Improved rate Small group tuition The aim is to help learners Ensure that teaching of meta-cognition think about their own learning of attainment approaches encourage and self-regulation more explicitly. This is usually in All areas – All learners to plan, monitor approaches by teaching pupils specific maths, SPaG teachers and evaluate their learning. (sometimes known strategies to set goals, and These have very high and Writing as ‘learning to monitor and evaluate their own potential, but require for all pp learn’ approaches) academic development. careful implementation. learners Groups should be means managing one’s ASK-have you taught learners of a own motivation towards pupils explicit strategies similar ability and learning. The intention is often on how to plan, monitor and must peer plan, to give pupils a repertoire of evaluate specific aspects assess and support. strategies to choose from of their learning? Have you Groups must be at during learning activities. given them opportunities least 1 EEF state that Meta-cognition to use them with support PP/vulnerable and self-regulation approaches and then independently? learner and 2 have consistently high levels of others of similar impact, with pupils making an Short, regular sessions ability. average of eight months’ (about 30 minutes, 2 times additional progress. The a week) over a set period evidence indicates that of time (6-12 weeks) teaching these strategies can appear to result in be particularly effective for optimum impact. low achieving and older pupils. These strategies are usually more effective when taught in collaborative groups so learners can support each other and make their thinking explicit through discussion.
Improved rate of attainment in All areas – maths, SPaG and Writing for all pp learners Small group tuition of meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) Groups should be learners of a similar ability and must peer plan, assess and support. Groups must be at least 1 PP/vulnerable learner and 2 others of similar ability. The aim is to help learners think about their own learning more explicitly. This is usually by teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development. means managing one’s own motivation towards learning. The intention is often to give pupils a repertoire of strategies to choose from during learning activities. EEF state that Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils. These strategies are usually more effective when taught in collaborative groups so learners can support each other and make their thinking explicit through discussion. Ensure that teaching approaches encourage learners to plan, monitor and evaluate their learning. These have very high potential, but require careful implementation. ASK-have you taught pupils explicit strategies on how to plan, monitor and evaluate specific aspects of their learning? Have you given them opportunities to use them with support and then independently? Short, regular sessions (about 30 minutes, 2 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact. All teachers
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