Metacognition Dr Martina Lecky Headteacher of Ruislip High

Metacognition Dr Martina Lecky Headteacher of Ruislip High School Trustee of the Let’s Think Forum

Structure of presentation • Disadvantaged students – school improvement • Let’s Think /Cognitive Acceleration, including metacognition • Three examples of lessons – CASE, Let’s Think English and CAME Advance warning: audience participation!

Disadvantaged students Effective teaching and learning and mentoring Let’s think methodology including metacognition

London Borough of Hillingdon Ruislip High School Opened in 2006

School demographics • Number of students: 1, 050 • Number of girls: 51% • Students eligible for FSM: 20. 4% • % of ethnic minorities: 35. 8% • % of pupils with a SEN statement or EHC plan: 1. 9% • School deprivation indicator: 0. 14 (national 0. 20)

Section 8 Ofsted inspection, May 2015 5 A*-C inc. English and mathematics 2013 No. of students 2014 No. of students % % 27 41 National other 67 62 Gap -26 -29 Disadvantaged 27 33

Main recommendations: • Development coherent strategic plan to raise the achievement of disadvantaged students in relation to their peers and others nationally, rapidly. This needs to include clear indicators of success and timescales so that leaders and governors can monitor and evaluate the impact of pupil premium expenditure effectively. The plan needs to be developed and implemented with the utmost urgency. • Leaders should review systems for quality assurance to ensure they have greater confidence in the accuracy and reliability of teacher assessments.

% 5+ GCSE A*-C (incl English & Maths) Free school meals (FSM) 62. 0 62. 6 64. 6 60. 5 58. 5 44. 8 46. 4 47. 7 49. 3 51. 7 54. 2 34. 6 36. 3 37. 9 33. 5 30. 9 26. 6 16. 8 2004 18. 0 2005 19. 6 2006 21. 4 2007 23. 8 2008 FSM 2009 2010 Not FSM 2011 2012 2013 2014

FSM by ethnic 2004 -2014 FSM - Girls 90 90 80 80 % achieving 5+GCSE A*-C grades (Incl En & Ma) % achieving 5+GCSE A*-C (Incl English & Maths) FSM - Boys 70 60 50 40 30 20 10 0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2014 White British Indian Bangladeshi Black Caribbean White Other groups Pakistani Chinese Mixed White & Caribbean 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 White British Indian Bangladeshi Black Caribbean White Other groups Pakistani Chinese Mixed White & Caribbean

Paradigm shift

Look at the evidence and good practice

Recommendations from research by Lambeth Local Authority • High-quality teaching and learning; • Effective use of pupil premium to challenge poverty through extensive use of the best teachers to teach intervention groups, or re-deploy support teachers who have a good track record in raising achievement.

Headline figures – attainment (all 2014 data refers to first entry) 5 A*-C inc. English and mathematics 2013 No. of students 2014 No. of students % % 27 41 National other 67 62 Gap -26 -29 Disadvantaged 27 33

Headline figures – attainment (all 2014 data refers to first entry) 5 A*-C inc. English and mathematics 2014 No. of students Disadvantaged National other Gap 2015 No. of students % 2016 No. of students % % 27 33 20 50 20 57 62 63 63 -29 -13 -6

Expectation and aspiration Changes in attitudes and behaviours between ages 14 and 16 are strongly associated with changes in educational attainment over the same period. For example, a substantial number of young people, particularly those from amongst the poorest families, stop thinking it likely that they will go to university between age 14 and age 16. These individuals make considerably less progress between Key Stage 3 and Key Stage 4 than others whose expectations for higher education remain more stable.

