Metacognition and Self-Regulation / Teacher Research Group

A newly developed Teacher Research Group has been formed this academic year with a focus on Metacognition and Self-Regulated learning. A number of observations, moderation activities and learner voice will take place. 

 

Metacognition: What Does Science Tell Us About Its Role in Learning?

Metacognition and self-regulation approaches to teaching support pupils to think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring, and evaluating their learning.

Interventions are usually designed to give pupils a repertoire of strategies to choose from and the skills to select the most suitable strategy for a given learning task.

Self-regulated learning can be broken into three essential components:

  • cognition – the mental process involved in knowing, understanding, and learning
  • metacognition – often defined as ​learning to learn’; and
  • motivation – willingness to engage our metacognitive and cognitive skills.

 

 

This approach is being led by a Teacher Research Group (TRG), consisting of 3 of our middle leadership teachers 

What is a TRG?
• Teacher research group – study teaching
and improve practice collaboratively
• Powerful CPD because teaching staff are
engaging in meaningful discussion to
develop pedagogy for mastery
• A lesson observation provides a common
focus for discussion
• Originates from the teaching observations
and discussions in Shanghai

 

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