[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-642728-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-642728-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","empowering-educators-with-metacognition-workshop-objectives-future-ready","Empowering educators with metacognition - Workshop objectives - Future-ready","","Empowering educators with metacognition and dialogic talk strategies for a future-ready classroom. The material outlines workshop objectives to build critical thinking through structured conversation, enhance problem-solving with metacognitive strategies, foster innovation by challenging assumptions, and deepen self-reflection. It explains dialogic talk as open-ended, exploratory, student-driven interaction supported by evidence and checks for understanding, contrasts it with traditional teacher-led discussions, and introduces metacognition, setup for dialogic success, roles, norms, and assessment approaches.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/empowering-educators-with-metacognition-workshop-objectives-future-ready/642728/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/empowering-educators-with-metacognition-workshop-objectives-future-ready/642728.png","ImageObject",300,407,{"name":42,"@type":43},"River Wang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What is dialogic talk and what does it require from participants?","Question",{"text":61,"@type":62},"Dialogic talk uses open-ended, exploratory conversations where all participants actively engage with each other’s ideas. Participants challenge assumptions respectfully, support views with reasons/evidence, check understanding by asking questions, and build on each other’s responses.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How does dialogic talk differ from traditional classroom discussion?",{"text":66,"@type":62},"Traditional discussion is typically teacher-led, focused on correct answers, and often follows a question-response-evaluation pattern with brief, surface-level exchanges. Dialogic talk is student-driven and emphasizes reasoning, questioning, and collaborative meaning-making.",{"name":68,"@type":59,"acceptedAnswer":69},"What metacognition skills are highlighted in the workshop?",{"text":70,"@type":62},"Metacognition involves more than thinking about thinking. Learners develop self-regulation, awareness of how they learn and process information, and the ability to monitor, regulate, and evaluate their thought processes to improve understanding and problem-solving.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},642728,1792722687,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":78,"read_time":143},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","# Empowering educators with metacognition\n\nand dialogic talk strategies  \nDr. Laura-Lee MorinRegional Senior Education Manager – North America  \nLaura KahwatiEducation Futures Manager - UKSteve ShannonCambridge Trainer – North America / Instructor at Fleming Island High School  \nJune 2025  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## Workshop objectives:\n\n\n| Introduce   |\n| --- |\n| Metacognitive anddialogic talkstrategies   |\n\n\n| Strengthen   |\n| --- |\n| Critical thinkingthrough structuredconversation   |\n\n\n| Enhance   |\n| --- |\n| Problem-solving byapplyingmetacognitivestrategies   |\n\n\n| Foster   |\n| --- |\n| Innovation bychallengingassumptions andgenerating ideas   |\n\n\n| Deepen   |\n| --- |\n| Self-reflection   |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nConsider the following  \n• Spend a minute considering what isgoing on in this image.  \n• Turn to a partner at your table and inturns explain what you think is goingon, explaining how you came to thatconclusion.  \n• Reconsider what is going on in thisimage following your conversations.  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## What is dialogic talk?\n\n• Open-ended, exploratory conversationswhere all participants actively engagewith each other's ideas  \n• Participants challenge assumptions andbuild collective understanding  \n• Participants engage critically butconstructively with each other’s ideas  \n• Support their views/statements withreasons/evidence  \n• Check understanding by askingquestions  \n• Build on each other’s responses  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## Traditional classroom discussion\n\nTypically, teacher-led  \nFocuses on correct answersrather than exploration ofideas  \nOften follows the pattern:  \nquestion-response-evaluation  \nEncourages individualparticipation, but discussionsmay be brief and surface-level  \n## Dialogic talk\n\nEncourages open-ended,  \nstudent-driven conversations  \nFocuses on reasoning,questioning, and collaborativemeaning-making  \nAllows students to challenge,build upon, and refine eachother’s thinking  \nShared learning experience,fostering deeper engagementand critical thinking  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## Metacognition and dialogic talk\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## What is metacognition?\n\nIt involves:  \n• more than thinking about thinking  \n• learners gaining the power of self-regulation in their learning  \n• being aware of how you learn, processinformation, and make decisions  \n• the ability to monitor, regulate, andevaluate your thought processes toimprove understanding and problem -solving.  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## Setting up for dialogic success\n\n• Dialogic talk norms  \n• Roles  \n• Prompts e.g. “Have you thought about…?”  \n• Assessment  \no Self-assessment rubrics  \no Peer assessment rubrics  \no Teacher rubrics and observation  \n• Developing a shared understanding  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## Dialogic talk norms\n\n\n| Listen actively   |\n| --- |\n|  |\n|  |\n| • Use phrases like: \"I like what … \" or \"I also think that … \"   |\n| Challenge respectfully   |\n|  |\n|  |\n| • Invite everyone to speak; and avoid speaking too much   |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n## • Support your ideas/reasons with evidence\n\nUse evidence  \n## Dialogic talk roles\n\n•Facilitator – keeps the discussion moving and respectful.  \n•Challenger – helps the group think more deeply by asking questions, challengingideas respectfully, and inviting other perspectives.  \n•Speaker – reports out on behalf of the group.  \n•Note-taker – records main insights or decisions.  \n•Timekeeper – keep","cbCaisTDXvgZaL2g","https://ap.wps.com/l/cbCaisTDXvgZaL2g","pdf",1468867,22,"English","# Workshop objectives\n# What is dialogic talk?\n# Traditional classroom discussion\n# Dialogic talk\n# Metacognition and dialogic talk\n# What is metacognition?\n# Setting up for dialogic success\n# Dialogic talk norms\n# Dialogic talk roles","[{\"question\":\"What is dialogic talk and what does it require from participants?\",\"answer\":\"Dialogic talk uses open-ended, exploratory conversations where all participants actively engage with each other’s ideas. Participants challenge assumptions respectfully, support views with reasons/evidence, check understanding by asking questions, and build on each other’s responses.\"},{\"question\":\"How does dialogic talk differ from traditional classroom discussion?\",\"answer\":\"Traditional discussion is typically teacher-led, focused on correct answers, and often follows a question-response-evaluation pattern with brief, surface-level exchanges. Dialogic talk is student-driven and emphasizes reasoning, questioning, and collaborative meaning-making.\"},{\"question\":\"What metacognition skills are highlighted in the workshop?\",\"answer\":\"Metacognition involves more than thinking about thinking. Learners develop self-regulation, awareness of how they learn and process information, and the ability to monitor, regulate, and evaluate their thought processes to improve understanding and problem-solving.\"}]","Empowering educators with metacognition - Workshop objectives - Future-ready | PDF",55]