Metacognition and Self-regulation TS1b TS2a TS2c TS2e

TS1b: set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions 

TS2a: be accountable for pupils’ attainment, progress and outcomes

TS2c: guide pupils to reflect on the progress they have made and their emerging needs

TS2e: encourage pupils to take a responsible and conscientious attitude to their own work and study.


I have carried out some research into the use of metacognition and self-regulation in primary schools as they are strategies suggested as being highly effective in closing the attainment gap in research by the Education Endowment Foundation. Metacognition involves encouraging pupils to think about their thinking and become aware of their own thought processes to gain an understanding of their approaches to resolving problems and overcoming difficulties. In order to become a self-regulated learner, pupils need to be involved in assessing and monitoring their progress as well as monitoring their own motivation to learn. Some contrasting research does suggest that metacognitive strategies are more effective for older children however there is evidence to support the use of both in primary aged children. They also relate directly to the promotion of autonomy in learners and guiding them to reflect on their own progress and take responsibility for their own learning.

  • Learning diaries
  • Self assessment
  • Peer assessment – collaborative learning
  • target setting
  • KWL grids (What I Know / Want to Know / Have Learnt)
  • Make a note of successful strategies
  • Questioning – justify your answers and explain how you got to it
  • Explain an answer to a peer – talk partners
  • Collaborative learning – group discussions
  • Concept mapping – give all parts and ask to map the links between OR give just the main concept and ask to complete map with links


Learning diary/journal

File:MaxineFlower .jpg


Concept mapping – science


Concept mapping – English (stories)



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