Suzy Stride Camila Batmanghelidjh

Let’s Think about Meta-cognition! Thinking about cognition Thinking about one’s own thinking Let’s Think – a not-for-profit organisation

Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium - The Sutton Trust Let’s Think – a not-for-profit organisation

Remember Hattie’s big hitters? • • • Self reported grades Feedback Reciprocal teaching Direct instruction Metacognitive strategies Using testing to provide with feedback on learning and progress Problem solving teaching Providing formative evaluation to teachers Developing study skills Let’s Think – a not-for-profit organisation Let’s Think: a not-for-profit organisation

Flavell (1979) • Early research focused on metamemory through an experimental approach with school-aged children. • The majority of research on metacognition has continued with the experimental paradigm of testing the effects of an educational intervention on individuals. Let’s Think – a not-for-profit organisation Let’s Think: a not-for-profit organisation

Cognitive Acceleration through Science Education (CASE) King’s College, London Pedagogy Developed in the 1980 s by • Micheal Shayer • Philip Adey • Carolyn Yates Classroom methodology • Five cognitive activities, including metacognition • Cognitive development of a reasoning pattern • Piaget – stages of cognitive development and schemas (reasoning patterns) • Vygotsky – social mediation and the zone of proximal development • Feuerstein - the role of the teacher as a facilitator • Based on a constructivist view of learning Let’s Think – a not-for-profit organisation

Effects on GCSE: ‘added value’ 1. Find levels of cognitive development of all at school entry 2. Find relationship between non-CASE schools’ entry level and GCSE grades on leaving school 5 years later 3. See by how much CASE schools’ grades exceed these expectations Thinking Science Professional Edition / 03. 7 Let’s Think – a not-for-profit organisation

… and the transfer effect Thinking Science Professional Edition / 03. 8 Let’s Think – a not-for-profit organisation

CAME KS 3 results for mathematics Let’s Think – a not-for-profit organisation

CAME KS 3 results for science Let’s Think – a not-for-profit organisation

CAME KS 3 results for English Let’s Think – a not-for-profit organisation

CAME GCSE for mathematics Let’s Think – a not-for-profit organisation

CASE II Let’s Think – a not-for-profit organisation Let’s Think: a not-for-profit organisation

Let’s Think – a not-for-profit organisation Let’s Think: a not-for-profit organisation

A Simple Model of the Mind Thinking Science Professional Edition / 02. 8 Let’s Think – a not-for-profit organisation

Two scenarios Thinking Science Professional Edition / 02. 9 Let’s Think – a not-for-profit organisation

… or Just Right Well-managed Cognitive Conflict Thinking Science Professional Edition / 02. 10 Let’s Think – a not-for-profit organisation

Immersion Activity Let’s Think – a not-for-profit organisation

PROBLEM 1 The Selection Task Which of the hidden parts of these cards do you need to see in order to answer the following question decisively? A FOR THESE CARDS IS IT TRUE THAT IF THERE IS A CIRCLE ON THE LEFT THERE IS A CIRCLE ON THE RIGHT? B You have only ONE opportunity to make this decision; you must not assume that you can inspect the cards one at a time. Name those cards that you feel need to be fully revealed. C D (Wason) Let’s Think – a not-for-profit organisation

Most common responses are: • • A only D only B and C A and D Let’s Think – a not-for-profit organisation Let’s Think: a not-for-profit organisation

SOLUTION A A B B C C D D (Wason) Let’s Think – a not-for-profit organisation

PROBLEM 2 Yet Another Selection Task The four cards shown, have on one side the name of a town and on the other side a mode of transport. MANCHESTER LEEDS TRAIN CAR Which cards need to be turned over to determine whether the claim is true or false Wason/Shapiro Let’s Think – a not-for-profit organisation "Every time I go to Manchester I go by train"

Five Pillars of CASE – classroom methodology Thinking Science Professional Edition / 05. 2 Let’s Think – a not-for-profit organisation

Metacognition (thinking out loud) … • … makes unconscious, implicit thinking conscious and explicit • … allows students to expose their own thinking for inspection - by themselves and by others • … makes that kind of thinking more available for use again, in a new context. Thinking Science Professional Edition / 04. 5 Let’s Think – a not-for-profit organisation Let’s Think: a not-for-profit organisation

