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https://www.learningliftoff.com/5-factors-that-affect-learning/

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The National Academies of Sciences, Engineering, and Medicine first published its research report "How People Learn: Brain, Mind, Experience, and School: Expanded Edition" in 2000. Recently, the nonprofit released the updated report "How People Learn II" with new data and insights developed over the last couple of decades.

The full report is 375 pages, so it may be difficult for many educators and parents to read the entire study, but it does reveal some important insights on how children learn and the impact classroom teaching has on them. The following synopsis covers highlights of the five factors that affect learning according to the study.

1. The Impact of Culture

The research involved in writing "How People Learn II" uncovered the importance that culture plays in the classroom and in the student's life. "Cultural influences shape individuals from the beginning of life," the report authors explain. And cultural interpretations of learning and intelligence can be quite different depending on the culture. Some traditions emphasize learning by observation, for example, while others stress teacher instructions. And some cultures believe that when a student veers away from the structured model of learning he is being creative and intelligent, while others define intelligence as being able to imitate the instruction with precision. Regardless of these differences, most students learn best when they live in a culture that values not just education but understanding the material well. So students should be encouraged to question and test concepts when they are learning.

2. Learning Is Dynamic

Research in neuroscience shows that the brain continues to evolve throughout life. Learning never stops. After students graduate from high school, their brains continue to learn new things.

Interestingly, findings show that the brain develops in different ways depending on a person's experience. Those parts of the brain that get used most often receive more blood than those that do relatively little work. More neurons also develop in areas of the brain that get used frequently. The brain of a person who reads a lot will develop differently than the brain of someone who does math often.

Amazingly, the brain's plasticity allows ongoing changes. If the constant reader starts doing more math, then the brain will rearrange itself to enable the new skill.

3. Mental Models and Learning Strategies

The report finds that "mental models" play a crucial role in developing knowledge and learning how to apply knowledge to real-world scenarios. Educators need to do more than ensure that students retain information. They also need to show students how to make inferences and solve new problems. "Examples of effective strategies," according to the report, "include encouraging students to summarize and explain the material they are learning, as well as encouraging learners to enrich their mental representation of information by calling it up and applying it in various contexts."

Additionally, the study finds that people use different mental models depending on how experienced they view themselves. People who consider themselves experts tend to have inflexible mental models that limit learning new information (they can lack a growth mindset). Accomplished novices, however, have mental models that seek to learn more information and acquire new skills.

4. Motivation to Learn

Motivation is crucial for learning to take place. Students can only learn if they want to learn.

But motivation isn't intrinsic or unchangeable. Research shows that giving people opportunities to share their work creates social motivation that encourages more work. For instance, students will put more effort into writing stories when they know that they will share the stories with their peers. Other suggestions for increasing students' motivation to learn include:

Setting collaborative learning goals with students

Making the learning experience attractive to students

Giving students a "sense of control and autonomy."

Providing feedback on the learner's progress

Ensuring a safe learning environment

5. The Role of Technology

Technology has evolved quickly since The National Academies of Sciences, Engineering and Medicine published its first report in 2000. For instance, today's teachers and students have access to options like websites that help with school assignments and mobile apps that reinforce learning.

Interactive technologies offer some of the most beneficial options because students can receive feedback and learn to refine their approach to learning new information. Other useful technologies include digital libraries, social media that connects students to diverse ideas, and software that analyzes data. Even virtual reality has proven to be helpful such as when helping students perform lab experiments they might otherwise not have had access to.

Teachers need to plan carefully when they use technology in the classroom. But research has already found that laptops in the classroom, when provided to all students, can be effective for learning and improve academic performance.

Continued research from studies and reports such as "How People Learn II" provide new research and insights on a variety of subjects related to learning. The more insights educators and parents can glean from such data, the more help they can provide to today's students. If you're looking for ways to help your children learn, consider enrolling them in a virtual school, where they can receive a high-quality, personalized education experience online. Visit K12.com and request more information.

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5 Factors that Affect Learning [Study Results] - Learning Liftoff

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The National Academies of Sciences, Engineering, and Medicine first published its research report "How People Learn: Brain, Mind, Experience, and School: Expanded Edition" in 2000. Recently, the nonprofit released the updated report "How People Learn II" with new data and insights developed over the last couple of decades.

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Barak Rosenhine (1930 - 2017) was a professor in the Department of Educational Psychology at the University of Illinois. Along with Robert Stevens, he explored teacher instruction, and identified the approaches and strategies that were features of the most successful teachers' practice. His 2010 'Principles of Instruction' are grounded in a varied range of evidence from three sources:

1. Cognitive science research focusing on how the human brain acquires and uses new information. This provided insights into how to overcome the limitations of working memory when attempting to learn new things.

2. Direct observation of 'master teachers', those whose students made the most academic progress as measured by attainment tests. These focused on aspects such as how they presented new information and made explicit links to prior learning, how they monitored and assess the understanding of their students, how they provided opportunities for rehearsal and practice, and the types of support used to scaffold the development of understanding and retention of knowledge.

3. Research on cognitive supports and scaffolds, such as the use of models and instructional procedures, that helped students to learn complex tasks.

From these sources, he identified seventeen 'instructional procedures', the actions which 'master' teachers regularly employed within their lessons to enable learning to occur.

1. Begin a lesson with a short review of previous learning.

2. Present new material in small steps with student practice after each step.

3. Limit the amount of material students receive at one time.

4. Give clear and detailed instructions and explanations.

5. Ask a large number of questions and check for understanding.

6. Provide a high level of active practice for all students.

7. Guide students as they begin to practice.

8. Think aloud and model steps.

9. Provide models of worked-out problems.

10. Ask students to explain what they had learned.

11. Check the responses of all students.

12. Provide systematic feedback and corrections.

13. Use more time to provide explanations.

14. Provide many examples.

15. Re-teach material when necessary.

16. Prepare students for independent practice.

17. Monitor students when they begin independent practice.

From these procedures, Rosenshine formulated ten key principles, which he argued underpin any effective approach to instruction in lessons:

1. Daily review.

2. Present new material using small steps.

3. Ask questions.

4. Provide models.

5. Guide Student practice.

6. Check for student understanding.

7. Obtain a high success rate.

8. Provide scaffolds for difficult tasks.

9. Independent practice.

10. Weekly and monthly review.

Rosenshine's principles have a solid evidence base to support their effectiveness. However, as Rosenshine and Stevens (1986) point out, they are most effective where the objective is to master a body of knowledge or key skill involving clearly laid out steps, which the children are expected to apply later. As a result, some or all of the strategies may not be effective in certain situations, for example, if you are looking for a creative, unique response to a problem. Therefore, as with any educational strategies, it is down to the professional judgement of the teacher to decide how and when to apply them within their classroom.

