Research School Network: Self-Regulation at a Distance – an Introduction In this first in a series of three videos, Assistant Director Chris Runeckles discusses the importance of self-regulation

We know from the research evidence that the most successful learners are those who are able to self-regulate their own learning. This is important when students are in school, in our classrooms learning, but it is also important when we are teaching students at a distance, as we are now during the Covid19 pandemic.

In the EEF rapid evidence review of distance learning, recommendation four says this about self regulation:

​“Supporting pupils to work independently can improve learning outcomes

Pupils learning at home will often need to work independently. Multiple reviews identify the value of strategies that help pupils work independently with success.

For example, prompting pupils to reflect on their work or to consider the strategies they will use if they get stuck have been highlighted as valuable.

Wider evidence related to metacognition and self-regulation suggests that disadvantaged pupils are likely to particularly benefit from explicit support to help them work independently, for example, by providing checklists or daily plans.​”

To support schools with this, we are planning to produce three short videos:

1. What do we mean by self-regulation and why is it so important to consider during distance learning?

2. Strategies to support students with becoming more self regulating during distance learning?

3. Strategies that teachers can embed into their distance teaching to support students with becoming more self-regulating

The first video ​‘What do we mean by self-regulation and why is it so important to consider during distance learning?’ by Chris Runeckles can be viewed below:

The EEF document that Chris refers to can be downloaded here – ​‘Home Learning Approaches – Planning Framework’.

Whilst developing self-regulation is of course important for all students, it is especially so for disadvantaged students. In the following talk, Marc Rowland highlights some of the challenges and effective practice, when it comes to the use of the Pupil Premium fund: