After the huge success of our printable lesson wrappers, we wanted to make a lesson wrapper teachers could use that would require no printing: a virtual lesson wrapper. This saves time (since no printing is required) and it saves resources which is good for both the environment and the budget. This lesson wrapper is delivered via PowerPoint and features fifty metacognition and self-regulated learning activity slides; twenty-five that can be used at the start of lessons and twenty-five that can be used at the end of lessons. It also features an interactive ‘randomiser’ feature so that teachers can quickly load up the PowerPoint and generate random reflection tasks for the start and end of lessons. For simplicity and convenient this download includes: The Virtual Lesson Wrapper Generator [Auto-Play Version] The Virtual Lesson Wrapper Generator [Editable Version] Teachers can load The Virtual Lesson Wrapper Generator alongside the resources they are using for there lessons. The download also includes separate files so that teachers can easily copy and paste any of the slides into their own presentations, incorporating metacognitive and self-regulated learning reflection activities into the lessons they have already prepared.

If you are using a video or documentary in your lessons then this is an ideal way of using metacognition to help students get more from it. This resource uses metacognitive questioning to enhance learning when students are watching educational videos or documentaries in lessons. It is suitable for teachers of all subjects and is applicable to video-learning activities on any topic: it should be used to enhance metacognition when students are learning from a video or documentary in lessons. Using the resource is easy: the PowerPoint contains numerous prompts, each with three metacognitive questions. Questions for before, during and after the video are clearly distinguished and the integrated menu allows you to switch to the different sections of the metacognitive process with ease. Simply show one set of questions to students before starting the video, one set of questions during a mid-point plenary, and one afterwards. The questions deal with a wide variety of different topics in relation metacognition and self-regulated learning: they aim to trigger student reflection on their own engagement with the learning process, thus allowing them to plan, monitor, evaluate and regulate their learning more effectively.

This metacognition teaching resource serves two primary functions: To teach students how to use the metacognitive cycle (planning, monitoring, evaluating and regulating) in relation to essay-writing: developing essay-writing skills To use essay-writing tasks as a way to encourage metacognitive reflection and help students gain metacognitive knowledge: developing metacognitive and self-regulated learning skills The download includes an interactive PowerPoint presentation that can be used for multiple (x12) one-hour learning sessions as well as an accompanying information sheet about using metacognitive strategies for essay writing. The learning sessions guide students through the essay writing process and dedicate time to planning, monitoring, evaluating and regulating the essay writing process. Twelve metacognitive/ self-regulated learning reflection topic options are provided with hints as to what students might want to include in their essays. The topics are: Building On My Strengths & Weaknesses in This Subject Effective Revision & Exam Preparation Strategies How To Learn More During Lessons How My Behaviour Impacts My Learning & My Rate of Progress How Do My Emotions, Moods & Attitudes Impact My Learning? Metacognition, Self-Regulation & Independent Learning in This Subject What Could I Do Differently In Order to Maximise Learning? How To Boost My Learning Power The Ideal State of Mind for Learning & How I Can Cultivate It My Obstacles to Learning & How I Plan To Overcome Them Factors That Influence My Ability to Learn and Remember Learning What Approach to Learning Works Best For Me Essay topics 1-6 are subject-specific and can be used by teachers of any subject to foster metacognition and lead students towards metacognitive knowledge their particular school subject whilst essay topics 6-12 are general metacognitive reflection rubrics. Aside from metacognition and self-regulated learning, we hope to work with educators towards building greater levels of learner autonomy in students: to this end the essay-writing session instructions also guide students towards developing their own assessment criteria that they (at the end of each session) will use to evaluate their own work. This approach ties in neatly with the ‘planning’ stage of the metacognitive cycle and helps students to consider the task requirements before engaging with it. Teacher instructions are included (integrated into the PowerPoint file), the general lesson plan when using this tool is as follows: Introduction/Lesson Objectives Assessment Criteria Creation Essay Planning Stage Essay Writing Task (With Monitoring Break) Evaluation Stage Regulation & Target Setting Stage The resource will help students to cultivate essay-writing skills whilst fostering metacognitive reflection: steering students towards metacognitive knowledge about their own learning processes and how to improve them.

The quiz is a simple test that looks for indicators of religious extremism and exposure to Wahhabist Islam (the branch that has become associated with terrorism). If you fear individuals in your school may have issues in relation to religious extremism, this is the test for you. It should NOT be used as a whole school test: this would risk inflaming islamophobia in your school. It should be used with individual students with the utmost discretion and privacy, and only where previous evidence deems suspicion reasonable and rational. The ideal person to administer this test is the school counsellor or someone in a position of trust in relation to the individual student. The questionnaire is a tool for exploring basic attitudes to Britain, Western values, religious tolerance, and extremist attitudes. The odd numbers are all positive indicators, the even numbers are negative indicators ; you should be able to create a total score for a given student if you wish to create data using this test. Ideally, once the test is complete, a teaching professional or counsellor can discuss the students answers and clarify their meaning. Professionals are advised to handle this matter with the utmost delicacy.

This A4 P4C poster is designed to be put up, preferably as a sticker, on the toilets in your school. It consists of a 2000 word list of philosophical questions to provoke philosophical thought. Simple idea, but takes ages to make! The file is a .pdf