The importance of developing metacognition and self-regulation has been highlighted in many studies, most recently by The Education Endowment Foundation (EEF). Pupils make an average of seven months’ additional progress. This CPD session translates the theory into classroom practice for teaching Maths.
Writing is the most metacognitive area of English and learners can make average gains of an additional 9 months progress in years six and seven when teachers use a structured approach for writing development using self-regulation strategy (Torgerson and Torgerson, 2014). ‘Self-Regulated Strategy Development’ (SRSD) can be used across cohorts to teach most genres of writing. This session will provide practical strategies to develop learners’ metacognition and self-regulation in their writing.