This resource contains over one hundred ‘Four Corner’ discussion and debate prompts about metacognitive strategies, metacognition, and boosting learning power! In each slide students are asked a metacognitive reflection question and need to move to one of the classroom’s four corners to show their thoughts on the matter: teachers can then facilitate discussions within and between groups. It’s a fun ‘Pick up and Play’ learning activity that you can use in form-times, tutor groups, as a starter activity or just a handy end of lesson metacognition tool for when you have a few minutes to spare! Download today! It includes both an editable PowerPoint file and an auto-play PowerPoint Show - as with all our products, it includes a whole-school license so feel free to share this with other teachers in your school!

You’ve probably already heard of ‘Think, Pair, Share’ as an effective way to manage classroom discussions whilst promoting individual reflection: such an approach is widely cited as an effective way to engage students in metacognition and metacognitive reflection. This 100+ slide PowerPoint contains over 300 metacognitive reflection questions making it the definitive ‘Think, Pair, Share’ metacognition discussion resource. You can save loads of time by downloading this today, it includes a whole-school license so that you can share it with the other teachers in your school! It’s great for use: During form/tutor time As a starter activity At the end of lessons to make good use of spare time The questions are not subject-specific (although some do refer to literacy and numeracy) and the PowerPoint includes a ‘Randomiser’ slide: this allows you to instantly conjure new metacognitive reflection questions for class discussions and allows you to use this resource many times with the same group! We’ve spent lots of time to make this the definitive Think-Pair-Share metacognition resource: make sure you check out the engaging and colourful design using the preview images above! Thank you for looking at our resources! Make sure to download some of our free samples: just visit globalmetacognition.com We offer a range of whole-school metacognition resources that aim to enhance metacognitive skills and strategies in students aged 11-16. You can download individual resources or buy our ‘Whole School Metacognition Toolkits’ that make establishing a whole-school metacognition initiative easy. Our resources specialise in: Boosting Learning-Power Teaching Metacognitive Skills & Strategies Increasing Metacognitive Power (Intelligence, Memory etc.) These resources are made and distributed in partnership with The Global Metacognition Institute. Find more metacognition resources at globalmetacognition.com Join our Facebook Metacognition Working Group for Teachers & Leaders! https://www.facebook.com/groups/EducationalMetacognition/ Copyright Adam Godwin (2019)

This download includes four PLC templates: teachers need simply need to add the list of topics for their respective subjects and they are ready to go. On the reverse side of each learning checklist is a series of metacognitive reflection tasks and target-setting activities: this enhances the usefulness of the learning checklist and helps students to use of their self-monitoring and evaluation work to steer, direct and regulate learning. Personal Learning Checklists (PLCs) feature lists of all required learning for a unit or course: students run through the list, indicating for each topic how confident they feel in relation to it and how secure their learning is. Personal learning checklists are a fantastic example of self-regulated learning and metacognition since students can use them to monitor and evaluate their learning and then plan and regulate it accordingly. Personal Learning Checklists should be used by all teachers in all subjects: they are especially useful in subjects where students are preparing for formal summative assessments [exams] and, ideally, the list of topics on the checklist should be faithful to the exam specification they are using. Please note: the preview images depict completed templates for illustrative purposes, teachers will need to add topics for their respective subjects/units before using the PLCs.

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.