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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.
Jonathan Firth is a teacher, author, and researcher. Having taught psychology at secondary school level for many years, he now works at the University of Strathclyde, Glasgow, leading lectures and seminars on undergraduate and postgraduate courses, carrying out research, and supervising students.
Introduction 1. The Logic of Focusing on How to Learn 2. The Shifting Sands of Memory 3. Low-Hanging Metacognitive Fruit 4. In the Classroom, pt. 1: Before the Task 5. In the Classroom, pt. 2: During the Task 6. In the Classroom, pt. 3: After the Task 7. A Metacognitive Approach to Literacy 8. Metacognition Unplugged 9. Self-Regulated Study Skills 10. Elevating Projects to the Metacognitive Level 11. A Culture of Metacognition in the Classroom 12. A Metacognition Manifesto