For further information, please refer to Rosenshine's Principles of instruction booklet and his 2012 article Research-Based Strategies That All Teachers Should Know.

References:

Rosenshine, B. (2010). Principles of instruction; Educational practices series; Vol.:21; 2010. The International Academy of Education, 21(2010).

Rosenshine, B. (2012) Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), p12-39. Rosenshine, B. and Stevens, R. (1986) Teaching Functions. In Witrock, M.C. (Ed). Handbook of research on teaching, 3rd ed., pp376-391. New York; MacMillan.

Rosenshine, B. and Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376-391). New York: Macmillan.

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Barak Rosenhine (1930 - 2017) was a professor in the Department of Educational Psychology at the University of Illinois. Along with Robert Stevens, he explored teacher instruction, and identified the approaches and strategies that were features of the most successful teachers' practice.

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https://www.classcraft.com/blog/effective-teaching-strategies-for-every-classroom/

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Many teaching strategies work for any classroom, no matter what the age of the students or the subject. When a teacher implements a combination of effective teaching strategies, their students have more opportunities to perform better in class.

There are many different approaches you can use in your classroom. Which ones will work best depends on your and your students' preferences, as well as your schedule. Let's take a look at some of the best strategies you can employ.

10 effective teaching practices you can use right now

Photo: Google Edu

1. Model as you teach

When presenting a new subject to your class, it helps to include a demonstration. While some students will be able to grasp a new concept by hearing the information alone, others - particularly visual learners - will need to see it.

In certain classes, this is practically required. For example, when you're teaching a math unit, you'll usually need to display your work on the board, or else your students will be completely lost. This is how the class can follow along with better comprehension.

Some students will need to see more than one example to get a good understanding. Make sure that you include several different demonstrations for each new unit, as repetition is a big part of committing new ideas to memory. You'll see a big difference in visual students' test scores when you implement this method.

2. Make mistakes

Teachers are the ultimate resource for students when it comes to learning. When you are presenting your lesson plans, you usually show the right way to do things. This is a great way to introduce a concept, but you also want to solicit a more in-depth understanding.

A great way to do this is to make intentional mistakes and ask the class to fix them. If you're an English teacher, you can write an excerpt on the board and riddle it with grammar mistakes. Instruct your students to identify these mistakes and rewrite the passage correctly.

This method requires kids to apply the knowledge they've gained in class. It also gives you a chance to evaluate how well each student comprehends the subject.

Once everyone has completed the assignment, you can review it as a class. Show each student how the passage should be written and address any questions that may arise.

3. Work as a team

Splitting the class up into different teams to complete an assignment is a teaching strategy that works wonders, especially at age groups where students insist on always working with their tight-knit circle of friends. Group assignments encourage teamwork and help your class to succeed.

For instance, in science, you can split the class into small groups for lab-based assignments and give each person a certain job to complete. You might have one person perform the experiment, another write notes, and someone else read instructions, for example.

Make sure to pair children who need extra support with those who have a better understanding of the material. This way, those who are stronger in the subject can share their knowledge to help their peers understand it better.

All in all, group work is a fun and interactive way to teach a lesson.

4. Encourage learning from experience

The best lessons often happen outside of the classroom. Getting out into the real world offers a new perspective for children and can help them gain a more profound understanding of what goes on in the classroom.

Studying the different types of fish in a local pond is an excellent example of learning from experience. You would start in class, going over the different species and how each animal contributes to the environment around it.

Once you've completed the lesson, take the class to the local pond. Have them search for the different animals you discussed in class. After locating each animal, they will be able to observe the roles discussed earlier in class.

Field trips like this offer valuable, real-world experiences to students. They'll gain confidence and motivation in class since they will be able to see that everything they learn has a connection to the world around them.

5. Let the students teach

Letting students lead the class in teaching requires preparation and a deep understanding of coursework. You can assign this task individually or break up students into groups.

The goal of this strategy is to get your students to display the knowledge they have and to share it with their classmates. In order to give a quality lesson, they will need to put extra time into making sure they fully comprehend the project. If they struggle in some areas, they will be motivated to ask questions in order to get the grade.

You can help students prepare for this assignment by offering a rubric that outlines the areas in which they'll be graded. You might give points based on lesson length, preparation, and creativity. The weight of each section will depend on the project and your preferences. Some teachers also allow the class to grade a section of the assignment. If you choose to go this route, it can be helpful to pass out a scoring guide to the class. This way, each student knows how to grade the "teacher."

Photo: Google Edu

6. Integrate technology into the classroom

Technology is perhaps the most powerful tool you have at your disposal. It's an essential part of modern jobs and has a lot to offer in the way of education.

Computers, laptops, and tablets can allow you to enhance your lesson plans with online educational activities. There are several free resources that you can access with a simple Google search. Try looking up educational videos or playing free math and science games.

Your students will not only enjoy the time they spend online but also gain a deeper understanding of your classwork. Use all the resources you have at your disposal to your advantage - you'll have a more engaged and motivated group of students as a result.

7. Try graphic organizers

Graphic organizers such as pie charts and Venn diagrams are a great way to display information visually. When you ask your class to create one, your students will have to apply their knowledge in a visual way. This will also help them form connections and understand similarities and differences.

8. Emphasize behavior management

Behavior management is a big part of being a teacher. Teaching strategies often give you plenty of structure regarding how to teach a class, but not how to control it. If you are experiencing some behavioral problems in class, programs like Classcraft can help.

Built by a teacher, Classcraft blends games and storytelling to motivate students and make learning more fun. Included in its many features is the ability to deliver teacher-designed curriculum in the form of games and Quests; a choose-your-own-adventure. With this game, teachers can align the objectives with the desired behavior in class. For example, if you want to solicit higher grades on homework, you can offer experience (XP) rewards within the game.

With XP, students can level up their character and acquire new accessories and abilities. This incentivizes the positive behavior you are looking for. If you'd like, you can also discourage negative behaviors by locking students out of the game or taking away XP points.

This method is a great way to get students excited about doing well in class. It makes following the rules fun and solicits long-term behavioral improvement for many students. Teachers can also let their students play the quests at their own pace, so no one feels left behind or forgotten and teachers can easily give students extra support.

9. Utilize visual aids

Visual aids such as smartboards and projectors can ramp up your lesson in class. Some children can absorb information and have a deep understanding of it from hearing a lecture alone. Others are visual learners and need a little something more.

Since you need to appeal to those learners as well, a visual guide will be your best friend. Try displaying informative graphics that relate to your lesson on the board or projector. Reference these illustrations as you speak to allow everyone in your class to get what they need out of the lesson.

10. Implement inquiry-based learning

Inquiry-based learning is a technique used to appeal to your students' curiosity. Implementing it in the classroom means allowing the students to identify questions that interest them and to explore those questions in an educational setting.

