Self-regulated learning and metacognition have received a lot of interest in recent years, being, for example, among the most downloaded sections of the EEF toolkit. Yet research, not just in England, but internationally, shows that implementation in schools is often poor. In this session we will look at why this is the case, and how we can better support teachers to develop pupils’ metacognitive skills, building on an international evidence review.

Daniel Muijs
Daniel Muijs
Head of Research
Daniel Muijs is Head of Research at Ofsted and visiting Professor at the University of Southampton. He previously ...