Journal article 840 views
Getting the right task to develop metacognition and self-regulated learning in early primary school
Helen Lewis 
,
Shirley Larkin
,
Shirley Larkin
Impact: The Journal of The Chartered College of Teachers
Swansea University Author:
Helen Lewis
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Abstract
There is now a good deal of evidence that developing self-regulated learning (SRL) and metacognition have a positive impact on student attainment, motivation and behaviour (Quigley, Muijs and Stringer n.d). Yet it is not always clear how different tasks and activities, including how teachers approac...
| Published in: | Impact: The Journal of The Chartered College of Teachers |
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| ISSN: | 2514-6955 2514-6963 |
| Published: |
2020
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa54238 |
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| Abstract: |
There is now a good deal of evidence that developing self-regulated learning (SRL) and metacognition have a positive impact on student attainment, motivation and behaviour (Quigley, Muijs and Stringer n.d). Yet it is not always clear how different tasks and activities, including how teachers approach these, might enhance or hinder the opportunities to develop these skills. When Flavell (1979) first outlined his model of metacognition, he emphasised that metacognition arises from the interplay of self, task and strategies. In addition theories of SRL such as those by Winne and Hadwin (1998); Zimmerman and Reisenberg (1997); Boekaerts and Como (2005) stress the importance of task regulation and motivation. Below we detail how in the early years, task design can facilitate or hinder the development of metacognition and SRL. |
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| College: |
Faculty of Humanities and Social Sciences |