Once your students have identified a topic of interest, they'll need to research their chosen subject and deliver a presentation to the class. You must be there to offer support, such as by helping your students identify reliable online sources for research.

After the presentation is over, ask your students to reflect on the project as a whole. You want them to evaluate what went well, what didn't, and what could be done differently in the future. Moreover, you want your students to focus on not only what they learned but also how they learned it. This builds independent, confident learners who have a clearer path to success.
Photo: Google Edu

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10 effective teaching strategies for every classroom - Classcraft Blog

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Many teaching strategies work for any classroom, no matter what the age of the students or the subject. When a teacher implements a combination of effective teaching strategies, their students have more opportunities to perform better in class. There are many different approaches you can use in your classroom.

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https://www.ukessays.com/assignments/resources-in-teaching-and-learning.php

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Resources in Teaching and Learning is the term to ascribe to something such as (Written source, Audio-visual aids, e-learning/technology, Objects, Events, and People etc) that can be used to support or help Teaching and Learning. Furthermore, Resources are recognised to help in the processing of information by creating interest in Learners, attracting and maintaining attention, help understanding and aiding memory, so that the knowledge of the learners can be greatly increased and their learning enriched to achieve their learning goals. (L. Wilson, 2014) described ' Resources are the equipment and aid that a Teacher or Learner will use to promote learning'. (L. Wilson, 2014) mentioned that the use of resources is to promote learning; it is fair to say that for learning to take place, a connection has to be made with the brain, therefore resources have to be fit for purpose (active, inclusive and student-centred). To buttress the 'brain connection' and 'fit for purpose' statement, (L. Wilson 2014), further mentioned that ' The most effective resources stimulate a number of senses (e.g. sight, hearing and touch etc) are versatile and easy to use, achieve what they are set out to achieve and simple. '

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Therefore, the purpose of resources in learning and teaching is anchored on three important factors: aid, learning and teaching, the identification of the learning that is to be supported and learning outcome/target to enhance students learning experience i.e. the use of videos/images/charts to visually provide in-depth explanation during a Teaching session to enrich the experience of learning. This is supported in the quote by Reece and Walker (2006: 157-158), the purpose of using resources is to: Increase understanding, reinforce key facts, create deeper learning, motivate, simplify idea's etc. Resources also fall into a number of different categories ranging from prepared resources to those which are used in a spontaneous manner.

Image source (PrincesDianeCarbonel/educational-technology)

Refer to the below illustrated examples in regards to Resource that support Teaching and Learning.

Teaching Resource:

Resources such as white boards can be used to support teaching; this resource can be used as a supplementary aid to record main points of subject area or contributions from Learners captured during the teaching session. In my teaching practice, I used a white board to support teaching. I recorded and displayed Topic main points, examples and response/ideas from learners to assess if learning has taken place during my ICT teaching session. In addition, I also utilised the use of different coloured pens to highlight the key information as suggested by a few learners due to visual impairment (taking into account differentiation among learners) this promoted Inclusiveness by ensuring that the recorded information is visible and legible for all learner.

In my teaching practice I supplemented by teaching resource by incorporating Visual Prompts e.g. I embedded animation in my power point presentation which was relevant to ICT. I adapted the resource to create interest and maintain attention especially for learners whose preference of learning is visual, this promoted Inclusiveness.

More memorable: In my teaching practice, I provided each learner with a summary handout to introduce the topic, for learners to refer to them as the teaching delivery session progressed and also as a reference to provide accurate record of the teaching session as a memory aid. After self reflection, I have considered modifying the hand-outs to a gapped handout which will have blanked spaces to enable learners check understanding of topic, consolidate learning/ commit to memory and actively capture personalised structured notes as oppose to a summary handout which tend to be left behind in the teaching room.

In my teaching practice, during the classroom activities I provided opportunities to develop ICT for the Learners. I organised learners into groups to conduct research using their smart phones to surf the Internet to provide opportunities to discover and make new connections in their learning.

In my teaching Practice, I developed opportunities to actively engage learners through blended teaching approach. I encouraged Learners to further enhance their learning by referring them to the Interactive learning system and discussion boards on the Virtual Learning environment (VLE) prior to the teaching sessions to prepare and actively engaged Learners ahead of the teaching delivery session.

Learning Resources:

Learning resources supporting is geared around the Learner

In my Teaching Practice, I delivered a teaching session that engaged the Learners different learning styles e.g. Iincorporated a balance of Learning styles in my lesson delivery by utilising the use of an interactive whiteboard with sound (Visual and Audio learning preference) and I also created a number of practical hand-on activities for kinaesthetic learners to enhance and maximise impactful learning in topic delivery in my specialist area.

During my teaching session in my specialist area, I provided Learners with hands on opportunities for use of specialist materials. I got the Learners to work in a group to describe and present their ideas using various parts of a modern PC provided for demonstration purpose only to make cross-curricular links with the subject.

In my teaching practice, I reinforce learning through promoting Knowledge retention. During the lesson delivery, I randomly distributed and display flip charts and Posters highlighting key notes of topics in specialist area. This acted as a memory aid for learners to recall information and organise their thoughts for knowledge retention.

In my teaching practice, I supported and motivated individual learning by adapting and varying Learning resources support e.g. I supported one of the Learners who was confirmed dyslexic following a diagnostic assessment by adjusting the paper colour used for handouts. I adjusted the entire classes' handout to minimise discrimination.

In my teaching practice, I fostered independent learning through extended learning by encouraging educational activities outside the regular classroom e.g. I designed and developed a resource guide list of books for learners to visit the library to broaden subject knowledge in my specialist area.

The below Report outlines why is it important to meet the individual needs of the learners and highlights the different points to consider when reviewing the effectiveness of specific resources.

In a learner/student centred model in lifelong learning. Focus of the teaching and learning is on the learner. Therefore, the importance of meeting the individual needs of learners is to help the learner learn. It is important to highlight that Learners in the education and learning sector exhibit a wide range of individual differences, learning preference/styles/needs, level of motivation/interest which can influence the effectiveness of teaching and learning (including the effectiveness of the resources used during teaching session delivery), the learning environment and the overall impact it has on promoting an inclusive classroom and a successful encouraging learning environment. According to (L Wilson 2014), ' A teacher who understands what helps a learner to learn will be a better teacher because they recognise differences and are prepared to alter their teaching to suit those differences. This is one of the ways that you can 'meet learner needs' or plan differentiation'. Considering the above points, learning and teaching resources if used effectively can help students construct knowledge; develop effective learning strategies etc consequently lay a solid foundation for life-long learning otherwise unrecognised or identified needs can create barriers or challenges to learning.

