Background
“When tasks are more complex for a pupil, the quality of meta-cognitive skills rather than intellectual ability is the main determinant of learning outcomes.” (Hattie 2009) Hattie looked at 63 studies and deduced an effect size of 0.69 for meta-cognition making it extremely worthwhile. (Shirley Clarke 2014)
Integration of meta-cognition – Learning ‘muscles’ or ‘powers’.
Using a synthesis of Claxton, Costa, Quigley and Clarke we have taken a split screen approach so that the focused learning power has equal status to the knowledge or skill learning objective of the lesson. (Clarke 2014)
What we did
We attached a Star Wars character to each of the 8 learning powers. Each one to be revealed over the next 8 weeks.
On Monday, I revealed the first character: Yoda for concentration. First we shared the ‘learning story’ together. It generated great excitement, with volunteers coming up to do their best Yoda impression.
Then we discussed the story. Was it familiar? Was anything surprising? What messages were there?
The children then highlighted the skills contained within the story.
In our talk partners, we discussed the skills, how they might help us with our elicitation for maths task and broke them down into bullet points.
Over the next few days we kept referring to Yoda, doing impressions, linking what we were doing to the skills needed for concentration.
Outcome
It was so much fun. Our Yoda impersonations improved as did our meta-cognition for concentration. Embedding this metacognitive approach will be a slow burner but if a 5 year old can understand, use and apply a split digraph, then I have full confidence that this will pay off in the long run.
Next step
The next 7 Learning Power posters are now covered up in the classroom – ready to be unmasked! We’ll unveil a character a week until all the categories are known.
Next learning power – ‘Don’t give up’. Who will be our character? Watch this space.