Inspiring Deep Learning with Metacognition: A Guide for Secondary Teaching
£15.20£19.00 (-20%)
Metacognition is a popular topic in teaching and learning debates, but it’s rarely clearly defined and can be difficult for teachers to understand how it can be applied in the classroom. This book offers a clear introduction to applying metacognition in secondary teaching, exploring the ‘what’, ‘when/how’ and ‘why’ of using metacognition in classrooms with real life examples of how this works in practice.
This is a detailed and accessible resource that offers guidance that teachers can start applying to their own lesson planning immediately, across secondary subjects.
Nathan Burns is the founder of @MetacognitionU and has written metacognitive teaching resources for TES and Oxford University Press. He is Head of Maths in a Derbyshire school.
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by David Tushingham
A superb book for thinking about what metacognition looks like in the classroom, this book explains the theory behind metacognition and non-examples before offering strategies that you can try in the classroom tomorrow. As a contributor I have natural bias but I have learnt so much from the chapters in the book and other practical examples offered. My practice has certainly changed for the better after reading this book!
by Emily Bird
This is a super useful resource with lots of detailed examples of how to use these strategies in a regular classroom. I am enjoying the range of activities in here, and finding strategies which are effective for all pupils (SEN included). This book would be useful to all teachers and can be applied to a range of subjects. I highly recommend it. I hope there’s more to come.
by David Tushingham
This book is perfect for my purpose and role and could not come at a more perfect time. As metacognition lead in my school, I am tasked with putting together resources and delivering CPD – an absolute joy due to my knowledge and passion of metacognition within my MA. However, this book provides a lot of useful resources that come with a wealth of experiences across all subjects (something I was struggling to provide in creating resources and sharing due to teaching solely English!) I love that it provides a clear and precise theory which is useful in being a good length for those who may be new to, or are still trying to understand, metacognition. Not too long to overwhelm but not short enough to brush it off quickly either. The use of ‘what, how, why’ is extremely useful for practical resources too, as it can also be used as part of modelling – metacogception, you might say! I will absolutely be recommending this book to all of my colleagues when I complete my next session! Thank you so much for providing this excellent wealth of knowledge and for helping so many professionals in getting metacognition done right!