The effectiveness of specific resources can be reviewed through learner feedback, standardisation meetings and comments from external sources such as examiners and also the Points listed below.

In my teaching practice, I differentiated my lesson plan and adapted relevant teaching/learning resources to address and develop required skills in response to the Individual needs of Learners i.e. During my teaching session, I produced handouts with the appropriate font style and sizes to motivate learners with dyslexia learn, in other to fully participate in the classroom activities and achieve their learning goal.

In my teaching practice, I developed, organised and used resources to support differentiated tasks to match the abilities of learners and provide further explanation visually by using videos, images/charts to support learners with specific needs - i.e. I differentiated tasks for learners with learning difficulties to create active learners by delivering an interactive teaching session offering a variety of enriching activities and to promote equality, diversity and an inclusive learning environment.

In my teaching Practice, I used active and collaborative learning to actively involve learners in the classroom. I divided learners into small groups to engage in group discussions to tackle a question and answer session following my power point presentation which was supported with slides, pictures and diagrams relevant to the subject area. This developed social interaction and created an inclusive learning environment.

In my teaching Practice, I evaluated the effectiveness of the resources I used after my teaching session in my own specialist area. I asked and gathered feedback from the learners to gain invaluable information to guide my learners to choose books/ resources to support individual learning and study, I also provided formative feedback to address areas of that require improvement and I arranged extra tutorial support to address area of needs too.

The use of new technology has had great impact on learner's engagement, motivation and success in teaching and learning in my specialist area. In my teaching Practice, I made provision for extended learning blended with the use of technology. I utilised resources such YouTube to keep the students informed and the students confirmed that the resource provided them with in-depth information and extended their learning experience.

Teachers play a crucial role as resource developers i.e. they oversee the planning, preparation, development and delivery of resources that satisfy the needs of their learners to enhance learning and enable them to achieve their full potential in the learning activity. In this report, Principles and sources of resource design will be analysed along with a number of Theories and models of inclusive curriculum design to consider when designing good teaching and learning resource development in my specialist area and this can be influenced and impacted on by the learners, learning environment, strength and limitations of the resources to make informed decisions.

Resources in teaching are to aid learning as well as stimulate interest for learners to engage actively in the learning experience. Hence, it is important that the resources are varied to meet the different learning needs and styles of learners. In my Teaching practice, I catered for the needs of all learners i.e. I liaised with an external agency to adapt the learning resources (ICT) with adaptive software for visually impaired learners to meet their needs and create an inclusive learning environment.

The resources identified during the planning phase for teaching session/delivery should be fit for purpose. It should achieve its aim when meeting the needs of the learners; it should also meet the learning outcome of the topic of discussion. In my teaching practice, I used resources that will meet the needs of my learners to encourage full participation and engagement. For instance, I ensured that the hearing loop for the learner with hearing impairment was working effectively and optimally for the learner prior to the session delivery to enable the learner hear me when delivering my session and to ensure an inclusive learning environment.

Resources are embedded in learning to about a positive contribution to consolidating learning to enrich the learning experience for the learners. In my teaching session, I used a video clip to aid comprehension and consolidate learning because this approach is received positively by all age groups. For instance, as an ICT teacher, I used a Video sourced from YouTube to demonstrate to learners how to assemble and identify the inner components of a PC to stimulate discussion among the learners, this was a good complement to my teaching method by providing a visual demonstration taking into consideration learners that prefer the visual learning preference.

In my organisation the content of my teaching session is regularly updated to meet the criteria of the awarding organisation. As a Teacher, its good practice to use, develop and organise resources that are relevant, appropriate and fit for purpose to meet learner's requirement in line with the current content of the curriculum. For example: In my teaching practice, I follow guidance requirement, current content of syllabus/qualification and assessment of the awarding Organisation to ensure that I teach the subject correctly.

In my teaching practice, I factored Bloom's Principles to address learning domains when designing my teaching and learning resources. According to (G Petty, 2014): 'Benjamin Bloom splits learning into a 'spectrum' of tasks or skills that he called 'taxonomy'. Bloom identified six different levels of performance - The six segments can all be seen as skills: that is the ability to recall, explain etc. In my teaching practice in my specialist area, I organised resources that will require the learners to use and develop their knowledge and comprehension of the subject area. For example, I engaged learners in a problem solution evaluation activity after my presentation this enabled me assess learning and ensure learners achieve the learning outcome.

There are many sources that inform resource development in Teaching in my specialist area. The resource can be evaluated by analysing 'how do Teachers identify resource' and 'what criteria should Teacher use when evaluating the resource'. Below I have reviewed and evaluated a couple of points to address resource development.

'How do Teacher identify Resource'

In Education and Training, it's imperative for teachers to meet the needs of learners to increase understanding with the appropriate resources which will need to be identified and selected to meet those needs. The use of resources within education and training can support practitioner in adequately meeting the needs of their learners and enhancing their learning experiences (Wilson, 2014). It is good practice to foster relationships with peers and colleagues by exploring existing good practice when identifying, selecting and improving resources. In my teaching practice, I meet regularly with my peers and colleagues to exchange and share opinions and experience, receive advice, suggestions and recommendation when selecting and developing resources for my learners.

In my organisation, there's provision for a library or study centre where I gather sufficient information to assist me in developing and using resources for my learners. In my teaching Practice, I visit the Library to identify sources of information to plan and design my teaching and learning resource ahead of my teaching session.

In my teaching practice, I utilise the use of the internet resources to inform specific topics in my specialist area when developing resources for my learners. In my teaching practice, I have identified and organised learning resource from reputable educational portals such as (www.bbc.co.uk/Learning/) for my learners use as reference point to support learning during my teaching session.

'What criteria should Teachers use when evaluating the resource?'

It is best practice for resources to meet the set criteria by the awarding organisation to help Learner achieve the qualification outcome. In my lesson plans I ensured that the content and curriculum set by the awarding body is linked to resources used in my teaching session delivery. I often review advice and guidance set by the awarding organisation towards the development of embedding appropriate resources to aid learning and help learners achieve the learning outcome.

Professional Journals/Bodies provide direction and guidance on subject/topic when developing resources. In my organisation, I arranged for the relevant and current subject Journals to be uploaded in the Virtual Learning environment (VLE) to assist learners with learning. I also ensured that the learning resource is arranged by topic and subtopic and available for access in both the formal and informal learning environment.

It is also possible to link with other practitioners via online resources/forums and websites to share and develop resources. The strengths of this as a means of sharing and developing resources is that it provides far-reaching access for practitioners to access others' resources and it also actively encourages practitioners to share with can promote collaboration between professional to identify new, different and innovative ways of utilising resources within their delivery. In my teaching Practice as a Professional, I often review online resources (one that I use frequently is the Times Education Supplement (TES) website referred to as TES Connect) to identify and ensure that resources are fit for purpose prior to my teaching session.

