This website collects a number of cookies from its users for improving your overall experience of the site.

Research School Network: Self-Regulation at a Distance – Supporting Students In the second part of this series, Marc Rowland explores how we can support students to become better self-regulated learners.


Self-Regulation at a Distance – Supporting Students

In the second part of this series, Marc Rowland explores how we can support students to become better self-regulated learners.

by Durrington Research School
on the

Following on from this introduction to self-regulation from Chris Runeckles, Marc Rowland explores how we can support students to become better self-regulated learners.

Metacog6

Focusing on recommendation six of the EEF Metacognition and Self-Regulated Learning’ guidance report (see above), Marc focuses in on what he describes as the exaggerated challenge of getting disadvantaged students to work independently during distance teaching’. Drawing on his experience of working with over 500 schools on their pupil premium strategy, he makes the point that the best strategy for closing the disadvantaged attainment gap is to improve these students as learners. Marc then goes on to explore the challenges to this that distance teaching presents and how we might support students with this.

You can listen to Marc’s talk below:

Self Regulation 2 Supporting Pupils

Marc has also written an excellent blog on this topic here:

Canaries Down the Coalmine – What Next for the Pupil Premium Strategy?’

The third and final post in this series looking at what teachers can do whilst distance teaching to support self-regulation, will be published on Friday of this week.

More from the Durrington Research School

Show all news