Metacognition and self-regulation
Students have different emotional drivers towards their studies. Some have learning goals, where the learning itself is a challenge that they enjoy. Others have performance goals, where getting the grade is the important thing. All can benefit from recognising and improving how they learn, and how they approach and manage their learning. These are known as metacognition and self-regulation respectively, which we will explore in this section of the course.
Strategies to support metacognition and self-regulation will be particularly important for your students whilst you can’t be with them in the classroom. The EEF guidance report Metacognition and Self-regulated Learning highlights how to explicitly teach students these strategies, for example, through planning learning in a sequence of steps —beginning with activating prior knowledge, and leading onto independent practice before ending in structured reflection.
The type of feedback that encourages self-regulation is not the most common form of feedback that teachers use (Hattie and Temperley, 2007). However, for distance learning, the feedback that enables students to monitor and direct their learning, to invest in making the effort, has increased importance.
In the next steps, we’ll look at how to support students to work independently by building this structured reflection, with parental support, into the activities we set.
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