Theories, principles and models

As a Teacher, it is good practice to utilise the use of Theories, Principles and models of inclusive curriculum design to inform resource development. (Ornstein and Hunkins 2009) suggest that although curriculum development models are technically useful, they often overlook the human aspect such as the personal attitudes, feelings and values involved in curriculum making. Therefore they are not a recipe and should not be a substitute for using professional and personal judgement on what is a good approach to enhancing student learning.

According to Smith (2002), cited in (Wilson, 2009), curriculum is the course itself, its content, the way the course is delivered, the learning environment and the internal and external influences which create 'the learning experience'. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependent on the teachers' approach to it. However, it must be noted that in practice, the decisions made by teachers about curriculum models will be influenced and in certain instances determined by organisations, Awarding Bodies, Funding Bodies and potentially political initiatives (Wilson, 2014). Students construct meaning from what they do to learn. Therefore, the teacher ought to align the planned activities with learning outcome.

There are many points to consider however I will elaborate on the below highlighted points to demonstrate understanding.

NLP in Education according to (BBCActiveIdeasandResources) "Teachers are now increasingly applying NLP techniques in the classroom for the benefit of each type of learner, and it's even being adopted as part of the curriculum in some universities. NLP gives teachers an additional tool with which to identify the learning styles of their students, and helps them to understand how the language and materials they use can influence students". In my teaching Practice, I utilise NLP to structure lessons to actively encourage the use of all three senses, engage different aspects of learning to help Learners develop their ability to learn from various stimuli.

Building knowledge and skills (Dale): Dale's theory of learning is similar to Kolb's experiential learning cycle; this identifies prior learner's knowledge and skills. In my teaching practice, the identification of students' prior knowledge will enable me to embed resources that will enable the learners to meet the criteria set by the awarding body. According to Derry (2007), teaching is the process by which the teacher brings the learner and the subject together. As good practice, this step informs and equips teachers to develop resource address Knowledge gap.

Addressing different levels of need (Maslow): According to (Tony Kline, Ph.D. - changekidslives) Maslow's Hierarchy of Needs is a popular motivation theory that is widely referred to in educational circles. In this theory, Abraham Maslow suggested that before individuals meet their full potential, they need to satisfy a series of needs. It's important to note that Maslow based his theory more on philosophy than on scientific evidence. In my teaching practice, I adopt Maslow hierarchy of needs by addressing the different levels of needs of the Learners. For instance, the Lower order needs on the pyramid, such as physiological and safety needs must be satisfied before an individual will consider higher-level needs (Maslow's Hierarchy of Needs). It is good practice for Teachers to promote a conducive and welcoming learning environment for Learners. In my Teaching practice, I ensured that I support student's safety needs by monitoring the climate of the classroom continuously. I negotiated ground rules with the Learners and displayed posters to promote equality in the learning environment and decrease any form of discrimination during planning and delivering of teaching session.

Reinforcing experiential learning cycle (Kolb): I used Kolb's cycle as a principle in my reflective practice; I have learnt that by using a feedback strategy. I listened to my students about my delivery, make necessary adjustment to reinforce learning and make the necessary improvement in the way I approach the lesson and students through resource development that will individual learners t achieve their academic goal.

Development of flexible/blended resources for extended learning opportunities: In order to meet the needs of all learners, my organisation provides resources to make learning flexible and enjoyable. In my teaching Practice, I designed and developed resources that catered for students requiring extra support by extending learning opportunities for the Learners. In practice, I used extended resources such as email to communicate with my learners about their subject area and encourage sharing their concerns in order to refer them for appropriate support(Yang, 2006).

It is important for teachers to analyse and understand the strengths and weaknesses of each of learners as well as identifying their learning needs in order to work together with them and help overcome their learning difficulties and challenges. Learners have to be constantly motivated and encouraged by Teachers in other to make them inclusive in the learning environment and enable them reach their full potential. There are many situations where learning resources had to be adapted according to the learning needs and requirement of each learner in my class to have an inclusive learning environment.

For example:

Resources have to be adapted and differentiated for a learner with visual impairment. To meet the affected learners need, I ensured that the handout was produced in large print and I had alter the font type and size. I also had to change the colour of the paper to yellow to be more legible and readable for the learner. I also resorted to the use of images and white space to ensure that the affected Learner was inclusive

During my lesson delivery, I frequently use power point presentation to facilitate the transmission of information to learners with multiple learning styles at once. They are effective visual resources for use with learners as they enable the key points of a topic to be summarised and can be enhanced through the use of images to make the presentations more interesting (Gravells and Simpson, 2014). It is also the case that they attract and hold learner attention which can facilitate effective management of the learning environment and they help learners to conceptualise information (Petty, 2009). I also ensured that I used appropriate font size and text on presentation to slides to ensure that all learners including students with disabilities are cater for in order to create an inclusive learning environment.

Technology is an umbrella word that encompasses any electronic or digital process or apparatus associated with improving or enhancing a task or service (Solway, 2010). This also enables me a teacher to steer students to the right mix of resources and projects that meet curriculum requirements (Watkins, 2000). I utilised technology e.g. Hardware, software within my teaching sessions by having learners use this as a means of analysing their own performance so as to identify improvements for themselves which empowers them and contributes towards making them independent learners.

These have been successful in meeting the needs of learners as they enable them to develop their subject specialism knowledge and skills whilst concurrently developing their ICT capabilities with consideration of functional skills.

In my organisation, online resources are mostly used to meet the needs of individual learners. VLE and E-learning are accessible to all learners on/off the college site. Information about curriculum guides, assessment and literature relating to specific subject area can be access on VLE by students. Likewise, update information about the college including where students can get internal and external supports are available to all student on the VLE. In my teaching session, I used online resources to communicate with my learners about my subject area as well as providing information needed by learners to meet the criteria set by the awarding body.

In my teaching Practice, I provided alternative resources at different varying levels to match different learning abilities to ensure a conducive and inclusive learning environment.

In my teaching, I allowed learners the flexibility to adapt their own resources to support their learning to improve their knowledge, understanding and skills in literacy, numeracy and ICT to widen participation and improve functional skills.

There are a variety of tools and equipments that is available to teachers, which can be modified. Though the focus of the tools/equipment varies, they can help make classroom session more effective. In my teaching Practice, I requested for visual support tool to be modified prior to my teaching session which enabled Learner with special needs access the general education curriculum and to promote inclusion.

Learning resources are available in many forms, in different sources and formats for storage. There are various ways such as scanning and photocopying available to re-produce learning resources. Resources can be modified according to the different learning requirement of each learner. Through such amendment, works can be saved re-produced and saved in portable document format (PDF) format or audio files saved in mp3 format. In other to successfully store resources a hard drive with an authorised password will have to be used to prevent unauthorised users from accessing the saved information.

