Making Sense of Metacognition
13 February 2019–15 May 2019
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. (See Metacognition Summary)
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 and focuses on what teachers can do to develop these skills. Guided by the report’s practical recommendations, this 3-session programme explores how to help your students plan, monitor and evaluate their own learning.
- Three afternoon sessions (14:00 – 17:00)
- Wednesday 13 February, Wednesday 20 March, Wednesday 15 May
- Alex Quigley, Senior Associate at the Education Endowment Foundation.
Alex leads the metacognition and self-regulation campaign for the EEF and co-authored the ‘Metacognition and self-regulated learning’ guidance report.
Details: Making Sense of Metacognition18 July 2018
Posted in: Events, Training/CPD