Date(s) - 21/03/2019
10:00 am - 3:30 pm
Metacognition and feedback are now well researched and established processes that have the potential to have a highly significant impact upon pupil learning, but like the Holy Grail, they can be elusive!
The Education Endowment has recently reported that effective feedback can have a very high effect on learners, but there is a significant degree of variability and “it is challenging to improve the quality of feedback in the classroom”. Sustained professional development is also required to improve practice.
In respect of metacognition the EEF Teaching and Learning Toolkit rates ‘metacognition and self-regulation’ as a high impact, low cost approach to improving learning and attainment. However it is an area that is still at a fledgling stage in our classrooms.
This course will be valuable for any member of staff who holds responsibility for the effectiveness of teaching and learning, or who wishes to have the opportunity to reflect on their current pedagogical strategies in the light of emerging research and best practice.
Course tutor: Paul Bevis
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