Although there are variety of files formats to store and save resources, PDF (portable document format) can be considered as the most suitable and appropriate one. It is also refer to as a paperless office. With PDF documents can be developed and transferred without having to print.

In other to create PDF file, adobe acrobat reader will have to be downloaded and this is available for free download on the internet.

Both bitmap and vector graphics formats can be represented by PDF file. Any application can be converted into PDF formats but unless other user have adobe acrobat. It is impossible to edit the file, in addition it allows margin with other formats of application and it can easily be transferred to the printer.

With vector graphics, files can be easily created, saved, transferred, printed and archived in the native format of the illustrator such as Artificial Intelligence (AI). The format that is most appropriate to save images is JPPEG which has got the best compression ability.

Moodle platform is a well known resource that is widely used in the learning environment to redevelop access and upload learning materials; it has got many educational aspects which stress the importance of an interactive learning and inclusive learning environment.

Image source (edutech202/classification-of-media)

Classification and Storage of Resources

Classification

It is good practice for organisations to have procedures in place to retrieve information from the centralised system. In my teaching practice, I ensured resources are well organised in a clear and logical classification in the Library/VLE under heading and subheading for classification, I developed and implemented an efficient lending system for Learners to renew, reserve and access learning materials that will support their learning/academic goals and reducing the necessity for teacher intervention.

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Systematic filing and management of resources: In my organisation resources are managed effectively and filed systematically. In my teaching Practice, I encouraged students to observe energy efficiency, minimise paper waster by encouraging the use of electronic devices to read journals etc Also, I managed the resources I used in my teaching session by ensuring that all equipments and learning aids are accounted.

Maintaining Current information and archive document in relation to teaching and learning materials fosters good practice. It is essential for Teachers to have up to date document or information about legislation, regulations and other related document within the education settings. In my organisation, I file relevant and current Publications/Journals regularly, I ensure up to date information is uploaded on the VLE for all learners and teacher to read and update their knowledge. Past information is archived for retrieval too.

In my Organisation, I produced and maintained catalogues of learning resources and equipment as necessary and according to the Colleges accepted standard.

Storage

It is essential to have suitable storage system/facility for learning materials that is secure, accessible and weatherproof. In my organisation, the school administrator is in charge of safe keeping of all the resources used for learning in the college in my specialist area. The resources are stored in filing cabinets and document folders that are secured in the store room and personnel that requested to use it have to sign for it in order to have effective accountability of all resources and ensure health and safety is observed. As a teacher, I regularly requested for resources to complement my teaching session via the request/authorisation approval route. The resources are usually stored in the store room and each resource has a reference code allocated to it with the school logo on it.

Secure environment for tools and equipment: In my organisation, tools and equipments are kept in a secured environment in the event of uncertainty. For instance, Learning objects, PC hardware components are kept in a secure environment accessed via digi-lock in the event of theft or cases of physical hazards such as fire or flooding. This is to ensure tool and equipment are protected against authorised use.

Teaching/Learning resource materials are provided with the Suitable protection and the storage of tapes and discs or USB devices arebacked on the central system as well as clouding computer in order to safeguard data of learners and employees within the organisation.

In my Organisation, access rights to resources are limited/restricted access for security purposes. Password protected access is provided to staff depending on their position within the College. For example, the Teachers in the Business department do not have access to sensitive information about individual learners with the ICT Department.

In my Organisation, a booking or issuing system to minimise losses is common practice.

Teaching/Learning resources is crucial to the process of teaching and learning. Sharing resources with other learning Professional helps Teachers save planning time. It cuts down a lot of cost, time and effort. Initially Trainee Teacher may not readily have access to resource bank hence accessing shared resources with other learning professionals is good practice. (Open Learn) mentioned that "The sharing of resources provides, we believe, an ad hoc basis for professional development (PD). At its simplest level this is through exposure to new ideas, content and methods. At a deeper level it comes through the immersion in a community of peers from whom a teacher learns. Such activity is set against the wider picture of PD, a picture which is changing as governments find new ways of working with their teaching force. Alongside this comes the rise of peer-to-peer PD, of which resource sharing is a part. This is fostered by the democratising actions of technology-enabled social media whereby Twitter and other online networks are tools of PD as well as for entertainment (Forte et al., 2012). It is also seen in the rise of the TeachMeet movement enabling teachers to meet and talk directly with other teachers".

(Open Learn) By making use of resources created by other educators, you can learn from their experiences and find new ways of approaching a topic. Your students are given the opportunity to access expertise from different sources, often giving a different context or point of view and potentially enriching or breathing new life into a subject area. As a teacher, time is a valuable commodity and you don't have to reinvent the wheel. Making use of high quality existing resources can free up time to spend on other activities.

It is a common practice to share teaching resource between educational and teaching organisation, subject fields, publishers and libraries so that teachers and learners can both benefit. Resources can be shared among professionals using different techniques like local area network (LAN), VLE, File sharing e.g. Drop Box, and published journals.

Filing sharing is a similar method of sharing resources regardless whether it is created online or not. For instance: Dropbox - works across any device, online or offline. Its free, convenient, saves time, used for file sharing, effective to use with students for submission of assignment or store e-portfolio. " It's easy to share documents and collaborate with anyone - lecturers, students and external partners even if they don't have a Dropbox account" (Dropbox/education)

Published resources can be a form of newspapers, blogs, text books,or journals. Some published journals are restricted to authorised personnel only but these do not defeat the spirit of the resources being shared as it is not too difficult. It is not too difficult to obtain and require the necessary authorisation

Sharing resources

The strengths of identifying common resources and sharing them provide far-reaching benefits. It also actively encourages Teachers to share and promotes collaboration between learning professionals. In my teaching Practice, as a professional I'm committed to lifelong learning, and time efficiency. I utilise the skills of other people by observing more experienced teachers', asking subject leaders for help and by identifying and using common sources that other people have taken their time to make.

Creation and use of central resource bank: In my Teaching Practice, I first started creating and uploading my own resources when I worked as a supply teacher. As a teacher I created and compiled a resource bank of ideas for inspiration and I utilised the use of a central resource bank with source of the resources from other Teachers which were useful for my lesson planning and I also added resources to be of used by another Teacher.

Making catalogues of resources available to users enable Teachers to assess the needs and interest of Learners and also improve the selection of appropriate learning resources. In my Teaching Practice, I organise catalogues of resources according to student's interest and needs to motivate and stimulate learning.

The use of VLE achieved personalising of learning and offered learners a greater choice of activities which meet the needs of various learning styles. Making materials available in electronic format ( access on VLE) is also an inclusive approach. In My Teaching Practice, I provide my learners with current and relevant information such as current journals and literature review in their subject area. In addition to a flipped classroom, electronic material can be beneficial for ESOL learners who may find accessing material in the lesson difficult.

