We begin with a broad overview of metacognition and the six sub-components of metacognitive thinking skills.

We then provide a synopsis of why and how we might assess students’ metacognitive thinking skills. Examples of both formal and informal methods of data collection and assessment are discussed, along with the strengths and weaknesses of each approach.

Before lunch, we take a thorough look at the What, How and When of metacognitive instruction. In exploring ‘What’ we teach, the importance of teaching all six sub-components of metacognition is emphasised. The ‘How’ of metacognitive skills instruction is a detailed explanation of evidence-based approaches to instruction, focusing on the Self-Regulated Strategy Development model. Finally, the ‘When’ of teaching metacognitive skills discusses the advantages of starting thinking skills instruction early (i.e. from the first year of school) while highlighting some potential problems teachers should be aware of with young children or inexperienced learners.

After lunch, we assist teachers to develop their own approach and repertoire of strategies to suit their own teaching context. We also suggest helpful tools such as Strategy Evaluation Matrices and adapted Rubrics. Teachers explore how to create your their Strategy Evaluation Matrices (SEM) and rubrics for classroom use.