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Metacognition and study skills: a guide for teachers

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Pupils often make poor choices when it comes to independent learning because they don't intuitively understand how to learn. In the classroom too, they typically misjudge how well they understand new concepts, overestimate the accuracy of their own examples and underestimate how much they forget. This book reveals how a metacognitive approach to teaching can help overcome these challenges and support pupils in their learning. This approach can help them in developing the skills to become successful, self-regulated learners. Drawing on key research from cognitive science, this book explores how metacognition works in practice and argues that it is a complex skill best developed over months and years at school. It provides a blueprint for how 'learning to learn' alongside 'quick wins' that teachers can implement straight away. Chapters cover: The metacognitive processes that underpin effective learning Myths about learning, and how pupils' memory really works Quick to apply classroom strategies for before, during and after tasks Different independent study techniques and how to embed them Developing a culture of metacognition Full of practical strategies and case studies, this is essential reading for all teachers that want to help their pupils become successful learners in school as well as independent learners for their exam revision and beyond

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Availability

Detail Information

Series Title

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Call Number

LEN 371.3028 FIR

Publisher

New York : Routledge., 2025

Collation

vii, 173 p. : ill. ; 25 cm.

Language

English

ISBN/ISSN

9781032480152

Classification

371.3028

Content Type

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Media Type

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Carrier Type

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Edition

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Subject(s)

Study skills.
Metacognition

Specific Detail Info

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Statement of Responsibility

Jonathan Firth

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