Metacognition and Feedback (12) — Dulwich College (Singapore)

Independant learning and Metacognition are buzzwords, when in essence they simply about talking about a process in education where we at DCSG are looking to ensure students can understand themselves as learners, understand how they best learn and what tools to utilise and are able to listen / and elicit feedback from their teachers and fellow peers to improve their learning and ultimately their grades.

At DCSG we utilise a number of processes and tools to support and scaffold our IB Diploma students to improve their independence, their ability to understand feedback and ultimately there ability to learn as efficiently as possible.

CEMIBE - Standardised Tests

Students may be used to using standardised tests within schools, but often the results are a mystery and how and what they are utilised for is misunderstood or simply not transparent to the students.

The CEMIBE although not unusual as an adaptive computerised test that looks at vocabulary, mathematical and logical / problem solving skills - the reports and how we at DCSG will share the data with students may be very different. Every student will sit the test in the first month of their IB Diploma programme - and although the raw scores will be shared the most important part as shown in the example will be a chances graphs or possibilities of results within the courses that they have chosen and are participating in.

Coaching / 1 to 1 Feedback Sessions

These results then form the basis of a number of 1-to-1 meetings throughout the two years where students understand the percentage chances of achieving that 7 grade and what it means in terms of how they are working and learning. In the end it shows them that it is not ability which ultimately defines how they achieve but how they approach their own learning. Growth Mindset is key, and we are careful in how we discuss a students results so that they are understood fully.

These sessions are scheduled with their tutor on a rota basis, and focus on academics alongside wellbeing.

Feedback

None of the above discussions or data, is useful unless students understand how to accept feedback, how to act on feedback given from teachers essentially. It is also important that at DCSG we share with students that if they do not understand, they ask and ask again until they do.

Fail Well, Fail Early, Fail Often and Approaches to Learning

The final piece in the jigsaw in terms of metacognition and success, is DCSG's approach to Approaches to Learning. Much more detail can be found on the ATL page here.

However as mentioned students will be taught to understand the idea of Fail Well or Growth Mindset - where it is important for students to understand : -

The most significant difference between the high achievers and the underachievers was that all the high achievers had learned how to fail well whereas all the underachievers were failing badly - Lance King

This comes down to some simple basics, when students approach test results and exams and often react incorrectly rather than focus on improvement and what is key rather than the grade.

Reactions to failure
*Failing Well*	*Failing Badly*
- Acknowledging your failures, - taking responsibility for your own actions, - working out what you did wrong, - making changes, and - doing it again	- Blaming the school or the ‘system’ - Blaming other people - Pretending you never get or do anything wrong - Adding drama to failures to avoid dealing with them - Avoiding any activity that could possibly result in failure

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The IB is a great qualification as it is challenging, offers global perspective and develops skills of critical analysis. - Mike Nicholson, Director of University Admissions Oxford now Bath University