Kingsbridge Institute of Learning

Session Overview:

Metacognition and Self-Regulation is one of the most accessed strands of the toolkit. Rated by the Toolkit as ​‘high impact for very low cost, based on extensive evidence’ it can nonetheless seem abstract topic. And with good reason. Beyond a simple definition of ​‘thinking about thinking’ or ​‘learning to learn’, it can be hard to describe what metacognition means in the classroom.

On a very basic level, it’s about pupils’ ability to monitor, direct, and review their learning. Effective metacognitive strategies get learners to think about their own learning more explicitly, usually by teaching them to set goals, and monitor and evaluate their own academic progress.

Join for our free twilight to look at how the EEF Guidance Report can offer some practical tools for supporting a metacognitive rich approach at your school.

Biography:

Simon Cox is director of the Blackpool Research School. Research Schools were set up by the EEF and aim to share what they know about putting evidence into practice and support schools to make better use of evidence to inform their teaching and learning. Simon is an experienced secondary maths teacher and school leader, and regularly speaks at conferences and delivers training for schools about evidence-informed teaching.