Meta-cognitive and self-regulation strategies (sometimes known as ‘learning to learn’ strategies) are teaching approaches which make learners think about learning more explicitly. This is usually by teaching pupils specific strategies to set goals, monitor and evaluate their own learning. Self-regulation refers to managing one’s own motivation towards learning as well as the more cognitive aspects of thinking and reasoning. Overall these strategies involve being aware of one’s strengths and weaknesses as a learner, such as by developing self-assessment skills, and being able to set and monitor goals. They also include having a repertoire of strategies to choose from or switch to during learning activities. (EEF)
Attached is a resource that I prepared for Year 11 as we began to prepare revision materials in class and at home. This gave them some time to begin identifying their strengths and weaknesses. I chopped up post-it notes for them to list the topics, then gave them some time to look back over their paper 1 mock and place the topics in the appropriate box. The idea behind the resource is that as time goes on, there will be less in the red box.
I also added a box in to encourage them to focus on the AO’s.
A resource to develop thinking about independent learning.
Independent Learning Newsletter
This half term’s 15 Minute Forum focused on the independent learning them for the autumn 2 half term of organisation. Thank you those who attended, there was a really interesting discussion with many ideas shared:
- Providing A5 for students seems more beneficial, dissuades them from folding sheets/losing sheets if we ask them to stick them in straight away.
- One thought was to check glue/scissor provisions per department to enable better organisation of sheets.
- One method was to offer an ‘organisation buddy/guru’ who could model how they organise their books.
- Staff members could model organisation, or at least explain how you might analyse a text using the visualisers. Also, providing consistency when starting a new topic – how do we expect students to begin/note take? For Sixth Form, it would be useful if they have been offered ideas of how to organise that they can select for their own notes right from the beginning.
- We could even narrate mark and explain why we have put ‘SP’ here (using a visualiser, or photocopied piece of work per class member) or explained why this piece of text/answer is a Level 4 and not 5 and the whole class puts the same response.
- One point was raised about personal organisation systems of students which may be different to those modelled, and may seem like ‘organised chaos’ but works for the student.
- In response to this, some members suggested asking students to justify their organisation strategies in 1:1 meetings e.g. ok find me information on this in your book, show me the definition of this term in your book. Any organisation system is fine, but justification may be required to ensure that it is organised? [Just a thought from the group].
- Perhaps one of the themes from the Peer Mentors/Y12s could be organisation.
- Knowledge organisers were raised – is this a good thing? One staff member talked about the Michaela School using it across all subjects and it seems to be working? A blog has been forwarded from HUM to all members of the T&L forum.
- A contents page at the start of the exercise book that the students keep referring to? Numbered pages for exercise books? All of the assessed work in a separate book?
- Y10 induction might be useful for providing parents/students with ideas on how to organise.
- Photocopy planners as part of work scrutiny to see who students are coping with their organisation?
- There should be a focus on presentation skills – this is in the 6th theme – research skills. Could/should it be sooner?