Transcription of METACOGNITION AND SELF-REGULATED LEARNING
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METACOGNITION AND SELF-REGULATED LEARNING
Guidance ReportMETACOGNITION AND SELF-REGULATED LEARNING2 Education Endowment Foundation The authors would like to thank the many researchers and practitioners who provided support and feedback on drafts of this guidance. In particular we would like to thank the Advisory Panel and Review Team:Advisory Panel: Kate Atkins (Rosendale School), Professor Steve Higgins (Durham University), Dr David Whitebread (Cambridge University), Alex Quigley (Huntington School) and Professor Jonathan Sharples (EEF and UCL Institute of Education).Review team: Professor Daniel Muijs and Dr Christian Bokhove (University of Southampton).Written by: Alex Quigley (Huntington School), Professor Daniel Muijs (previously University of Southampton, now at Ofsted) and Eleanor Stringer (Education Endowment Foundation).33 METACOGNITION and SELF-REGULATED learningForeword 4 Introduction 5 Summary of recommendations 6 What are METACOGNITION and SELF-REGULATED LEARNING ?
‘metacognition and self-regulation’. Rated by the Toolkit as ‘high impact for very low cost, based on extensive evidence’ it can nonetheless seem an elusive topic. And with good reason. Beyond a simple definition of ‘thinking about thinking’ or ‘learning to learn’, it can be hard to describe what metacognition means in the ...
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