Metacognition and Self-Regulated Learning. Guidance Report

Autor/inn/en	Quigley, Alex; Muijs, Daniel; Stringer, Eleanor
Institution	Education Endowment Foundation (EEF) (United Kingdom)
Titel	Metacognition and Self-Regulated Learning. Guidance Report
Quelle	(2018), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Metacognition; Independent Study; Learning Strategies; Skill Development; Teaching Methods; Misconceptions; Teacher Attitudes; Transfer of Training; Modeling (Psychology); Study Skills; Classroom Communication; Faculty Development; Elementary Secondary Education; Thinking Skills + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Missverständnis; Lehrerverhalten; Training; Transfer; Ausbildung; Modeling; Modelling; Modellierung; Studientechnik; Klassengespräch; Denkfähigkeit
Abstract	Evidence suggests the use of 'metacognitive strategies' -- which get pupils to think about their own learning -- can be worth the equivalent of an additional +7 months' progress when used well. However, while the potential impact of these approaches is very high, particularly for disadvantaged pupils, less is known about how to apply them effectively in the classroom. This guidance report reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils' metacognitive skills and knowledge. The report has recommendations in seven areas and 'myth busts' common misconceptions teachers have about metacognition. For example, some teachers think they need to teach metacognitive approaches in 'learning to learn' or 'thinking skills' sessions. But the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks. [For the related evidence review, see ED612286.] (As Provided).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01