Metacog

The Problem

Emma thinks it is unacceptable that students can get to the end of their schooling having never felt ‘known’ by their teachers. Unfortunately, when Emma began this program the percentage of students that loved school decreased from 95% in Kindie to 37% in Year 10, 26% of students believed what they are learning is irrelevant and 15% of students didn’t care about school. Emma thinks that students don’t see that learning is a skill that can be developed and will help them learn across subjects and in life, and she believes in a school where teachers work across faculties to help students develop robust metacognitive skills to reduce anxiety and promote transferrable thinking processes.

Emma’s Solution

The key to Emma’s initiative was developing a Teaching FOR Metacognition program to run in a dedicated timetable slot to support authentic differentiation, improve motivation and increase confidence. 

Emma involved a couple of innovative teachers who started informally incorporating metacognition into their teaching. After doing a lot of research Emma presented her findings and ideas to one faculty and started a focus group. They have weekly lunches to discuss new ideas and review their progress. Trials of the Teaching FOR Metacognition program are beginning in Term 4 across a range of age levels.

Emma’s Impact

Emma anticipates that this initiative will impact at least 250 students, and is excited to share more numbers once she has them. She is thrilled with the amount of “positivity and enthusiasm the development team has shown!”

Like the idea?

Emma would love your support for Metacog, or for you to start a similar program in your school, and she’d love to hear about any ideas you have or lend a hand where she can. Shoot an email to maddie@educationchangemakers.com if you want to get in touch with Emma and we can connect you. Feel free to cheer her on in the comments below as well.

#WhatChangeLooksLike #ECStories #EduChange

Developed in collaboration with our epic partner, 21c skills lab.

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