Supporting students to become self-regulated learners: Teaching metacognition matters

Chartered College of Teaching ¬∑ Supporting students to become self-regulated learners: teaching metacognition matters   One of the authors of this article, Paul A Kirschner, featured in a webinar about 'How Learning Happens'. We recorded the video for you to watch back. When a teacher announces the deadline for an upcoming test, students are instantly faced with a number of decisions: when to study for the test, how long to study, what strategy to use and why, how to apply that strategy to the subject matter, how to adapt the strategy based on the feedback they receive. The problem is that many, if not most, students are not well-equipped to make these (metacognitive) decisions. Metacognitive knowledge and skills Effective, self-regulating students tackle these decisions in a seemingly effortless way. They space out shorter study sessions instead of cramming them into one large one because they know that spaced practice enhances retention. They apply self-testing to r