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Transformative Teaching Part 1

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Part One: Foundations and Strategies for Metacognitive Learning

or get parts 1 and 2 together in the Transformative Teaching Package.

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Foundations and Strategies for Metacognitive Learning

Metacognition is when you think about how you think and learn. It means knowing how you learn best, keeping track of your learning, and adjusting your methods if needed. Students need to learn metacognition because it helps them understand how they learn best, use effective strategies, and improve their study habits. This makes them better, more independent learners and boosts their academic performance.

This approach is crucial in schools as it fosters independent and reflective learners who can adapt their strategies to different tasks and challenges. By promoting self-regulation and critical thinking, metacognitive learning helps students become more effective and efficient learners, improving their academic performance and preparing them for lifelong learning.

Part 1 is a comprehensive guide (over 275 pages) for teachers on understanding and implementing metacognitive strategies to help students become more effective, independent learners. It provides examples for many subject areas.

Chapters include:

    • Chapter 1: Introduction to Metacognition – Understanding Metacognition; The Importance of Metacognitive Skills in Education; Theoretical Foundations of Metacognition; Benefits of Metacognition for Students and Teachers
    • Chapter 2: Metacognitive Knowledge – Types of Metacognitive Knowledge; Self-Knowledge: Understanding Personal Learning Styles; Task Knowledge: Analyzing and Understanding Academic Tasks; Strategy Knowledge: Knowing How to Approach Learning
    • Chapter 3: Metacognitive Regulation – Planning; Monitoring; Evaluating; Adjusting Strategies Based on Feedback
    • Chapter 4: Creating a Metacognitive Classroom Environment – Fostering a Growth Mindset; Encouraging Self-Reflection and Self-Assessment; Building a Supportive Classroom Culture; Developing Metacognitive Routines
    • Chapter 5: Teaching Metacognitive Strategies – Explicit Instruction of Metacognitive Strategies; Integrating Metacognitive Strategies into Curriculum; Scaffolding and Gradual Release of Responsibility; Using Think-Alouds to Model Metacognitive Processes
    • Chapter 6: Metacognition in Reading – Metacognitive Strategies for Reading Comprehension; Teaching Students to Monitor Their Understanding;  Techniques for Summarizing and Synthesizing Texts; Reflective Reading Practices
    • Chapter 7: Metacognition in Writing – Planning and Organizing Writing Tasks; Self-Monitoring During the Writing Process; Revising and Editing with a Metacognitive Approach; Reflective Writing Practices
    • Chapter 8: Metacognition in Mathematics – Problem-Solving Strategies; Monitoring Understanding and Identifying Errors; Reflective Practices in Mathematics; Applying Metacognitive Skills to Mathematical Reasoning
    • Chapter 9: Metacognition in Science – Inquiry-Based Learning and Metacognition; Developing Hypotheses and Planning Experiments; Monitoring and Adjusting Scientific Investigations; Reflecting on Scientific Findings and Processes
    • Chapter 10: Assessing Metacognitive Skills – Formative Assessment Techniques; Summative Assessment of Metacognitive Skills; Self-Assessment and Peer Assessment; Using Assessment Data to Inform Instruction
    • Chapter 11: Supporting Diverse Learners with Metacognition – Differentiating Metacognitive Instruction; Metacognitive Strategies for Students with Learning Difficulties; Culturally Responsive Metacognitive Practices; Addressing the Needs of Gifted Students
    • Chapter 12: Technology – Digital Tools for Metacognitive Development; Using Technology to Enhance Self-Reflection; Online Learning Environments and Metacognition; Gamification and Metacognitive Skills
    • Chapter 13: Professional Development for Teachers – Training Teachers in Metacognitive Strategies; Collaborative Learning Communities; Reflective Teaching Practices; Continuous Improvement and Metacognitive Growth
    • Chapter 14: Conclusion and Future Directions – Summarizing Key Points; The Future of Metacognitive Instruction; Encouraging Lifelong Metacognitive Learners; Final Thoughts and Reflections.
    • Appendix: Metacognitive Strategy Worksheets, Reflection and Self-Assessment Templates, Additional Resources and Reading, Glossary of Terms

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Part 2

Or get both parts 1 and 2 together in the Transformative Teaching Package.


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