Metacognition: Reflection on one’s own thinking • • How did I solve that problem? What was difficult? What mistakes did I make? What have I learned about solving problems? Thinking Science Professional Edition / 04. 3 Let’s Think – a not-for-profit organisation

Some Metacognitive Questions Why do you think that? How do you know? Do you have a reason? Can you be sure? Is that now the same thing as you first thought? What is your reason for saying that? What made you change your mind? Which have you tried successfully before? Which one would you not use? Why? Which one would you like to try? How would you use it? Thinking Science Professional Edition / 04. 6 Let’s Think – a not-for-profit organisation

Let’s Think lessons CASE Let’s Think English CAME

Students’ views A teacher’s view • https: //www. youtube. com/watch? v=F Gb 1 L 2 a. Zq. KY&feature=youtu. be&t=1 m 40 s • https: //www. youtube. com/embed/OD j. Jibgftiw? autoplay=1&start=1&end=14 1

CASE lesson Cognitive Acceleration through Science Education

Activity 27 • Sinking and floating Reasoning pattern: compound variables Concrete preparation: variables of mass/weight and volume

CASE 27 Concrete preparation

Construction

Construction

Cognitive Conflict

Metacognition is the reflection on the compound variable of density. https: //www. youtube. com/embed/Bazb. Q 5 qp. Zh 0 ? autoplay=1&start=110&end=520

Let’s Think in English

Decisions Reasoning pattern: classification

Concrete preparation

Traveling through the dark I found a deer dead on the edge of the Wilson River road. It is usually best to roll them into the canyon: that road is narrow; to swerve might make more dead. By glow of the tail-light I stumbled back of the car and stood by the heap, a doe, a recent killing; she had stiffened already, almost cold. I dragged her off; she was large in the belly. My fingers touching her side brought me the reason – her side was warm; her fawn lay there waiting, alive, still, never to be born. Beside that mountain road I hesitated. The car aimed ahead its lowered parking lights; under the hood purred the steady engine. I stood in the glare of the warm exhaust turning red; around our group I could hear the wilderness listen. I thought hard for us all – my only swerving – then pushed her over the edge into the river.

Fifteen South of the Bridge on Seventeenth I found back of the willows one summer day a motorcycle with engine running as it lay on its side, ticking over slowly in the high grass. I was fifteen. I admired all that pulsing gleam, the shiny flanks, the demure headlights fringed where it lay; I led it gently to the road and stood with that companion, ready and friendly. I was fifteen. We could find the end of a road, meet the sky on out Seventeenth. I thought about hills, and patting the handle got back a confident opinion. On the bridge we indulged a forward feeling, a tremble. I was fifteen. Thinking, back farther in the grass I found the owner, just coming to, where he had flipped over the rail. He had blood on his hand, was pale – I helped him walk to his machine. He ran his hand over it, called me ‘Good man’, roared away. I stood there, fifteen.

Social construction • What is the decision in each poem? • How does the person feel about his/her decision? How do we know?

Cognitive Conflict: Traveling through the Dark and Fifteen • Are the poems written by the same poet? • What is the evidence for your opinion? There may be several kinds of evidence.

William Stafford (1914 – 1993) • born in Kansas; grew up during the Depression • refused to fight in World War 2; worked in forestry for the Government at $2. 50 a month • graduated 1947 • from 1948, taught at Lewis & Clark College, Oregon, for the rest of his career • first book of poems, Traveling through the Dark, published 1953; won a National Book Award • published many books of poems after this.

Metacognition: Reflection These poems both tell stories that happened to William Stafford. They could have been written as normal stories, in prose running across to the right margin. Has writing them as poems made them more interesting or enjoyable for you? Or would you prefer them to be written in prose?

Traveling through the dark I found a deer dead on the edge of the Wilson River road. It is usually best to roll them into the canyon: that road is narrow; to swerve might make more dead. By glow of the tail-light I stumbled back of the car and stood by the heap, a doe, a recent killing; she had stiffened already, almost cold. I dragged her off; she was large in the belly. My fingers touching her side brought me the reason – her side was warm; her fawn lay there waiting, alive, still, never to be born. Beside that mountain road I hesitated. The car aimed ahead its lowered parking lights; under the hood purred the steady engine. I stood in the glare of the warm exhaust turning red; around our group I could hear the wilderness listen. I thought hard for us all – my only swerving – then pushed her over the edge into the river.

