In the sixth installment of this Metacognition course by metacognition.org.uk, you will begin to review how you can support students ability to plan for tasks and problems. The CPD will cover why planning (and Metacognitive planning) is so important, before providing you with a range of strategies to use to support your students in developing their planning abilities.
Graphic Organisers are an extremely powerful tool in supporting students in planning and ordering their thinking, as well as deepening their understanding of the curriculum.
Our CPD video explains the different types available to you, how best to use them, and what activities that they can support.
In this video, you will learn about why Graphic Organisers are so useful, how they support students in developing their planning abilities (Metacognition), the different types there are, and how you should implement these into your teaching. Common errors in implementation are also covered, so that you don't make any mistakes! There is also a final section for leadership so that they can support staff in implementing Graphic Organisers throughout the curriculum.
This video focuses on the two best types of Graphic Organisers to use in Maths teaching at Primary and Secondary level, as well as how to link them in to the Maths curriculum.
If you use Graphic Organisers within your teaching or your school, why not get your students to access our videos on Graphic Organisers.
The student videos and resources are:
Why don't you use these to:
It is extremely difficult to get templates for all of the different types of Graphic Organisers, so that is why we made our own.
Edit them as needed, or print out PDF copies if they are already perfect for you and your class.
(Remember, when students are well trained enough with Graphic Organisers, try to avoid using templates. Allowing students to select and draw their own Organiser deepens their thinking and understanding).
With the new expectations of the modern curriculum, across KS1 and through to KS5, students 'knowing' facts is no longer sufficient. Students need to be able to play their knowledge and strategies across a range of different tasks and problems, and successfully, too.
This is incredibly difficult for anyone to do, especially novice learners, so we need to provide them some scaffolds to be able to do this.
Having taken a research proven technique, metacognition.org.uk has developed several 'problem solving' templates in a variety of different formats to use.
These templates can be cut and pasted next to questions, can have the questions inserted on to them, or can be printed out and laminated so that students can write on them over and over again.
Following the research, these templates focus on the four key areas of questions: Comprehension, Connection, Strategies and Evaluation. These are the key areas students need to work through it order to tackle problem solving.
Each template also has different levels of scaffolding, depending on how advanced the student is in problem solving and how much support they may need.
Use these scaffolds by:
Different levels of scaffolding are provided so that different level students receive just enough support.
All Word documents can be edited.
Frayer templates can have the questions inserted within the diagram.
Getting students to do some revision is one of the most difficult things in our jobs. We're desperate for students to get on with a bit of work at home, ready for a mock or more informal assessment, but they just don't.
One strategy that can work quite well is giving students a sheet, signed by you as the teacher, on which they can write down some revision notes they can bring into the assessment.
The dual motivation of having it signed off by a teacher AND being allowed to bring it into the assessment can increase student revision time and effort, supporting their outcomes.
Our example document is displayed on the right and can be downloaded below.
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