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Teaching Hacks: Fixing Everyday Classroom Issues with Metacognition

Teaching Hacks: Fixing Everyday Classroom Issues with Metacognition

Edited by:

208 pages | Corwin UK

This book is a practical guide offering new ways to fix many typical day-to-day issues in schools using metacognition to offer effective and efficient solutions. Discover new ways to enhance your own teaching with metacognition and how to apply it to many common aspects of teaching and learning.
Every chapter is written by a different education expert and takes a solution-focused approach exploring metacognitive strategies and ideas for the classroom. Key topics include:

  • Smart revision strategies
  • Nuanced and effective feedback
  • The power of modelling answers
  • Student motivation and resilience
  • Supporting struggling writers
  • Integrating metacognition across the curriculum
  • And much more!
Jonathan Firth
Chapter 1 Metacognitive Tools for Writing
Debbie Tremble
Chapter 2 Metacognition and Reading Comprehension
Charlotte Findlay
Chapter 3 Dealing with Students’ Lack of Motivation and Resilience
Elizabeth Mountstevens
Chapter 4 Solving Poor Study Choices by Older Students
Katie Holmes
Chapter 5 Revision and Metacognition
Paul Carney
Chapter 6 The Role of Metacognition in the Art & Design GCSE Externally Set Assignment
Marco Narajos
Chapter 7 Solving the Problem of Feedback
Sarah Dowey
Chapter 8 Metacognitive Monitoring
Dave Tushingham
Chapter 9 Modelling Metacognitive Mathematics for Understanding
Michael Walsh
Chapter 10 Metacognition Together: The Power of Challenge Talk and Contrast
Genevieve Bent
Chapter 11 Learner Identity and its Contribution to Successful Outcomes for Students
Kate Allen
Chapter 12 Connecting the Brain to the Page: The Power of Live Modelling in the Classroom
Patrice M. Bain
Chapter 13 Metacognition is a Powerful Tool
Daniel Muijs
Chapter 14 Integrating Metacognition into the Curriculum

Nathan Burns

Nathan Burns is current the Head of Maths in a Derbyshire school. He has previously worked as an Assistant Progress and Achievement Leader for Key Stage 3, More Able and Talented Co-ordinator and as a Second in Maths. Aside from these roles, Nathan is a metacognitive researcher, dedicated his teaching career to researching and understanding the theory and its applications to the classroom. More About Author