Think! : metacognition-powered primary teaching / created by Anoara Mughal.

By:

Mughal, Anoara [author.]

Material type: Text

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9781529713572

Subject(s):

Cognitive learning theory

LOC classification:

LB1590 MUG

Contents:

Chapter 1: The use of research in teachingChapter 2: What is metacognition and self-regulated learning?Chapter 3: The impact of metacognitionChapter 4: Metacognition and mindsetsChapter 5: Metacognitive misconceptionsChapter 6: Metacognition and the learning environmentChapter 7: Metacognition, homework and remote learningChapter 8: Metacognitive strategies in EnglishChapter 9: Metacognitive strategies in mathsChapter 10: Metacognitive strategies across the curriculumChapter 11: Improving test performance using metacognitionChapter 12: Metacognition and P4CChapter 13: Metacognition, Schema and memory development in the curriculumChapter 14: Metacognition and assessment

Summary: Metacognition - being aware of our own ways of thinking - is popular in education, but it is not always obvious how it links to teaching practice and how to teach it explicitly. This book translates meaningful concepts from research not only into practical strategies to try in your classroom but also gives you the opportunity to reflect on metacognitive strategies that you already use.

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Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Book	Main Library Open Shelf	LB1590 MUG (Browse shelf(Opens below))	161332	Available		BK149316

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Previous	LB1585.5.G63 PRI Primary science:	LB1585.5.G7 ASE The ASE primary science teachers' handbook	LB1585.5.G7 BYR Primary science:	LB1590 MUG Think! : metacognition-powered primary teaching /	LB1590.3 ATW Thinking school : developing a dynamic learning community /	LB1590.3 CON Constructivism in education	LB1590.3 CON Constructivism in education	Next

Includes bibliographical references and index

Metacognition - being aware of our own ways of thinking - is popular in education, but it is not always obvious how it links to teaching practice and how to teach it explicitly. This book translates meaningful concepts from research not only into practical strategies to try in your classroom but also gives you the opportunity to reflect on metacognitive strategies that you already use.

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