Teaching secondary science? Do you want to support your students to develop their scientific inquiry skills? And to help them be more self-directed and self-regulating as they develop their scientific knowledge?

This unique program combines a full day in-person workshop with online follow-up coaching to explore evidence-informed approaches to building student metacognitive capacity in science.

You will explore:

• What metacognition is and why it matters;
• How to model effective questioning as students make predictions and hypotheses;
• Using cycles of planning-monitoring-evaluation to build metacognitive skills; and
• The use of metacognitive language and worked examples to scaffold learning.

Aligned to the new Victorian Curriculum, this program is a must for science teachers looking to elevate their practice.

Supported by the Department of Education Strategic Partnerships Program and delivered by the Science Teachers Association of Victoria.

Discounted registration available to disadvantaged schools (low ICSEA) and STAV members.

Ticket Information:

• Please ensure you are logged into your STAV membership account to access discounted ticket rates
• Teachers from schools with an ICSEA less than 1,000 are eligible for Low ICSEA tickets
• Workshop ticket prices include follow-up online group coaching and mentoring sessions

Note: STAV Event Terms and Conditions

Feedback from 2024 participants:

• “Great take home strategies and resources”
• “One of the best PDs I’ve ever been to – practical examples for immediate use in the classroom.”
• “Appreciated the opportunities for collaboration and built-in time to plan for implementation”
• “Invaluable insights had me reflecting deeply on building metacognition in my teaching”
• “Evidence based practices that can be applied in the classroom – translating theory into practice”
• “Insightful takeaways for my leadership role – perfect timing as we start to roll out Victorian Curriculum 2.0 in science at our school”
• “Going beyond the surface of metacognition to what it looks like in practice in science classrooms”
• “A great approach for building student agency – particularly in scientific investigations”