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Research School Network: Self-Regulation at a Distance – Modelling Metacognition in English Continuing our series on self-regulation, Andy Tharby models his own metacognitive thinking


Self-Regulation at a Distance – Modelling Metacognition in English

Continuing our series on self-regulation, Andy Tharby models his own metacognitive thinking

When we are using writing scaffolds with students to produce a piece of work such as analytical writing, they only really come to life when teachers model their own metacognitive thinking when using them. In the classroom, this would be done by the teacher writing on the board, sharing their thinking and questioning students as they go. 

In this video, Andy Tharby shows how he is approaching this with distance teaching. Using Loom, Andy has a Google doc open with the writing scaffold he is using to support Y9 students when writing poetry analysis. Andy models how he uses this scaffold, by sharing his own metacognitive thinking and then writing a response live’ on to the document. This includes some great examples of Andy self-regulating. For example:

- Explicitly explaining his choice of vocabulary.

- Acknowledging when he makes a mistake and thinking about a better alternative.

- Explaining the strategies he is using e.g. zooming in on a word.

- At the end, summarising his overall thinking.

Here’s the video:

Poetry analysis for Year 9

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