Webinar: Metacognition: How to create independent, motivated learners by MA Exhibitions

About This Webinar

This webinar will offer practical ideas and techniques for how teachers can prepare students for future success by helping them become increasingly independent, metacognitive, motivated learners.
Ofsted judges schools on the extent to which they prepare students for the next stage of their education, employment and lives – which goes well beyond qualification outcomes. So what does “preparedness” look like in practice and how can we help students to achieve it?
We will discuss ways that teachers can ensure students become increasingly independent including by developing their metacognitive knowledge and self-regulation skills, explicitly teaching them a raft of study and research skills and helping them to develop intrinsic motivation and resilience so they can persevere when times are tough.

MEET OUR EXPERTS
• Matt Bromley, Bromley Education (chair)
• Gemma Williamson, Deputy Principal (Teaching and Learning), The
Hazeley Academy, Milton Keynes
• Debbie Tremble, Assistant Headteacher for Teaching and Learning,
John Taylor High School, Staffordshire
• Dr Jonathan Firth, Senior Teaching Fellow, University of Strathclyde
• Mark Grimmett, Lead Practitioner, Guildford County School, Surrey

THIS WEBINAR WILL ANSWER KEY QUESTIONS
• What is metacognition? What is metacognitive knowledge? What is self-regulation? What are they not? Cognitive skills vs metacognitive skills.
• Why are metacognitive skills important in terms of wellbeing and in terms of learning?
• What role can/should the teacher play in developing students’ metacognition skills and independence in their learning? What does this look like in the classroom?
• How are metacognitive skills best taught? in isolation as transferable skills or in a domain-specific way?
• What other independent learning/study/research skills should we teach? How and when?
• What does a typical sequence for developing metacognition in the classroom look like? What can the teacher model and explicitly teach to help students become increasingly metacognitive?
• How does metacognition sit alongside differentiation?
• Getting started: What three things would you advise teachers do next – what are your key takeaways?

Question & answer from the audience
• We will leave time for questions at the end of the webinar

Presenters

Matt Bromley

Chair

Matt Bromley is an education writer and advisor with more than 20 years’ experience in teaching and leadership including as a headteacher and MAT director. Currently, he is a public speaker, trainer, school improvement advisor, and primary school governor. He remains a practising teacher and is the lead lecturer on a national ITT programme. Matt is author of numerous books on education.

Gemma Williamson

Deputy Principal for Teaching and Learning, The Hazeley Academy, Milton Keynes

Gemma Williamson is a Deputy Principal for Teaching and Learning at a large, successful secondary in Milton Keynes. She is passionate about teacher development, leading creative CPD days for the 5 Dimensions Trust. Her background is as a Director of English. She is passionate about pedagogy, recently leading on the development of metacognition and self-regulation. Gemma’s goal is to lead and work with authenticity and strives to develop this culture in education.

Debbie Tremble

Assistant Headteacher for Teaching and Learning, John Taylor High School, Staffordshire

Debbie has 20 years’ experience in education, enjoying a variety of roles from head of English, assistant headteacher and trust lead for English and literacy. She currently leads on teaching and learning at John Taylor High School in Staffordshire.
Debbie is an SLE for English, ELE for Staffordshire Research School, and currently partaking in an NPQLTD. She has first-hand experience of the impact of evidence-informed practice, having used it in both her trust lead role and as an assistant headteacher. Debbie enjoys working collaboratively to use evidence-informed practice to drive school development and improve student outcomes.

Dr Jonathan Firth

Senior Teaching Fellow, University of Strathclyde

Jonathan is a senior teaching fellow at the University of Strathclyde and previously worked as a secondary school teacher for many years. His research interests include the psychology of cognition and metacognition, study skills, learning theories, and the cognitive basis of creativity. He writes school psychology textbooks and education support books, including Psychology in the Classroom (with Marc Smith) and the forthcoming What Teachers Need to Know About Memory.

Mark Grimmett

Lead Practitioner and Head of Year 12, Guildford County School, Surrey

Mark Grimmett is a teacher of mathematics and business studies and has taught at Guildford County School for seven years. Prior to teaching, Mark worked for an international investment bank for four years, gaining experience within quality assurance and governance. He holds an MA Education in Leading Innovation and Change. As part of his Lead Practitioner role, Mark worked on a whole school student review focusing on metacognition and self-regulation.