In this opinion piece, Greg Ashman, a teacher, PhD candidate, blogger and author, explores some challenges with the strand of the Education Endowment Foundation’s (EEF) Teaching and Learning Toolkit known as ‘meta-cognition and self-regulation’. The May issue of Impact, available at https://impact.chartered.college, includes a range of articles on this theme.
If you are a teacher or a school leader and you visit the Education Endowment Foundation’s (EEF) online toolkit, you will notice one ‘strand’ that stands out from the rest. Implement ‘meta-cognition and self-regulation’ in your school and you can expect your students to make an additional eight months of progress. But wait, it doesn’t stop there. Implementation is low cost. And there’s more. The evidence for its effectiveness is even stronger than the evidence supporting the use of feedback. It’s a no-brainer then. Off you go and do it!
What is that, you say? You are not sure what ‘meta-cognition and self-regulation’ is? Perhaps Kevan Collins, Chief Executive of the EEF, can help. According to Collins, ‘Meta-cognition is getting beyond – above the actual thing – to have a better sense of it.” (Collins, 2017). Does that help?