Schools should abandon “learning to learn” or “thinking skills” sessions and instead aim to teach metacognition in conjunction with subject-specific content.
New guidance from the Education Endowment Foundation (EEF) – curators of the Teaching and Learning Toolkit – aims to bust the myths around metacognition and offer teachers practical advice.
Metacognition teaching and learning strategies are among those considered most effective in terms of pupil progress, particularly for disadvantaged children.
Metacognition and “self-regulated learning” strategies are those which get pupils to think about their own learning, and the EEF’s evidence shows that these approaches can boost pupils’ learning by the equivalent of an additional seven months of progress.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here