I have been using metacognition in my lessons to get students to reflect on their understanding in terms of exam technique and knowledge, so I thought it would be interesting to turn my ideas into something that could work for the masses (ie. not just History students) and specifically in terms of revision. All the students in the group were “High Prior Achievers”, so I felt I could use some more complex techniques with them, and encourage them to move away from “fail safe” methods, such as highlighting, reading over previous work, and producing flashcards, which students often rely upon in times of exam pressure.
she said “it really stuck in my head that you once noticed that I was overwhelmed and took me out of the class… to tell me that I needn’t be so worried and needn’t finish my homework for you so that I could rest. Most year eights would probably love a night off of homework, to be fair, but you noticed that I needed that, and I did.”
The most important thing, for me, when designing any of these activities is to think about what I’m trying to find out, what the misconceptions might be, and what I will do when I’ve found out what students know (or don’t know).
I distinctly remember my first meeting (about atmospheric chemistry research) and having no idea what was being discussed around me. Up until this point I had no knowledge of CFCs and felt completely out of my depth around those who had read and understood the paper.
After being surrounded by specialist language for an hour, I still couldn’t blag my way through questioning so decided to learn to read a paper in a way I would find easy.
The concept of Hattie’s ‘visible learning’ is clever. It’s a meta-analysis of many educational research papers (a study of the studies). The key premise is that Hattie evaluates educational practice in terms of its’ effect size on progress. However, when you flick through the pages at the end of a long day (or at the beginning of a short day) you’re bombarded with statistical analysis, which can be a little hard to swallow.
I came to the conclusion that Hattie’s research should be seen for what it is – taken from a huge database of studies, with no control group, with many variants, and many loopholes in the overall analysis of the studies
Resolutions? I think they are worthwhile: they help us to change the status quo of our teaching. But to make them workable and long-term, they shouldn’t be radical overhauls (marginal gains).They need to be straightforward (but effective) so that you can make them habits, rather than just intentions.
The confidence measures for individual classes are useful for informing immediate planning, but I also want to understand which of the concepts are more difficult to understand and retain.
So I grouped scores from each class together for every concept tested. I also tabulated how many correct/ incorrect answers there were for each question, to ensure that it gives a similar picture to the confidence measures.