strategies involve being aware of strengths and weaknesses as a learner, such one’s as by developing self-assessment skills, and being able to set and monitor goals. They also include having a repertoire of strategies to choose from or switch to during learning activities.” According to The Sutton Trust EEF (2013) and self-regulation – “meta-cognitive approaches are reported to have consistently high levels of impact with reporting between seven and nine months additional progress on average”. However, The Sutton Trust EEF (2013) states that is usually more effective in – “it small groups so learners can support each other and make their thinking explicit through discussion”. The Sutton Trust EEF (2013) provides practical advice for teachers to consider – when implementing learning to learn strategies. Smith, A., Lovatt, M., and Turner J., (2009) provide further guidance in their book Learning to Learn in Practice: The L2 Approach. Feedback According to Wiggins (2012) is information about how we are doing in our “Feedback efforts to reach a Helpful feedback is goal-referenced; tangible and goal… transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and Essentially, feedback whether it written or verbal, aims to bridge the consistent.” gap between prior or current achievement and the success criteria. Following analysis of more than 900 educational meta-analyses, researcher John Hattie (2012) found that effective feedback is among the most powerful influences on how people learn. The Sutton Trust also reported very high effects of feedback on –EEF
strategies involve being aware of one’s strengths and weaknesses as a learner, such as by developing self-assessment skills, and being able to set and monitor goals. They also include having a repertoire of strategies to choose from or switch to during learning activities.” According to The Sutton Trust – EEF (2013) “meta-cognitive and self-regulation approaches are reported to have consistently high levels of impact with reporting between seven and nine months additional progress on average”. However, The Sutton Trust – EEF (2013) states that “it is usually more effective in small groups so learners can support each other and make their thinking explicit through discussion”. The Sutton Trust – EEF (2013) provides practical advice for teachers to consider when implementing learning to learn strategies. Smith, A., Lovatt, M., and Turner J., (2009) provide further guidance in their book Learning to Learn in Practice: The L2 Approach. Feedback According to Wiggins (2012) “Feedback is information about how we are doing in our efforts to reach a goal… Helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.” Essentially, feedback whether it written or verbal, aims to bridge the gap between prior or current achievement and the success criteria. Following analysis of more than 900 educational meta-analyses, researcher John Hattie (2012) found that effective feedback is among the most powerful influences on how people learn. The Sutton Trust –EEF also reported very high effects of feedback on