Over the past two years Leeds schools have been increasing their knowledge and understanding of metacognition through subject leader development meetings as part of the Leeds Learning Partnership. As part of the work, colleagues have trialled a number of approaches to metacognition. The case studies below provide a snap shot of how teachers have used metacognition in their subject. It is important to note that all of these approaches can be used in any subject and we would encourage teachers to look at a wide range of case studies, not just the ones that correspond to their subject. All of the case studies have been written with a very practical, user friendly emphasis to enable colleagues in other schools to use similar approaches. Our thanks to all the colleagues who have submitted case studies and please return to this page regularly as more case studies are added.
Case study 1 : A2 Psychology case study from Wetherby High School outlining how the teacher uses elements of metacognition to help pupils become more effective learners and as a result improve their performance in Psychology. Pupils reflect on their strengths, areas for development, approaches and techniques.
Case study 2 : English at The Farnley Academy. This case study illustrates how metacognitive tools were used to help Year 10 pupils reflect more effectively on their learning and use their reflections to improve both short term and long term outcomes.
Case study 3: This collection of case studies illustrates the difference between 'strategies' on their own and 'strategies' as part of metacognition. Colour theory at Guiseley School.
Case study 4: Two metacognitive approaches to developing depth, detail and challenge in Drama provided by Tracey Smith at Allerton High School.
Case study 5: Using metacognition to improve pupils ability to plan (and to document their planning) in drama, supporting students to use their planning in order to produce high quality drama but also to improve the depth and quality of writing for coursework. An approach that could easily be transferred to other subjects by Steph Kendal at Horsforth School.
Case study 6: Using metacognition to : help pupils reflect on their examination performance, analyse their examination preparations, and improve their ability to revise effectively. A case study focusing on GCSE examinations in DT provided by Alyson Blakely at Prince Henry's Grammar School.
Case study 7: Using metacognition to support pupils to tackle challenging texts in MFL. This is an excellent case study which illustrates how a teacher 'think aloud' can support pupils to appreciate the metacognitive processes that take place when reading a complex text. Useful for any subject which demands pupils use texts as part of their studies. Case study provided by Holly Bristow, Head of MFL at Thornton Grammar School.
Case study 8 : This case study illustrates the use of examination wrappers with Year 12 students in music. This approach can easily be replicated across other subjects and a range of resources are available on the website to support implementation. Case study provided by Jane Roe, Rodillian Academy.
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