All good things have an end... It is now time for our final #TandLSummit speaker: @PhilippaCcuree, who is sharing how to lead CPDL for metacognition. 
Why this subject? Despite being talked about so much, there isn't that much research around metacognition. It's challenging to make happen, and the national curriculum doesn't leave much room for it.
Philippa shares how a maths teacher, to engage students with algebra, got his students to research great algebraists and, more importantly, how they thought, worked and communicated.
He then designed tasks that would make these behaviours visible - for example, the importance of writing their thinking down and making it understandable to others for collaborative thinking, or to find patterns together.
The results? After 15 weeks, all students were using these behaviours and got good grades.
So, how does this apply to you?
- Model your thinking
- Set some motivating challenge to improve their self-regulation and metacognition
- Promote metacognitive classroom talk
- Teach students how to organise and manage their learning independently through feedback
- Model your thinking
- Set some motivating challenge to improve their self-regulation and metacognition
- Promote metacognitive classroom talk
- Teach students how to organise and manage their learning independently through feedback
And how does this apply to CPDL?
Find out what you want your learners to look like, build on your teachers' understanding of students and aspirations for them, and root the teacher dialogue in the evidence of how your students respond.
Find out what you want your learners to look like, build on your teachers' understanding of students and aspirations for them, and root the teacher dialogue in the evidence of how your students respond.
Effective leaders of great CPDL position it as a shared responsibility for excellence and well-being.
But you have to make sure teachers grow professionally as well as develop skills. Professional learning must be a responsibility.
But you have to make sure teachers grow professionally as well as develop skills. Professional learning must be a responsibility.
And here is where it gets meta... Successfully developing metacognitive learners requires teachers to think metacognitively and critically about what they learn and teach themselves.
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