Gender stereotypes and their impact on children’s metacognition
Written by: Gemma Jackson
13 min read
Evidence suggests that the use of ‘metacognitive strategies’ can be worth the equivalent of an additional seven months’ progress when used well (Education Endowment Foundation (EEF), 2018). The implementation of effective metacognitive strategies develops learners who are able to think about their own learning explicitly, meaning that they exhibit the qualities of a self-regulated learner.
Zimmerman (2010) gives a helpful description of what a successful self-regulated learner looks like:
"These learners are proactive in their efforts to learn because they are aware of their strengths and limitations and because they are guided by personally set goals and task-related strategies. These learners monitor their behaviour in terms of their goals and self-reflect on their increasing effectiveness. This enhances their self-satisfaction and motivation to continue to improve their methods of learning."
Whilst there has been a considerable amount of work on the benefits of employing
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
Such a thought provoking article. We need to really focus on breaking these stereotypes