Making Sense of Metacognition (3 sessions)
Evidence shows that Metacognition and Self Regulated Learning approaches have consistently high levels of impact on student outcomes, with pupils making an average of 7 months’ additional progress in one academic year.
These strategies can be particularly effective for low achieving and older pupils. The potential impact of these approaches is high, but can be difficult to achieve in practice as they require pupils to take greater responsibility for their learning.
The recently published EEF Metacognition and Self Regulated Learning Guidance Report aims to make the research evidence on metacognition more accessible to teachers and focuses on what we can do to develop these skills.
Guided by the report’s practical recommendations, this 3-session programme (21/3, 16/5, 26/6) explores how you can help your students plan, monitor and evaluate their own learning. The sessions will be led by Tom Colquhoun, Research School Lead with guest speakers from the EEF Research Schools Network.
Why take part in this programme?
Who might find this programme useful?