Teaching independence: Embedding metacognition-enhancing strategies in classroom practice to develop sixth form students’ self-regulation
Self-regulation is the ability to understand and control one’s own learning by setting goals, selecting and implementing appropriate strategies, and monitoring progress.
Laurence Odell’s project aimed to understand how metacognitive strategies in the classroom, such as reflective journal and self-assessment tasks, can facilitate sixth-form students’ self-regulation.
His analysis suggested that those strategies increased awareness of, and behaviours associated with, self-regulated learning, and were valued highly by participating students.