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Metacognition and self-regulation
Very high impact for very low cost based on extensive evidence
Cost
Evidence
Impact (months)
+7
Feedback
Very high impact for very low cost based on extensive evidence
Cost
Evidence
Impact (months)
+6
Homework
High impact for very low cost based on very limited evidence
Cost
Evidence
Impact (months)
+5
Setting and streaming
No impact for very low cost based on very limited evidence
Cost
Evidence
Impact (months)
0
Guidance Reports
Metacognition and self‑regulated learning
A guide offering seven recommendations to support schools to teach metacognition and self-regulated learning.
SecondaryPrimary
Guidance Reports
Improving secondary science
Seven recommendations to support schools to improve secondary science.
Secondary
Guidance Reports
Improving mathematics in upper primary and lower secondary
Eight recommendations to support schools improve mathematics in upper primary and lower secondary.
SecondaryPrimary
Guidance Reports
Improving mathematics in the early years with children aged 3 – 7 years
Five recommendations to improve mathematics in early learning and lower primary school settings.
PrimaryEarly Childhood
Guidance report
Uploaded: • 2.6 MB - pdfDownload resource Guidance report
Summary of recommendations poster
Uploaded: • 45.2 KB - pdfDownload resource Summary of recommendations poster
Red-Amber-Green self assessment guide
This tool can be used to establish current practice, identify areas of focus for improvement, and monitor progress towards the development of more effective practice.Uploaded: • 5.3 MB - pdfDownload resource Red-Amber-Green self assessment guide
Poster: Using research in science
A summary of the research base and examples for each recommendation along with sample applications to teaching practice in specific science contexts.Uploaded: • 637.7 KB - pdfDownload resource Poster: Using research in science
Tool: RADAAR misconceptions
The RADAAR planning framework is designed to help teachers to plan around misconceptions, based around a 3‐step (cyclical) process.Uploaded: • 100.9 KB - pdfDownload resource Tool: RADAAR misconceptions
Tool: FAME worked examples
The FAME approach outlines a few simple strategies that can be used to maximise the effectiveness of worked examples.Uploaded: • 98.6 KB - pdfDownload resource Tool: FAME worked examples
Guidance report
Uploaded: • 4.7 MB - pdfDownload resource Guidance report
Summary of recommendations poster
Uploaded: • 54.5 KB - pdfDownload resource Summary of recommendations poster
Red-Amber-Green self assessment guide
This guide describes what ‘ineffective’, ‘improving’ and ‘exemplary’ practice can look like in relation to each of the recommendations.Uploaded: • 201.2 KB - pdfDownload resource Red-Amber-Green self assessment guide
Tool: Planning a think aloud
Use 'Think Alouds' to help planning, monitoring and evaluating methods.Uploaded: • 159.5 KB - pdfDownload resource Tool: Planning a think aloud
Tool: REACT to misoconceptions
Approaching misconceptions using the REACT method.Uploaded: • 178.8 KB - pdfDownload resource Tool: REACT to misoconceptions
Guidance report
Uploaded: • 4.3 MB - pdfDownload resource Guidance report
Summary of recommendations poster
Uploaded: • 53.6 KB - pdfDownload resource Summary of recommendations poster
Red-Amber-Green self assessment guide
This guide exemplifies practice in relation to guidance report recommendations to help educators identify strengths and areas for development within their own settings.Uploaded: • 1.1 MB - pdfDownload resource Red-Amber-Green self assessment guide
Tool: Using story books
Suggestions to support educators to plan how they will use storybook resources to maximise the potential for high-quality mathematical talk.Uploaded: • 61.1 KB - pdfDownload resource Tool: Using story books
Tool: Promoting high quality talk
Principles that can assist educators to develop childrens’ talk to support exploration of mathematical ideas and concepts.Uploaded: • 63.1 KB - pdfDownload resource Tool: Promoting high quality talk
Guidance Report
Uploaded: • 698.4 KB - pdfDownload resource Guidance Report
Recommendations poster
Uploaded: • 41.8 KB - pdfDownload resource Recommendations poster
Red-Amber-Green self assessment guide
Tool to establish current teaching practice, as well as monitor progress towards the development of more effective practice.Uploaded: • 68.5 KB - pdfDownload resource Red-Amber-Green self assessment guide
Tool: Metacognitive process
This one-page summary provides a starting point for schools looking to build shared knowledge on metacognitionUploaded: • 88.9 KB - pdfDownload resource Tool: Metacognitive process
Tool: Questioning
Tool to supports teachers by providing questions that encourage students to think metacognitivelyUploaded: • 100.7 KB - pdfDownload resource Tool: Questioning
Tool: Seven Step Model
A scaffolding framework with examples of practice to support the deliberate shift of responsibility for learning from the teacher to the student.Uploaded: • 105.4 KB - pdfDownload resource Tool: Seven Step Model
Tool: Modelling
Tool to support teachers to plan opportunities to explicitly model self-knowledge.Uploaded: • 96.3 KB - pdfDownload resource Tool: Modelling
Video
Metacognition – a brief explainer
Cut through the complexity that surrounds metacognition with this clear example of what it looks like in practice.
Blog
Putting evidence to work in STEM: feedback
Drawing on the best available evidence to implement effective feedback in maths and science teaching.
Guidance Reports
Effective Professional Development
Three recommendations to support schools as they select and design professional development.
SecondaryPrimary
Guidance Reports
Working with parents to support children’s learning
Four recommendations to support schools improve student outcomes through partnership with parents.
SecondaryPrimary
Guidance Reports
Making best use of Teaching Assistants
Seven recommendations to support schools make the best use of teaching assistants.
SecondaryPrimary
Guidance Reports
Putting evidence to work: a school’s guide to implementation
Recommendations and support for effective implementation.
SecondaryPrimary