This week, my colleague and I created a report based on feedback from our staff about Remote Learning 2.0. An important theme which came through in this feedback, was that students struggled with meta-cognition and being self-regulated learners. Evidence from the “Evidence for Learning” Teaching & Learning Toolkit suggests that the use of metacognition and self-regulation can lead to learning gains of +7 months over the course of a year, when used well. Nonetheless, it can seem an elusive topic. a Self-regulated learning includes the cognitive, behavioural, motivational, and emotional aspects of learning. By teaching our students specific strategies for planning, monitoring and evaluating their learning, we can increase their success, confidence and engagement, but how do we go about doing that?
Continue reading “Metacognition and Self-Regulation for students”
- Metacognition and self‑regulated learning | Evidence for Learning | (2020). Retrieved 23 September 2020, from https://evidenceforlearning.org.au/guidance-reports/metacognition-and-selfregulated-learning (back)
