Abstract:
Since the introduction of the Learning to Learn 2.0 curriculum document (CDC, 2015), metacognitive teaching has come to the forefront as an innovative research agenda in teacher education. The key concept underpinning Learning to Learn 2.0 is that of teachers developing students’ generic skills including decision making, planning, and problem solving. All these skills can be conceptualized as metacognitive skills. Studies show that providing an authentic environment and consultative support to student-teachers can help them to master metacognitive teaching skills effectively. As a leading university of teaching, we have a responsibility to support student teachers to acquire such knowledge and skills – if they are successfully implement the Learning to Learn 2.0 curriculum. A training guide for metacognitive teaching will be developed for our student teachers – which will be adopted in the Master of Teaching (MTeach) Programme. A sustainable tripartite school partnership model – consisting of course instructors, teachers from partnership schools and our MTeach students – will be developed to provide an authentic learning environment to enhance the metacognitive teaching competence of MTeach students. Under this tripartite school partnership model a collaborative action research study will be conducted to improve the teaching and learning in our university. The main goal of this project is therefore centred around enhancing MTeach students’ metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the Learning to Learn 2.0 curriculum.
Code:
T0207
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Feb 2018
End Date:
31 Jan 2019
Status:
Completed
Result:
The project achieved significant results. Firstly, a sustainable tripartite school partnership model for providing an authentic learning environment to the MTeach students have been developed with ELCHK Lutheran Secondary School, Scientia Secondary School and some member schools of the Learning Circle Association of Hong Kong. These schools are willing to open their lessons to our MTeach students for lesson observation and teaching research, Secondly, a training guide of metacognitive teaching for effective curriculum implementation of Learning to Learn 2.0 was developed. The training guide was designed to be one element in the wide array of tools and strategies avaliable to make it easier to employ metacognition in teaching. Finally, the metacognitive teaching competencies of MTeach students (2018-19) have been enhancing. They are able to give explicit instruction to students, embed metacognitive elements in learning content, and most importantly encourage students to keep using metacognitive skills and strategies.
Impact:
The project transformed teaching practices of both pre-service and in-service teachers. For pre-services teachers, the metacognitive teaching strategies developed in this project have reached 87 MTeach students and 40 BEd students who took Learning Study course, their awareness of the thinking, knowledge of self and others, applicatino of strategies, monitoring and reflection have been developed. For in-service teachers, the ideas of metacognitive teaching was disseminated to over 100 teachers from 50 schools. The targeted teachers have tried different metacognitive teaching activities in class to let their students experience successful learning activities. The teaching strategies helped teachers to address their student learning problems and allowed them to practice problem-based learning more effectively. Schools which implemented metacognitive teaching responded favorably. For this reason, this project created a partnership network with membership schools of the Learning Circle Association of Hong Kong for offering teaching practicum for our MTeach students.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Cheng, E., & Chan, J. (2018, November). Lesson study of teaching metacognition & critical thinking. In E. Cheng (Chair), Lesson study in Hong Kong: A curriculum management approach. Symposium conducted at the World Association of Lesson Studies (WALS) International Conference 2018: Lesson Study and Teacher Education: International Dialogue, Beijing Normal University, Beijing, China. (No. of participants: 50 conference participants) (https://repository.eduhk.hk/en/publications/lesson-study-of-teaching-met...)
Seminars/ Presentations/ Sharing Sessions
Cheng, C. K. E. (2018, April 12). Metacognitive Teaching. Workshop conducted at ELCHK Lutheran Secondary School. (No. of participants: 100 teachers from 50 schools) (https://repository.eduhk.hk/en/publications/metacognitive-teaching)
Cheng, C. K. E. (2018, June 14). A seminar on Metacognitive Teaching. Seminar conducted at Tsung Tsin Christian Academy. (Number of participants: 70 teachers from local schools)
Cheng, C. K. E. (2020, March). Developing Metacognitive Teaching Skills Through a Tripartite School Partnership Model. Online seminar conducted via Zoom at The Education University of Hong Kong.
Teaching and Learning Resources/ Materials (including online resources)
A training guide for metacognitive teaching.
Financial Year:
2017-18
Type:
TDG