This course will help schools who have already started their journey in metacognitive teaching and learning.

The course will:
- further develop understanding of metacognition by examining metacognitive knowledge and metacognitive regulation;
- reflect on current classroom practices that are supporting metacognition, their impact and how to develop these further; and
- examine strategies that can be taught explicitly to deepen pupils' metacognitive thinking in the classroom; prepare them for the next stages in their education; and equip them to be life-long learners.

The EEF Teaching and Learning Toolkit describes Metacognition and Self-regulation as having "Very high impact for very low cost based on extensive evidence", and that "The research evidence suggests that studies with higher numbers of disadvantaged pupils had a high impact".

Metacognition is an essential strategy in developing pupils' self-assessment and independence. Many schools have started to develop this key skill, and staff may be able to describe metacognition as 'learning to learn' or 'thinking about thinking'. However, what does this mean in the classroom? How can metacognition be explicitly modelled and taught to support all pupils and particularly disadvantaged pupils?

This course will support teachers to deepen their understanding of metacognition, reflect on their current practices, and to develop their teaching of metacognition in the classroom.

* This course is limited to 2 delegates per school *