Developing self-regulated Learners: Supporting a culture of lifelong learning through metacognition, cognition and motivation in the classroom

WILLIAM EDWARDS, ASHWOOD SPENCER ACADEMY, UK Introduction As a primary school classroom teacher, I have aimed to develop my teaching through training and literature to better support self-regulation for learning.  The Education Endowment Foundation (EEF, 2021) define self-regulated learning as the culmination of a learner’s cognition, metacognition and motivation. Evaluating and reflecting on each of these areas in turn can provide useful insights into teaching practices that support children in self-regulating their own knowledge acquisition to become lifelong learners (Zimmerman, 2010). This piece discusses my reflections as a primary classroom teacher and the impact that they have had on my teaching pedagogy through the introduction of small changes that support self-regulation. Cognition The cognitive aspect of self-regulated learning considers that the functions of the brain and memory play a fundamental role in retention and understanding (Weinstein et al., 2018, 2019). Te