This week, with metacognition being a key TTB theme, I wanted to share with you the work of the EEF on metacognition.
Objectives: To understand the role of metacognition (‘learning to learn’) and self-regulated learning in improving student progress and attainment.
Summary:
Metacognitive and self-regulation approaches made a large impact on student attainment - up to 7 months ahead additional progress when compared with their peers.
Strategies for metacognition and self-regulation worked best when taught in collaborative groups - i.e. when students could make their thought processes clear through discussion.
There is particularly strong evidence that teaching metacognitive and self-regulation strategies to low-achieving older students is especially effective.
How does this impact me and my practice?: Some reflection questions arising from this that might be helpful to consider are:
Which explicit strategies can you teach your pupils to help them plan, monitor, and evaluate specific aspects of their learning? How do these specifically look in your subject?
How can you promote, model and develop metacognitive talk related to your lesson objectives?
If anyone would like to discuss this further with me - please comment below! I’d be delighted to open up these discussions and conversations.
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