Improving Pupil Progress through metacognition, self-regulation and decision making strategies
“Excellent, clear, well-pitched delivery and responds to questions well” - Ben Fell, Teacher, Uppingham School
- Do your pupils prefer recalling information to “real” thinking?
- How do you help students improve their self-understanding?
- What are good metacognitive skills?
- What are pupils with high levels of metacognition capable of?
- How can metacognition improve the pupil outcomes for SEND and more able students?
The Sutton Trust highlight how metacognitive and self-regulation strategies add, on average, up to 8 months of additional progress. According to the Sutton Trust, teaching students meta-cognitive skills has "consistently high levels of impact" for low achieving and older pupils and pupil premium students. Inspectors are now much more focussed on pupil outcomes and inspectors judge schools against pupil attributes such as their ability to make decisions as well as self-awareness and understanding how to improve their own learning. The evidence is certainly encouraging, these strategies are cost-effective and can help students improve rates of progress, particularly in reading, science and maths.
This course explore a range of metacognitive strategies teachers can apply in any subject at any level to develop pupils who understand their own learning and have the self-awareness to directly influence their own performance.
Overview of the research and benefits of metacognition and how it applies to the classroom
- What is metacognition and why is it important?
- What does educational research tell us?
- How can metacognition specifically help the performance of SEND learners and more able pupils?
Strategies for promoting metacognition in all subjects in all classrooms
- Turning pupils into experts
- 4 simple ways to promote metacognitive awareness in your classroom
- Letting pupils understand that the decisions they make are important determinants of their own success and well-being
- Higher order Thinking Skills ( HOTS) and developing questioning strategies
Specific strategies for Improving metacognition in Reading, Maths and Science teaching
- Reading (English) strategies
- Maths strategies
- Science strategies
- How to apply these ideas to other subjects
Helping pupils develop the toolkit for evaluating their own progress
- Developing self-awareness and self-regulation and their role in learning
- Developing pupil’s self-knowledge, self-esteem and self-confidence
- Using metacognitive questionnaires in teaching
- Letting pupils understand how to improve their own learning and performance
- Preparing pupils for the next stage of their lives.
John Medlicott (@johnmedlicott) is the Director of JMC Education (www.jmcinset.com), having held a number of key academic and pastoral leadership roles in schools and colleges. John still teaches in an Ofsted Outstanding School and has taught for over 20 years. As a teacher trainer & school improvement consultant he works with schools across the UK and internationally. He is regularly graded as “outstanding” by delegates on their evaluation forms. John has spoken recently on challenge and differentiation at a National Conference for Deputy Head teachers and is a regular Keynote speaker and workshop provider in School Leadership and Teaching and Learning.
Feedback from teachers on John’s course
I highly recommend this course as an insightful look at metacognition.
Excellent resources - they are of good quality and extremely useful.
This course has a great balance between research/theory and practice in the classroom.
John has provided excellent ideas and things which I look forward to introducing into my teaching.
Excellent outline of the strategies which can be used and the potential pitfalls of using them.