LAN is as well known as intranet, which is technical way of sharing resources and information within the institution. In this, internet is not necessary while sharing data using intranet for common user storage.

Sharing resources encourages networking with interested parties to reduce financial cost/burden of the resources that are utilised and distributed among the various educational establishments.

Sharing teaching resources is a common practice adopted by education and teaching organisations, subject field specialist, libraries etc when recognising common resources so that learners and teachers can benefit. Otherwise, these parties can engage in an inter-organisation loan or system for trading with which resources are loaned to participating institutions as opposed to individual institutions having to purchase or procure every resource required. This practice is at times offers training opportunities through workshops, seminars and training where experts and professionals are invited to train teacher on developing resources. This is promotes dissemination of good practice

In this report I will outline the importance of understanding the legal requirements, responsibilities and analyse the implications of intellectual Property rights and copyright for the development and use of resources.

According to (LSE/copyright): Copyright is an issue Teachers need to seriously consider when creating any digital teaching materials or preparing materials for teaching Purpose. It is common knowledge and practice in the education sector that the development and use of educational resources need to meet several copyright requirements and responsibilities. As a teacher, I consider carefully the resources I create and use to take care not to infringe other people's copyright. I also ensure I check within my organisation if in doubt about whether I need copyright permission to use a particular item in my teaching practice.

As outlined on (Birmingham University/plagiarism/guidance-students) website, Plagiarism is a form of cheating and is a serious academic offence. It arises where work submitted by a student is not their own and has been taken from another source. The original material is then hidden from the marker, either by not referencing it properly, by paraphrasing it or by not mentioning it at all. In my practice, the issue of plagiarism is taken seriously and there are procedures in place to deal with the matter. I ensured that students have access to advice and guidance if in doubt about referencing to avoids the consequences of Plagiarism.

According to (Highspeedtraining/data-protection-in-schools/) website " The Data Protection Act 1988 is designed to protect the privacy of individuals. It requires that any personal information about an individual is processed securely and confidentially. This includes both staff and pupils. How you obtain, store, share and use information is critical as personal data is sensitive and private." In my teaching Practice, I ensured that the information I collect about a student, Parent or member of staff is clear and transparent about how I intend to use it in order to comply with the Data Protection Act Principles.

The importance safe working Practices, According to (Teachingpersonnel/safe-working-practice) website, outlines that " All staff working in schools will be expected to make judgements about their behaviour in order to secure the best interests and welfare of the children in their charge. In doing this, it is important that you understand which behaviours constitute safe practice and which behaviours should be avoided. The Health and Safety Act 1974 imposes a duty on employees to take care of themselves and anyone else who may be affected by their actions or failings. As an adult with a duty of care towards children, the need to be vigilant and maintain a responsible attitude towards safety in schools is paramount". In my teaching Practice, I ensured that I report any accidents or health and safety incident to the relevant member of staff, I also familiarised myself with the health and safety polices, fire and accident procedure in my organisation. In my practice and session, I communicated the health and safety procedures to learners are the start of my session to ensure that everyone is aware of where to go in case of emergency within the college.

Most organisations impose photocopying and fair use limitation restrictions on how publication materials is distributed, controlled and re-produced. This gives the author of the publications full control on how its content is distributed and used. As a tutor I guide my students on copyright laws, their implications and how to avoid making copyright mistakes.

Analyse the implications of intellectual property rights and copyrights for the development and use of resources.

In my teaching Practice, I am aware of the implications of intellectual property rights and copyrights for the development and use of resources in my specialist area. My awareness is not limit to the organisation and contractual obligations in relation to materials or resources produced during contracted hours and but also for the production of personal intellectual property rights for resources generate outside of contracted hours. In my teaching Practice, I take into consideration Intellectual property rights when I and the student's are exploring intellectual Property of other teaching Professional and the ones I develop within the learning environment generated outside contracted hours. I am aware of the restrictions of the usage of the materials to enhance teaching and learning. I also observed copyright laws which protect authors and their materials when using and developing resources in my specialist area. I have full understanding of the fair use and restrictions on copying, distribution and re-production of resources from other Learning professional and other sources. I adopt good practice principles and acknowledge authorship of other sources in referencing where possible e.g. I design and use resource material and acknowledge their authorship by referencing where possible and appropriate used and produced during contracted hours.

Bibliography

Gravells, A. and Simpson, S. (2014). The Certificate in Education and Training. London, UK: Sage Publications.

Grout, H. and Long, G. (2009) Improving Teaching and Learning in Physical Education. London, UK: Open University Press.

Capel, S. and Breckon, P. (2013). A Practical Guide to Teaching Physical Education in the Secondary. London, UK: Routledge.

Petty, G. (2009). Teaching Today: A Practical Guide (4th Edn). Cheltenham, UK: Nelson Thornes.

Curzon, L. and Tummons, J. (2013). Teaching in Further Education: An Outline of Principles and Practice. London, UK: Bloomsbury Publishers.

Gould, J. and Roffey-Barensten, J. (2014). Achieving your Diploma in Education and Training. London, UK: Sage Publications.

Light, R. (2012). Game Sense: Sport Teaching. London, UK: Routledge Publishing.

Machin, L., Hindmarch, D., Murray, S. and Richardson, T. (2014). A Complete Guide to the Level 5 Diploma in Education and Training. Northwich, UK: Critical Publishing.

Wilson, L. (2014). Practical Teaching: A Guide to Teaching in the Education and Training Sector. Andover, UK: Cengage Learning Publishing.

www.changekidslives.org/actions-4/ accessed on 02/02/2018

David L, "Maslow's Hierarchy of Needs," in Learning Theories, July 18, 2014: https://www.learning-theories.com/maslows-hierarchy-of-needs.html accessed on 02/02/2018

http://edutech202.blogspot.co.uk/2012/12/classification-of-media.html#!/2012/12/classification-of-media.html accessed on 02/02/2018

www.slideshare.net/PrincesDianeCarbonel/educational-technology-1-40377060 accessed on 02/02/2018

http://www.open.edu/openlearn/education/teachers-sharing-resources-online/content-section-2.1 accessed on 02/02/2018

https://intranet.birmingham.ac.uk/as/studentservices/conduct/plagiarism/guidance-students.aspx accessed on 02/02/2018

http://lti.lse.ac.uk/copyright/ accessed on 02/02/2018

https://www.highspeedtraining.co.uk/hub/data-protection-in-schools/ accessed on 02/02/2018

https://www.dropbox.com/en_GB/education accessed on 02/02/2018

https://www.teachthought.com/literacy/6-tips-and-18-resources-to-extend-learning-beyond-the-classroom/ accessed on the 05/02/2018

http://www.bbcactive.com/BBCActiveIdeasandResources/NLPinEducation.aspx accessed on the 05/02/2018

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Resources in Teaching and Learning is the term to ascribe to something such as (Written source, Audio-visual aids, e-learning/technology, Objects, Events, and People etc) that can be used to support or help Teaching and Learning.

