of class can be beneficial. want to know how to effectively use reflection or consolidation of knowledge as a metacogntive strategy.

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How to encourage students and make them understand the importance of the importance of developing metacognition traits?

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How do get students to embrace metacognition?

Metacognition is advanced thinking process. Can we bypass the basic thinking process-cognitive thinking process?

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1) How to give the students more opportunity to practice metacognition and be more intentional during lesson. I will do more readings and discussion with dept to find out more.

2) How to help those who are unable to reflect?

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1. Persistance as a key habit of mind to build metacognition

2. Giving children opportunity to think about and articulate/verbalise the task they are given before undertaking it.

3. Learning from/ reflecting on work/project already completed especially if there is room for improvement. This creates greater awareness of what they already know and what they don’t know.

This way our children will learn to plan better and better monitor and evaluate their own learning

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I can see that my class is interested to put in their reflections for CCE over at google classrooms. I've previously used google classrooms for students reflections for e-OSEP too.

I am wondering if there is a quick and efficient way for us teachers to view all responses at once? I reckon googleforms/google sheets would be a fast method, but it takes away students' access to what they've written before.

any IT savvy colleagues--do share ! :)

Li Xian

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I am aware that many of our students are in fact practising meta cognitive thinking in their approach to academic studies n CCAs. It is important to know how to focus on those who are not there yet. Specific solutions in case studies will be helpful.

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Thank you to Dr Kumar, Angeline and the PD team for the great sharing! I know that Kiang Wee and the BST have been working hard on this as well!

1) I've developed a better understanding of what metacognition is. I used to think that it was simply thinking about thinking, understanding the learning gaps and misconceptions from why you got a question wrong. But I realised there's a more 'macro' aspect of setting goals, looking for resources to bridge the gaps, etc. I think I will be more conscious in my language towards students. E.g. when faced with certain questions I can ask them, "So what will you do to find out?" or "So what do you think you have to do next to improve?" Then the next step will be about accountability, how do we ensure students are equipped and motivated to follow up on the goals that they've set.

2) I've learned about the 4 areas that create a conducive environment for metacognition to thrive - neuroplasticity and practical optimism (growth mindset), cognitive flexibility (adaptive thinking) and finishing power (maybe some area of resilience?). I'm trying to think how, do these connect directly with metacognition? Or are they just general principles that create a conducive environment for learning? Because when we've identified the connection, then we can help students to draw the explicit links. E.g. from practical optimism - there is always hope to improve -> you can achieve what you've set your mind to -> what is my plan to improve in the way and in the pace that I want to? Spelling this out will help connect our teacher actions to student outcomes!

3) I have learnt from my dept colleagues about some strategies that we are already implementing - some in terms of resources (e.g. checklists, design specifications) and tasks (e.g. making mindmaps to organise learning, padlets to find out what students need to know or want to know), some more verbal (asking questions to find out what the problem is and leading the students to find their own solution instead of just providing answers).

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You only know what you know

You don't know what you don't know

Knowing that you only know what you know, and that you don't know what you don't know, and addressing these two problems is the beginning of metacognitive thinking.

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1. What's the difference between metacognition in a cognitive domain and affective domain? Where does "What am I feeling in this moment?" fall under? I've been thinking about some thought habits that we try to inculcate in CCE - e.g. What? So what? Now what?; Stamping out ANTs through recalling, rationalising; identifying and regulating emotions before making decisions. All these involve some sort of thinking about thinking or thinking about feeling. Are they the same and if they are not, how would they be different? I will have to borrow that book and find out if there are other components mentioned that are relevant to CCE :)

2. How can we tap on or build on student agency to develop a culture of metacognition? I have to go look at Drive again to see the overlapping skills and habits and see how they can aid each others' development in our students!

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How to persuade students that they should not be satisfied with one worldview, and to become willing to accept different learning methods/perspectives.

How to persuade students that they are actually capable of solving problems themselves

Cannot intellectually "defeat" them because they'll "forget" the next week. Conviction needs to come from within. Maybe find out what motivates them.

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Li Ying:

1. Being aware of one's thought process

2. Strategies to make thinking visible

3. Peer discussion also allows for metacognition thinking

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Promoting metacognitive thinking in students.

Guiding students in arriving at solutions rather than giving answers

Using different strategies of enhancing metacognition

I intend to create a classroom environment that promotes and encourages metacognitive thinking in students.

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I would like to know more of the strategies promoting metacognitive thinking in students. This might be possible through further reading up on them.

How may I incorporate metacognitive thinking with respect to my subject, which could be fulfilled through thoughtful planning of lessons

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How may metcognitive thinking be encouraged in less interested students?

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Li Ying

1. How to motivate students to start thinking metacognitively?

2. Metacognition requires a high cognitive load, how to prevent burnout?

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How the use metacognition in daily lessons?

What are the correct questions to ask?

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What is the difference between cognition and metacognition?

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I have gained a much clearer understanding of metacognition. It's interesting to note that metacognition not only involves students reflecting on their thoughts and engaging in self-questioning but also entails them being aware of their metacognitive knowledge, such as factors that would affect their learning. Furthermore, metacognition involves the crucial aspect of self-regulation.

I have also identified some metacognitive traits in students and recognized that the application of metacognition can occur both during lessons, as students employ thinking strategies, and after lessons, as they reflect on their experiences.

I will start by teaching students various strategies for learning, thinking, and problem-solving (making thinking visible!). By equipping them with the appropriate strategies to plan and adjust their thinking, students can then apply these strategies to tackle different problems. This sets the foundation for fostering metacognitive abilities in students.

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How do we encourage and help students to engage in thinking? How do we encourage students to ask questions in class? How do we improve the quality of reflection in students?

I can learn that by reading up on metacognitive strategies and tapping on the knowledge of my colleagues.

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Anne

The importance of promoting metacognition in students and how it can be done.

I would love to create platforms and opportunities to highlighting the significance of fostering metacognition in my students and encourage them the cultivate it, despite initial resistance.

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Anne

I would like to get more tips on effective strategies, tailored approaches, and methods that may work for G1/G2 students.

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Anne

What resources and support are available for implementing metacognition in the classroom? Tools, software, apps etc.

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Metacognition is about awareness, monitoring and regulation of thought processes.

In line with the MOE syllabus, we have been subconsciously practising the strategies in class. Will deliberately and emphasize during class to remind students of the thinking processes.

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I would like to work on strategies to get students to think, regulate and monitoring learning for themselves instead of waiting for the teachers to "think" and give them the answers. Students need to learn to "fish" for themselves. I believe, once, they taste "successes", they will automatically be motivated.

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it is important for teachers to understand students prior knowledge with regard to the topic that will be taught

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on how to motivate the low readiness in class