Metacognition and Self-Regulated Learning

There is a strong body of research from psychology and education demonstrating the importance of metacognition and self-regulation to effective pupil learning.

The EEF’s Teaching and Learning Toolkit, which summarises a large body of international evidence, rates ‘metacognition and self-regulation’ as a high-impact, low-cost approach to improving the attainment of disadvantaged learners.

Teachers can use metacognitive and self-regulatory approaches to support pupils to think about learning more explicitly. Often, this is by teaching them specific strategies for planning, monitoring, and evaluating their learning.

Metacognition and self-regulation strategies appear to be more effective when embedded in a school’s curriculum and a specific subject lesson.

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