Recommendation 1: Teachers should acquire the professional understanding and skills to develop their students’ metacognitive knowledge
Recommendation 2: Explicitly teach students metacognitive strategies, including how to plan, monitor, and evaluate their learning
Recommendation 3: Model your own thinking to help students develop their metacognitive and cognitive skills
Recommendation 4: Set an appropriate level of challenge to develop students’ self-regulation and metacognition
Recommendation 5: Promote and develop metacognitive talk in the classroom
Recommendation 6: Explicitly teach students how to organise, and effectively manage their learning independently
Recommendation 7: Schools should support teachers to develop their knowledge of these approaches and expect them to be applied appropriately
Evidence for Learning has produced another Guidance Report Putting Evidence to Work: A School’s Guide to Implementation which can be used as a guide as you plan to implement changes in your school relating to metacognition and self-regulation.
Implementation can be described as a series of stages relating to thinking about, preparing for, delivering, and sustaining change. The section Acting on the evidence, suggests a range of strategies that you might find helpful in planning, structuring and delivering a whole‑school approach to metacognition and self-regulated learning.
Watch this short introductory video on the seven recommendations in the Guidance Report.
This Guidance Report and supporting materials are licensed under a Creative Commons licence as outlined below. Permission may be granted for derivatives, please contact Evidence for Learning for more information.
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