ENHANCING STUDENTS' METACOGNITION IN THE CLASSROOM

Metacognition and its effects on learning have been studied for more than 40 years. However, until now there has not been a requirement for teachers in Latvia to develop students' metacognitive skills. With the new competence-based curriculum from 1st September 2020, it will become mandatory. Three essential regulation skills that student's need to develop are planning, monitoring and evaluating. To understand better teachers' current practice and readiness to implement new curriculum, a case study was carried out. The aim of the case study was to collect data about elements of metacognition in teachers' current practice. To achieve this aim, 20 consecutive lessons were observed in a large school in Riga. Lessons were taught by 10 different teachers, but to the same students (10th grade). During the lessons, observations of students and teachers' actions that potentially are connected to the metacognition were recorded and briefly described. Afterwards field notes were classified and analysed according to the categories planning, monitoring, evaluating. In conclusion, practical ideas to promote students' metacognition are summarised.