Fifteen South of the Bridge on Seventeenth I found back of the willows one summer day a motorcycle with engine running as it lay on its side, ticking over slowly in the high grass. I was fifteen. I admired all that pulsing gleam, the shiny flanks, the demure headlights fringed where it lay; I led it gently to the road and stood with that companion, ready and friendly. I was fifteen. We could find the end of a road, meet the sky on out Seventeenth. I thought about hills, and patting the handle got back a confident opinion. On the bridge we indulged a forward feeling, a tremble. I was fifteen. Thinking, back farther in the grass I found the owner, just coming to, where he had flipped over the rail. He had blood on his hand, was pale – I helped him walk to his machine. He ran his hand over it, called me ‘Good man’, roared away. I stood there, fifteen.

Bridging: This is just to say and Reply Now read This is just to say and Reply again Compare them with Traveling through the dark and Fifteen Thinking about all four poems, can you mention some things that make a poem instead of chopped-up prose?

CAME lesson Cognitive Acceleration through Mathematics Education

Gardens

Gardens 1 Twigs and Leaves on a branch Twigs: Leaves: ________ Twigs: (draw them) Leaves: ____ Twigs: (choose) Leaves: ________ Twigs: ____ Leaves: ____ 0 Twigs: Leaves: Twigs: 100 Leaves: Twigs: Leaves: ________ ________

Twigs 0 1 2 3 4 5 6 Leaves 2 5 8 11 14 17 20 Number of leaves =Three times the number of twigs add two l = 3 t + 2

Gardens 2 Paving slabs

Black 0 1 2 3 4 5 6 White 1 3 5 7 9 11 13 Number of white tiles = Two times the number of black tiles add one w = 2 b + 1

Metacognition is the comparison of the types of generalisation Twigs and Leaves l = 3 t + 2 Tiles w = 2 b + 1

Conclusion • Disadvantaged students flourish with the best teachers but can regress with poor teaching. • Between Key Stage 3 and 4, disadvantaged students can lower their expectations of future aspirations and therefore mentoring and support can be an effective counterbalance. • Metacognition and self-regulation both have a strong evidence base in terms of a positive impact on student outcomes. • Professional development is essential to the teaching profession; we need to encourage the discourse about pedagogical content knowledge. The Let’s Think Forum is a charity trying to support teachers with their professional development as well as promote classroom environments that support a constructivist view of learning.

Professor Shirley Larkin Research into metacognition through religious education • Meta-thinking zone ( thinking processes)- low levels of literacy could affect the use of mental state words, eg. believe, know, think, imagine • Worldview profile zone ( selfawareness) • Resources zone (thinking about religious phenomena) “The obvious link would be with language as a mediator, so disadvantage – poor/different language skills –thinking impaired or expressed differently – seemingly lack of metacognition. ”

• The single most important thing is that teachers care about their students. Students need to know that their teachers care about them and believe in them - we can’t fake this as they will see through it. • It is crucial for teachers to know some of the background of disengaged students ie a student’s father is in prison, a student’s mother has cancer. • The best learning environment is when we take a holistic approach, where we are not just meeting a student’s learning needs but also his/her wider emotional and mental needs. • Praise is key for these learners - and praise for even slight progress. These students need extra motivation – perhaps we could even ask them "Who do you want to make proud and what would make them proud? " This could then be used to motivate and encourage the student. • Ultimately it's that strong belief that all learners have potential and it is our role to tap into their potential. Some of the most gifted students tick in different ways; if we can help them tick we will see their potential realised. . . the next Alan Sugars might not come from Cambridge but could well be disengaged learners who just need their potential unlocked. Suzy Stride, City Gateway and local councillor

Equality for DA students – the moral imperative to make a difference!