What is self-regulation?
There has been significant research interest into self-regulation, particularly in terms of how it can be best taught to students. The definition of ‘self-regulated learning’ isn’t set in stone, but can vary widely when applied to learning.
The form of self-regulation that secondary teachers will likely want to develop is ‘academic self-regulation’ – that is, a set of strategies students can apply when planning how they will learn, monitoring their learning and evaluating how successful their learning has been.
The Education Endowment Foundation has stated in their Metacognition & Self Regulated learning report that these strategies can increase student progress by an equivalent of seven months.
The EEF report highlights just how important both self-regulatory and metacognition skills are, and emphasised the useful role they can play across different secondary subjects, given the difficulties students often encounter when applying generic skills to highly specific tasks.
Who is this Self Regulation INSET for?
This training is designed for teachers of all secondary subjects who want to develop their pupil’s self regulation skills with a range of practical strategies which can be applied to any classroom. It is designed as a step on from our metacognition courses, or for teachers & schools who already have an understanding of the importance of metacognition in the classroom. The potential impact of these approaches is very high, particularly for disadvantaged pupils, but less is known by teachers about how to apply them effectively in the classroom
You may also be interested in our INSET courses on Metacognition – click here
Applying Self Regulation to Learning new content
- Effortful learning
- From Vygotsky to Zimmerman – a brief overview of the relevant evidence- based research & its implications for the classroom
- Developing your student’s self-awareness of how they learn
- Essential classroom routines & pedagogy to develop self-regulated learning.
Moving from Surface to Deep Learning
- The role of Explicit modelling
- Activating prior knowledge
- Elaborative interrogation in action
- Consolidating knowledge & understanding
Supporting Student Self-Assessment & Reflection
- Strategies for teaching students to self-verbalise
- Adapting marking & feedback to get students to think & reflect on their learning
- The Role of Self-reported grades
Retrieval Practice & Exam success at GCSE & A level
- Regular Retrieval Practice to develop deep & transfer learning
- Combining metacognition with retrieval
- Practical active revision techniques to share with your students