This month's video focuses on critical pedagogy: whilst it's a topic that's a little outside our remit we think it's important to consider how self-regulated learning/metacognition and the increased student autonomy SRL/metacognition create can be connected to the topic of critical pedagogy and some of the broader political, ethical and ideological concerns around our practice as educators.
Each month we link to a carefully selected lecture in order to help educators develop professionally; accompanying each video is a selection of metacognitive questions designed to help you get more from the video.
Using metacognitive reflection questions before and after the videos you show your students is a straightforward way to foster metacognitive reflection. By engaging with the metacognitive questions below you can see for yourself how useful they are in helping to increase learning power!
For each question take a moment to think about the answer. When using this exercise in lessons it is best to use some form of ‘think, pair, share’ approach so that students share their reflections with the group – thus helping to ensure engagement.
Pre-Video Metacognitive Questions…
1. What is the best strategy to use in order to maximise my learning from the video?
2. How can I improve the learning-environment so that I can stay focused on the video?
3. Whilst watching the video, is it more important to think about the content or to focus on listening and watching as intently as possible?
This Month's CPD Video
Post-Video Metacognitive Questions
1. What could I have done differently whilst watching that video in order to have learned more?
2. How would I evaluate my own learning strategy when it came to learning from that video?
3. What target should I set myself in order to learn more effectively when watching videos in the future?
Further Reflection Questions
How can the following concepts be connected to the issues raised by 'critical pedagogy': metacognition, self-regulated learning and autonomous learning?
To what extent is self-regulated learning particularly important for life-long learning given that we are now living in 'the information age'?
To what extent is it important for teachers themselves to use metacognition to examine their own ideological and political biases as teachers?
How to Use Metacognitive Questions With Videos in Your Lessons
Using metacognitive question prompts at the start, middle and end of a video or documentary you show students in lessons activates each stage of the self-regulation cycle: planning, monitoring, evaluating and regulating.
We’ve created a simple PowerPoint tool that will facilitate your delivery of metacognitive questions in lessons whenever you use a video: regardless of the school subject or videos topic. It allows you to instantly generate metacognitive questions for each stage of the metacognition process using an integrated menu:
Student are then presented with one of thirty-six slides like the ones depicted below, each contained 3 of 108 questions aiming to trigger metacognitive reflection, awareness and knowledge:
You can download a free sample of the resource here – it’s perfectly easy to use in your lessons and requires no preparation. The demo version contains 6/36 slides (18/108 questions).
The full version contains the complete array of 108 questions and access to all 36 slides: this makes the resource almost infinitely reusable. Furthermore, unlike the demo version, the full version is fully editable so that teachers can add their own metacognitive questions. Click here to download the full version. If you are a membership plan holder please visit the Members Area to download it for free.
All in all, this is a great way to bring metacognition into your lessons: one final benefit to consider is that the young people you work with have a life-time of learning from videos ahead of them – the metacognitive skills you develop in them by using this resource (or simply using your own metacognitive questions in lessons) will serve them for the rest of their lives.