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https://www.bbc.co.uk/teach/supermovers

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Super Movers helps children across the UK to get physically active with curriculum linked videos.

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https://childmind.org/article/how-metacognition-can-help-kids/

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When kids hit difficult problems - the seemingly insurmountable English essay, a math test that takes on epic proportions, social struggles that leave them feeling frustrated - it can be tempting to give up and resort to four words no parent ever wants to hear: "I can't do it."

In order to thrive, kids need to be able to make the transition from the negative "I can't" to the proactive "How can I?"

To do that, they need to think about why they're stuck, what's frustrating them, what they would need to get unstuck. They need to think about their own thinking.

There's a word for that, and it's metacognition.

Metacognition is a big word for something most of us do every day without even noticing. Reflecting on our own thoughts is how we gain insight into our feelings, needs, and behaviors - and how we learn, manage, and adapt to new experiences, challenges, and emotional setbacks. It's the running conversation we have in our heads, mentally sounding ourselves out and making plans. Training kids to use it proactively to overcome obstacles, it turns out, can be a powerful tool.

More and more studies are suggesting that kids who are taught to use metacognitive strategies early on are more resilient and more successful, both in and out of school.

"I view metacognition as a goal," says Marc Gladstone, a learning specialist. "Getting into the habit of using metacognitive strategies early on helps kids become more independent learners and bolsters self-advocacy skills."

"Metacognitive thinking teaches us about ourselves," says Tamara Rosier, a learning coach who specializes in metacognitive techniques. "Thinking about our thinking creates perspective - perspective that leaves room for change."

She gives an example: "Instead of saying, 'Math tests make me anxious,' we're asking ourselves, 'What is it about math tests that makes me feel anxious and what can I do to change that?' "

Kids who are taught to think of themselves as being "good" or "bad" at a particular task can have a fixed mindset that makes them passive in approaching a challenge: either they can do it or they can't, but they aren't likely to think they can change that outcome.

Teaching kids to become more metacognitive helps them move from a mindset that leaves little room for change to a mindset which promotes self-awareness and resilience.

Help for kids with learning issues

Helping your child learn to work through difficult situations (or homework assignments, as the case may be) without becoming overwhelmed or giving up is especially valuable for kids with learning issues who may need to come up with different strategies than other students in the class.

For example:

A child with ADHD who struggles to stay on task is likely to feel frustrated and anxious when he's assigned a long essay. If he's unable to reflect on why the project upsets him he might think, "Everyone else is having an easy time. I'm just bad at writing."

A kid who's learned to reflect on his own learning process, on the other hand, could look at the situation and say, "I always feel like this when I have to work for a long time. Maybe if I take breaks every hour or so I'll feel less stressed out." By taking a metacognitive approach, he's able to manage his frustration and find a better way to approach big assignments in the future.

Great for self-regulation

Metacognitive skills are not only excellent tools for kids who learn differently, and often find themselves struggling to keep up. They also enable kids to self-regulate when faced with challenges, especially unexpected ones.

"One of the most powerful byproducts of metacognitive thinking is increased self-regulation," says Gladstone.

Being able to self-regulate helps kids manage experiences that might otherwise overwhelm them. For example, take two girls who have to audition for a school play, both of whom are struggling with unusually difficult material.

A girl who is regularly told how talented she is and is used to being praised for her performances is likely to get frustrated and overwhelmed at the sheer thought of performing badly.

But a girl who is praised for her ability to work hard and persevere when she's faced with a challenge can draw on her metacognitive skills to help her manage her nerves and help her figure out a way of rehearsing that works better for her.

Quieting negative self-talk

Fallout from a fixed mindset often takes the form of self-criticism. The negative feelings kids experience when they feel frustrated easily turn into negative self-talk. "If I'm so smart, why did I fail the test? I'm not smart. I'm useless."

"When you place your value on being 'smart,' anything that makes you feel less than smart is devastating," says Rosier. "A lot of kids develop a negative inner voice, and they develop it in place of metacognition."

This negative voice is sneaky, she explains, often masquerading as a coach. "You can mistake self-criticism for motivation. What we want to do is get rid of the negative inner voice and replace it with metacognitive thinking that helps your child find new ways to manage her challenges instead of beating herself up about them."

How do you help your child start becoming more meta?" Metacognitive questions, says Rosier, will help your child begin thinking in a more reflective way. Questions should be:

Open-ended. Give your child some space to reflect on his thinking: Can you tell me more about why you think that?

Non-blaming. It can be hard to stay open when kids are acting out, but asking them to think about their behavior can help them learn to manage difficult situations in a better way: Why do you think you got so upset when Dad changed the channel?

Solution-focused. Encourage him to think about how he can use his understanding to change things in the future: How could you handle that differently next time?

Process-oriented. Ask questions that help your child get a better idea of how his thought process works: How will you know when this drawing is finished?

"When you teach kids to think about their behavior differently, they begin to behave differently," says Rosier. But she warns that it's important not to expect instant results. Learning to think metacognitively is a process, and parents may have to accept that a lot of the work is happening behind the scenes.

"Of course we want to see progress, but our children - especially teenagers - don't always share their thinking with us and that's okay."

Just asking the questions gets the metacognitive work going internally, even if it's not visible to the parental eye, Rosier explains. The benefits are the same, she says, even if all you get is a grunt in return.

Learning to learn

Asking questions at home will help kids begin to use metacognitive strategies in their schoolwork, too. For many kids - especially those with learning differences - this can be harder than it sounds. It's easy to get bogged down by poor study habits, procrastination, homework meltdowns, and test stress.

If your child is struggling to work through a long paper, ask questions that help him use his metacognitive skills to try a different approach.

What do you think is making it hard for you to work on this paper right now?

What are some strategies that have helped you do well on similar papers in the past?

Can you use those insights to help you with the work you're doing now?

Asking metacognitive questions will help him clarify his process, manage his anxiety, and find a better way to approach his paper, but the benefits don't end when the assignment is done.

The more your child is able to understand his learning process the easier it will be for him to figure out what strategies and supports work best for him - knowledge that will help him succeed - both now and as he grows up.

Frequently Asked Questions

What is metacognition?

How does metacognition work?

How can parents encourage metacognition?

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Metacognition: How Thinking About Thinking Can Help Kids - Child Mind Institute

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A powerful skill for building resilience through the skills and techniques of metacognition from the experts at The Child Mind Institute.