Metacognitive Teaching Strategies

Since the introduction of competency-based curricula (CBC) around the world to prepare a workforce for Industry 4.0, metacognitive teaching has emerged as an innovative research agenda in education. The fundamental tenet of CBC is that educators must assist students in acquiring metacognitive abilities like problem-solving, planning, monitoring, and decision-making. Teachers must master metacognitive teaching techniques as the demand for increasing students’ capacity to learn the competences necessary for Industry 4.0 rises. Schools are advised to apply CBC to improve students’ metacognitive skills for achieving self-regulation and lifelong learning. Metacognition refers to “cognition about cognition”, “thinking about thinking”, or “knowing about knowing” and higher order thinking skills. In this course, we will examine various components of metacognition, including its role in learningand memory. The participantswill practice in experienced techniques, as the main aim is the active participation, utilization ofknowledge and experiences andthedevelopment of critical thinking and creativity.

A key component of a successful curriculum reform is the growth and maintenance of teachers’ professional competence. However, because there hasn’t been enough research done to create a collaborative lesson planning platform for teachers to create such pedagogies, it hasn’t been possible to establish successful pedagogies for implementing competency-based curricula to promote student metacognition. In order to address the effects and difficulties caused by and underlying the CBC, this course focuses on the use of the lesson study technique for developing metacognitive teaching knowledge and skills.

• Raise the awarenessof what is meant by the term ‘metacognition’.
• Think about how metacognition can be furtherdeveloped in the classroom.
• Recognize the links between metacognition and effective learning.
• Get familiar with competency-based curricula (CBC). 
• Use the lesson study technique for developing metacognitive knowledge and skills.
• Develop and maintain the professional competency of teachers.
• Become familiar with strategies for helping students regulate, monitor, and guide their learning.