Metacognition and self-regulation
Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning. Interventions are usually designed to give pupils a repertoire of strategies to choose from and the skills to select the most suitable strategy for a given learning task.
Self-regulated learning can be broken into three essential components:
- cognition - the mental process involved in knowing, understanding, and learning;
- metacognition - often defined as ‘learning to learn’; and
- motivation - willingness to engage our metacognitive and cognitive skills.
(Education Endowment Foundation)
At St. Mary Magdalene, we use our Learning Powers in all aspects of our learning.