Metacognition

Metacognition and self-regulation is one of the most accessed strands of the EEF Teaching and Learning toolkit. Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months' additional progress.

Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning.

Interventions are usually designed to give pupils a repertoire of strategies to choose from and the skills to select the most suitable strategy for a given learning task. Based upon the EEF Guidance Report and cutting-edge evidence, this programme will enable you to make confident decisions that will help your pupils become aware of their strengths and limitations and to select appropriate strategies when undertaking a task.

Delegates will:

• Develop an understanding of metacognition and self-regulated learning

• Develop pedagogy of explicit instruction for metacognitive strategies

• Be provided with the tools and processes for self-review

• Be provided with guidance on effective implementation

• Be offered practical resources and tools to use in school

• Be given the skills and knowledge to be able to offer in-school training that is evidence-based

Who: Primary and Secondary Curriculum Leaders & Classroom Teachers