Accelerate Progress with Metacognition
Train your staff to teach metacognitive and self-regulation skills that will increase pupil progress across the school
Authors: David Leat and Annie Reid
How to use this course
This course is made up of five units and can be delivered to a group as part of a training day or spread over a training sessions or as a self-study course.
Each unit lasts between 1 and 2 hours if delivered in a group setting or 3 hours in total as a self-study course.
You can choose from self-study or 'download and deliver' options on the unit pages.
‘Meta-cognitive and self-regulation approaches have consistently high levels of impact with meta-analyses reporting between seven and nine months additional progress on average.’
The Teaching and Learning Toolkit (2013), Sutton Trust/Education Endowment Fund
Research indicates that improving pupils’ metacognitive and self-regulation skills (‘learning to learn’) helps accelerate their progress – as well as leading to greater motivation and independence. How do you embed the development of these skills in your teaching? How do you teach an understanding of how to learn and what to do when learning is not straightforward?
This course enables teaching staff to:
- understand what is meant by metacognitive and self-regulation skills and why they are so valuable for developing learners
- build in strategies for improving pupils’ ability to set goals, monitor performance and evaluate outcomes
- develop strategies for improving pupils’ motivation and ability to learn independently
- try out different approaches and find what works for their pupils.
Make use of the practical resources included in the group delivery version of this course; including handouts, policy documents, evaluation forms, case studies and infographics.
Although the self-study version is for personal use and can be completed at a time to suit you, it is also worth making suggestions for peer to peer sharing, or ways to incorporate this course content into meetings in school or in a live training sessions.
This self-study training course focuses on metacognition and self-regulation. Circumstances of involvement and study will vary. Two major factors in this variation are your own motivation and the degree to which your study is part of whole school policy and action. Whether you are a volunteer or have been guided to use the self-study course it is important to establish expectations about engagement.
As is normal, there are tasks to complete as you work through each unit. There are also tasks to undertake between modules, such as reading for the next unit, trying things out in the classroom or collecting evidence from colleagues. Without completing these tasks, you cannot study the unit effectively.
If it is possible for you to complete the unit with a colleague, either in person or comparing notes as you go, you will have the benefit of being able to share ideas and discuss your experiences. Similarly, if you have been guided by middle or senior leaders to take the course, you should take time to discuss with them how your learning will inform wider school policy and practice.
If you are studying the course independently, from personal interest, it still makes sense to consult with senior colleagues, so that your learning and development benefits the school more widely.