Pupil Views Templates: an example of visual

methodology Dr Kate Wall

How do visual methods support authentic conversations about metacognition

between teachers and students and what do they tell us about the learning

process?

STRAND 1

PRACTITIONER ENQUIRY

STRAND 2

PUPIL VIEWS OF

METACOGNITION

STRAND 3

VISUAL METHODOLOGY

MAIN RESEARCH THEME

RESEARCH STRANDS & GOALS

Relationship between theory and practice

Wall et al (2007)

Do Learning to Learn pupils think differently about their

learning ?

Coding Scheme:Moseley et al.’s (2005) frameworks for thinking

STRATEGIC AND REFLECTIVE THINKING

Engagement with and management of thinking/learning, supported by value-grounded

thinking (including critically reflective thinking)

COGNITIVE SKILLSInformation-gathering Building understanding Productive thinking

Experiencing, recognising and recallingComprehending messages and recorded information

Development of meaning (e.g. by elaborating, representing or sharing ideas)Working with patterns and rulesConcept formationOrganising ideas

ReasoningUnderstanding causal relationshipsSystematic enquiryProblem-solvingCreative thinking

Wall (2008)

Coding scheme: two types of metacognition Metacognitive knowledge

Knowledge of metacognition and metacognitive strategies

“…declarative knowledge one has about the interplay between personal characteristics, task characteristics and the available strategies in a learning situation (Veenman et al. 2005)

Metacognitive skilfulness Evidence of using metacognitive strategies “reflecting on the nature of the problem, predicting consequences of an action or event, planning and monitoring the ongoing activity, comprehension monitoring, checking the results of one’s actions, testing for plausibility and reflecting on one’s learning performances” (Veenman et al. 1997)

Wall (2008)

Metacognitive Knowledge and Skilfulness (Veenman et al. 1997)

Learning to Learn Phase 3

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10

20

30

40

50

60

70

80

90

4 years 5 years 6 years 7 years 8 years 9 years 10 years 11 years 12 years

Percen

tage

s

Knowledge Skilfulness

Percentage of templates in each age

group

Other projects

0

10

20

30

40

50

60

70

80

90

4 years 5 years 6 years 7 years 8 years 9 years 10 years 11 years 12 years

Percen

tage

s

Knowledge Skilfulness

Percentage of templates in each

age group

OTHER PROJECTSNo evidence of

Metacognition (knowledgeor skilfulness)

below the age of 9

LEARNING TO LEARNEvidence of Metacognition (knowledge and skilfulness)

across the age phase

Wall and Higgins (2007)

Higgins, Wall and Remedios (in preparation)

Concluding thoughts... Pupil views of metacognition

Value of a visual prompt in supporting data collection across age ranges

Pupil Views Templates seem to provide valuable insight not available elsewhere

Drop off in students declarative metacognition in older year groups

Potential influence on policy and practice Pedagogic AND Research tool

Methodologically Challenge of analysis with large data sets (Wall et al. under review)

Use of quantitative analysis on qualitative data Codification of visual methodology against paradigmatic assumptions

References (Pupil Views Templates)Wall, K. (2008) Understanding Metacognition through the use of Pupil Views

Templates: pupils’ views of Learning to Learn, Thinking Skills and Creativity, 3(1): 23-33

Wall, K. and Higgins, S. (2007) Learning to Learn in Schools: How are pupils thinking differently about their learning? Paper presented at the European Association for Research into Learning and Instruction (EARLI) Conference, Budapest, August 2007.

Wall, K. and Higgins, S. (2006) Facilitating and supporting talk with pupils about metacognition: a research and learning tool, International Journal of Research and Methods in Education, 29(1): 39-53

Wall, K. Higgins, S., Glasner, E., Mahmout, U. and Gormally, J. (2009) Teacher Enquiry as a Tool for Professional Development: Investigating Pupils' Effective Talk While Learning, Australian Education Research Journal, 36(2): 93-117

Wall, K., Higgins, S. and Packard, E. (2007) Talking about Learning: Using Templates to find out Pupils Views, Southgate Publishers, Devon

Wall, K., Higgins, S., Rafferty, V., Remedios, R. and Tiplady, L. (under review) Comparing Analysis Frames For Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning, Journal of Mixed Methods Research

Wall, K., S. Higgins, and Smith, H. (2005) "The visual helps me understand the complicated things": Pupil views of teaching and learning with interactive whiteboards, British Journal of Education Technology, 36(5): 861-867

Wall, K., Higgins, S., Miller, J. and Packard, N. (2006) Developing Digital Portfolios: investigating how digital portfolios can facilitate pupil talk about learning, Technology, Pedagogy and Education, 15(3): 261-273