This session is based around using sticky-note ('Post-It' note) based learning-activities and games in order to foster metacognitive awareness and self-regulated learning. It focuses on the factors, skills and choices that can enhance learning-power: the aim is to get students to undertake metacognitive reflection in a fun and engaging way whilst encouraging self-regulated learning.
 
Students will need an ample supply of post-it notes that they can write on and place on the board.
There are approximately 50 slides, comprised of four main styles of activity: short plenary activities are also included between the main tasks. The PowerPoint is designed to be used multiple times in multiple sessions: do not try to complete all tasks in one sitting!
 
Simply run the PowerPoint and work your way through: skipping ahead as necessary using the integrated buttons on the presentation.
 
The idea is that you will use a few slides from each activity, as well as the AfL/plenary tasks, in each session: this will keep sessions sufficiently varied to keep students engaged.
 
The PowerPoint is very flexible: you can use this for short sessions of 10-15 minutes, or longer sessions up to an hour in length.
 
This Post-It Note Metacognition Session uses sticky-note-based activities and games to promote metacognitive awareness and self-regulated learning in a fun and interactive way. With approximately 50 slides and four main activity styles, the resource focuses on factors, skills, and choices that enhance learning power. It includes short plenary tasks and is designed for flexible use, allowing teachers to tailor sessions to their needs, from quick 10-15 minute activities to full lessons up to an hour. The interactive PowerPoint ensures varied and engaging sessions, encouraging students to reflect on and improve their learning strategies.
 
It's a great addition to your teaching toolkit because it:
 
Promotes metacognitive reflection through hands-on, interactive sticky-note activities.
Encourages self-regulated learning by exploring factors that influence learning power and decision-making.
Offers flexibility for use in short or long sessions, ensuring it adapts to different teaching contexts.
Keeps students engaged with varied activities and integrated plenary tasks for assessment and feedback.
Provides a reusable and versatile tool that can be adapted for multiple sessions, fostering consistent metacognitive practice.