Developing a student’s ability to self-regulate and take ownership of their own study is crucial in helping them to succeed – not least in their examinations.
The Education Endowment Foundation’s Teaching and Learning Toolkit cites metacognition and self-regulation approaches as providing, on average, seven months’ additional progress across a year (EEF, 2021; Quigley et al, 2018).
Metacognition and self-regulation support students to think explicitly about their own learning, giving them specific strategies for planning, monitoring, and evaluating their learning. As they become increasingly more adept, they can then self-select the most suitable approach for the task at hand.
Over the last couple of years at my school, Uppingham Community College in Rutland, we have developed our students’ ability to self-regulate by equipping them with effective independent study skills. I have already written about this work in a previous SecEd article.
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