Metacognition and Self-Regulation INSET Training for Schools

“Excellent ideas for how to embed metacognition & self regulation across the whole school”

Catherine Brooks, Lead teacher on Metacognition, The Crypt School

Why Metacognition and Self-Regulation Matter

Metacognition and self-regulation are among the most effective evidence-informed teaching strategies available to schools. By helping pupils to think about their own learning, monitor their progress and develop greater independence, teachers can improve pupil engagement, learning behaviours, academic attainment and long-term outcomes. This training explores practical approaches to self-regulated learning, metacognitive strategies, independent learning, adaptive teaching and effective classroom practice that can be implemented across primary, secondary and independent school settings.

The Sutton Trust highlight how metacognitive and self-regulation strategies add, on average, up to 8 months of additional progress. According to the Sutton Trust, teaching students metacognitive skills has “consistently high levels of impact” for low achieving and older pupils and pupil premium students. Inspectors are now much more focussed on pupil outcomes and inspectors judge schools against pupil attributes such as their ability to make decisions as well as self-awareness and understanding how to improve their own learning.  The evidence is certainly encouraging, these strategies are cost-effective and can help students improve rates of progress, particularly in reading, science and maths.

Developing Self -Regulation in Learners

Self-regulation is a vital skill for pupils, empowering them to take ownership of their learning and behaviour. When pupils develop the ability to plan, monitor, and evaluate their own progress, they become more independent, resilient, and motivated. This not only improves academic outcomes but also fosters lifelong learning habits. Self-regulated learners are better equipped to manage distractions, set meaningful goals, and reflect on their successes and setbacks. In classrooms, promoting self-regulation supports a more inclusive and engaged learning environment, where pupils feel confident to take risks, persist through challenges, and contribute actively to their own development.

Key Benefits for Schools

This INSET and CPD programme will help teachers and leaders to:

• Develop effective metacognitive teaching strategies.
• Improve pupil motivation, resilience and self-awareness.
• Strengthen teaching and learning across the curriculum.
• Support disadvantaged pupils and Pupil Premium learners.
• Promote independent learning and higher-order thinking skills.
• Increase pupil confidence in planning, monitoring and evaluating their own learning.
• Embed evidence-based practice in classrooms and departments.
• Support whole-school improvement priorities linked to curriculum, assessment and pupil outcomes.
• Enhance attainment through effective self-regulation techniques.
• Improve learner engagement in both primary and secondary schools.

INSET Outline

Understanding Metacognition

• Making sense of metacognition and its impact on learning
• What does educational research tell us?
• Links to pupil progress and independence

Strategies for promoting metacognition in all subjects in all classrooms

• Subject-specific approaches
• Turning pupils into metacognitive experts
• 5 powerful ways to promote metacognitive awareness in your classroom
• Using classroom dialogue to promote metacognitive questioning strategies

Teacher Behaviours That Support Metacognition

• Feedback, questioning, scaffolding
• Creating a classroom culture of reflection

Self- Regulation in practice

• Developing self-awareness and self-regulation and their role in learning
• Helping pupils develop the toolkit for evaluating their own progress
• Developing pupil’s self-knowledge, self-esteem and self-confidence
• Letting pupils understand how to improve their own learning and performance
• Preparing pupils to be life long learners

“Excellent ! Really appreciated the resources – good quality and directly useful”.

Charlotte Resuggan , Assistant Head (Teaching & Learning), Sidcot School

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