The Teaching and Learning Toolkit ranks metacognition and self-regulation practices as among the most effective. Matt Bromley continues his focus on these strategies by offering six teaching approaches for the classroom

In the first part of this article last week, I defined the terms “metacognition” and “self-regulation” and sought to explain what they look like in the classroom (Metacognition explained, SecEd, November 2018).
I explained what pupils must do in order to take control of their own learning, and what teachers must do in order to help their pupils develop metacognitive skills.

In the second and final part, I’d like to share six more teaching approaches that help develop pupils’ metacognition and self-regulation, namely:

One of the most effective teaching strategies to promote metacognition is “thinking aloud” whereby the teacher makes explicit what they do implicitly and makes visible the expertise that is often invisible to the novice learner.

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