Evidence Led Practice blog: Metacognition and Self-Regulated Learning - A School Journey

Some years ago, metacognition was not something we explicitly talked about as a staff. It was not a shared language, a pedagogical focus or a feature of professional development. Since then, we have followed a careful implementation process to support a shift in how we approach learning, teaching and professional development. Our work has been shaped by the Education Endowment Foundation Metacognition and Self-Regulated Learning guidance report, particularly its emphasis on explicitly teaching pupils to plan, monitor and evaluate their learning.