At Kambala, we believe that for a girl to truly excel, she must first understand herself as a learner. Thinking about thinking, known as metacognition, is not merely an abstract academic concept. According to recent research from the International Baccalaureate (IB), metacognitive strategies are among the most influential factors in effective student learning.
Our school value of Curiosity in Self-Authorship serves as the primary driver in this development. We define self-authorship as the cognitive process students use to make meaning and craft their own learning story by cultivating and trusting their inner voice. This aligns perfectly with the IB’s view of metacognition as the essential driver for self-regulation.
Through the lens of self-authorship, our students are encouraged to become researchers of themselves. This dispositional approach moves them through the three critical phases of the metacognitive process identified in research:
- Goal Setting and Planning: Students seek to understand themselves as learners, identifying personal strengths to craft their own learning stories.
- Monitoring and Control: By asking “how can we see this differently?”students actively track their progress and course-correct when challenged.
- Self-Evaluation: In the reflection phase of learning, students evaluate not just their result in a learning experience, but the effectiveness of the strategies they employed.
By making thinking visible and fostering these dispositions of curiosity and metacognition, Kambala ensures that students are not passive recipients of information. Instead, they are active, critical and resilient learners equipped with the self-awareness to navigate an increasingly complex world and the confidence to become lifelong, globally minded citizens.
Carolyn Gedling
Deputy Principal - Academic