• How Students Learn Best? Series 2 – Metacognition

    8th & 9th October 2018, TBA, Kuching, Sarawak
    10th & 11th October 2018, Hotel Istana Kuala Lumpur


Metacognition is now recognized as one of the most important personal capabilities for self-regulation and high attainment. However, many teachers are relatively unaware of how metacognition works, and how to teach it effectively.

Indeed, the whole areas of developing good thinking in students seems problematic globally. As Wagner’s (2010) concluded:


In schools, critical thinking has long been a buzz phrase. Educators pay lip service to its
importance, but few can tell me what they mean by the phrase or how they teach and test
it... (p.16)

For the most part, teachers haven’t been trained to teach students how to think. (xxiv),


This is rather disturbing as thinking is central to building understanding, and that’s essential for building solid long-term memory and transfer of learning. As Paul (1993) summarized:


Thought is the key to knowledge. Knowledge is discovered by thinking, analyzed by thinking,
organized by thinking, transformed by thinking, assessed by thinking, and, most importantly,
acquired by thinking. (vii)


This workshop provides a complete framework for developing Good Thinking capability in students, across all mainstream educational sectors. The main focus is on Metacognition, which is the superordinate (hence the term ‘meta’) component of the whole thinking and self-regulatory process, which includes both critical thinking and creative thinking.

However, Metacognition is more than ‘thinking about thinking’, it encompasses the whole Self-regulatory process which must also regulate human attributes such as beliefs and emotions, motivations as these can have both very positive and very negative impacts on learning. Without doubt, metacognition will become the most significant 21st century competence and be at the forefront of effective teaching and learning.

Take away with you skills and strategies on:

Understand the concept of Metacognition, how it works in Self-Regulation, and the role it plays in shaping
Good Thinking and Effective Learning
Apply a model of Good Thinking in lesson planning and everyday teaching
Identify barriers to Good Thinking

Apply an evidence-based framework for planning and facilitating learning experiences that develop
Metacognitive Capability
Analyse and evaluate a range of metacognitive and cognitive strategies
Infuse metacognition (and cognitive strategies) into course design and everyday teaching
Teach metacognition in the context of any subject content
Identify methods for assessing metacognition