Research School Network: Metacognition and Self Regulated Learning A taster session taking a brief look at the EEF Guidance report

The Education Endowment Foundation (EEF) guidance report on Metacognition supports teachers in changing their classroom practice to improve their pupils’ metacognitive skills – in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying.

Evidence suggests the use of ​‘metacognitive strategies’ – which get pupils to think about their own learning – can be worth the equivalent of an additional seven months’ progress when used well. However, while the potential impact of these approaches is very high, particularly for disadvantaged pupils, less is known about how to apply them effectively in the classroom.

Metacognition and Self-regulated Learning reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. The report has recommendations in seven areas and ​‘myth busts’ common misconceptions teachers have about metacognition.

For example, teachers often think they need to teach metacognitive approaches in ​‘learning to learn’ or ​‘thinking skills’ sessions. But the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

This twilight takes a brief look through the guidance report and is supported by a full programme launching in the new academic year.