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Showing posts from June, 2018

Developing metacognition and self-regulation in learners, of all ages

Ahead of a session with Rachel Lofthouse and the CollectivEd1, the mentoring and coaching hub created by her, I have been thinking a lot about metacognition. Our session with teachers in a few weeks is to be focused on metacognition and how we can develop this in both young learners and teachers. The title of our seminar is 'Making sense of Metacognitive Teaching Through Collaborative Professional Development' and will take the form of an introduction, followed by round-table discussions around various models that may be used to develop such collaborative professional development. After the round-tables, we hope to pull the main points emerging together and explore key issues. To help attendees focus their attention they have been referred to the Education Endowment Foundation (EEF) paper 'Metacognition and Self-Regulated Learning' published in April 2018.

Metacognition has been identified as a key skill for learners by many different authorities and researchers, but l…