Activate E-Book

James Mannion

• Herausgeber: Crown House Publishing
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2023

Seitenzahl: 36

Beschreibung

It's widely recognised that self-regulated learners are more effective learners.The Education Endowment Foundation (EEF) suggests that metacognition and self-regulation are among the most important practices a school can focus on, providing 'very high impact for very low cost, based on extensive evidence'(EEF, 2022). However, teachers and leaders are often unsure what these terms mean, or what they look like in practice. This resourceenables teachers and leaders to 'activate' pupils to become the drivers of their own learning. Comprising six sets of resource cards and aclear and detailed facilitator guide along with an extensive bibliography and additional downloadable materialsActivatehas been designed to support time-pressed teachers and leaders to understand the theory and practice of self-regulated learning in an accessible way. Working through the activities will enable teachers and leaders to realise the potential of these powerful ideas in working with pupils, while helping them to regulate their own learning. Learning conversations enable educators to make meaning together, connecting existing knowledge and experience with research evidence to create new ideas for how to improve their practice. TheActivatecards are designed to facilitate learning conversations and associated actions, to helpteachers, leaders and pupils become more confident, proactive, self-regulated learners. The cards are grouped into two sets Researchcards andProfessional Learning and Leadership Learningcards. TheResearchcards cover the key concepts and characteristics of self-regulated learning, offering a range of tried and tested techniques and strategies that teachers can put into practice in their own context. TheProfessional Learning and Leadership Learningcards and associatedScenariocards contain stimulating activities designed to help teachers and leaders promote and model self-regulated learning. The resource has been developed by specialists at the UCL Centre for Educational Leadership, in conjunction with colleagues from the global Cognita schools system.

Leseprobe

Contents

Title PageWhy Activate? What is Activate? Self-regulated learning Promoting self-regulated learning through ActivateThe Activate theory of changeThe Activate cardsThe Activate professional learning cycleLearning conversationsUsing ActivateWho can use Activate?Engaging with ActivateDownloadable resourcesAnnex 1: The Activate conceptual framework MetacognitionSelf-regulationSelf-regulated learningAnnex 2: Powerful professional learningAnnex 3: Stimulating learning conversationsReferences and bibliographyAbout the authors and organisationsAbout the UCL Centre for Educational LeadershipAbout CognitaAcknowledgementsCopyright

WhyActivate?

It’s widely recognised that self-regulated learners are more effective learners. For example, in England, the Education Endowment Foundation suggests that ‘metacognition and self-regulation’ are among the most impactful things a school can focus on, providing ‘very high impact for very low cost based on extensive evidence’ (Education Endowment Foundation, n.d.). However, teachers and leaders are often unsure precisely what ‘metacognition and self-regulation’ means – or what these ideas look like in practice.

Clearly, if it’s possible for teachers to ‘activate’ children and young people to become the drivers of their own learning, then there’s a strong case for doing so. This resource has been designed to enable time-pressed teachers, leaders and support staff to understand the theory and practice of self-regulated learning in an accessible way. Working your way through the activities in this professional learning resource will increase your ability to realise the potential of these powerful ideas to improve outcomes for children and young people while enhancing the development of your own self-regulated learning.

Whatis Activate?

Activate is a card-based professional learning resource which supports teachers, leaders and support staff to promote self-regulated learning. The resource has been developed by specialists at the UCL Centre for Educational Leadership, in conjunction with colleagues from the global schools group, Cognita. Drawing on research into self-regulated learning, professional learning and leadership, Activate helps schools to explore the following questions:

What do the terms metacognition, self-regulation and self-regulated learning mean – and what do they look like in practice for teachers, leaders and pupils?How can teachers develop their teaching practice so that pupils become more effective, proactive, self-regulated learners?How can leaders support teachers to try out new approaches in collaboration with others?How can teachers and leaders evaluate the impact of changed practice on pupil learning?How can teachers and leaders develop their own self-regulated learning?How can teachers and leaders refine their practice and embed professional learning so that it is shared and sustained over time?

In this guide, we begin by exploring what we mean by self-regulated learning and its relationship with metacognition and self-regulation. Next, we introduce you to the Activate resource and the professional learning process that underpins it, and explain how you can use Activate to promote self-regulated learning among teachers, leaders and pupils in your school(s). In the Annexes, we include an extended explanation of the conceptual framework that underpins Activate, some examples of particular techniques for developing aspects of self-regulated learning, and further details about our approach to professional learning and learning conversations. We also include references and a bibliography of key articles and texts in the field.

Self-regulated learning

Activate is designed to help teachers, leaders and pupils become more confident, proactive, self-regulated learners. In order to understand self-regulated learning, we need a clear understanding of two key concepts: metacognition and self-regulation. We define these terms as follows:

Metacognition:Monitoring and controlling your thought processes.Self-regulation:Monitoring and controlling your feelings and behaviours.

We can see that these ideas mirror one another in that they both involve monitoring and controlling. We define monitoring and controlling as follows:

Monitoring: Paying attention to your thoughts, feelings and/or behaviours. This can involve noticing, observing or tracking over time. Through developing self-awareness, you learn how to control your thoughts, feelings and behaviours.Controlling: Managing your own learning – for example, by setting goals, managing distractions or trying new strategies. Learning to control your thoughts, feelings and behaviours is essential to becoming a more confident, self-regulated learner.