Metacognition and self-regulation strategies have been shown to boost attainment and achievement (EEF, 2018). Yet, somewhat paradoxically, securing optimal levels of independent learning works best when it’s a teacher-led process – and this is where making your resources available online can be really helpful.
What does it mean?
There are no simple strategies to achieve the levels of independence, understanding, evaluation and ownership of one’s own learning that are required for metacognitive approaches and self-regulation to truly bear fruit. It is down to every teacher to use their professional judgement to do what they think works in their context. Teachers often create resources exclusively for classroom use. However, if you want to foster metacognitive and self-regulation strategies, you need to think carefully about how students interact with their resources both in the classroom and outside it. Take the humble knowledge organiser, a handy summary of key concepts a
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.
