HPL Unpacked

Bruce discusses why punitive, exclusionary, and contingency-based disciplinary models in schools may be having the exact opposite effect they are intended to on students. He reframes discipline in the context of the neurobiology of distress and reward, proposing alternative tactics for educators and administrators.

Metacognition and Self-regulated Learning by the Education Endowment Foundation

This guidance report reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. The report has recommendations in seven areas and ​‘myth busts’ common misconceptions teachers have about metacognition.

For example, some teachers think they need to teach metacognitive approaches in ​‘learning to learn’ or ​‘thinking skills’ sessions. But the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

This guidance report was written by Alex Quigley (Huntington School), Professor Daniel Muijs (previously University of Southampton, now at Ofsted) and Eleanor Stringer (Education Endowment Foundation). It draws on the best available evidence regarding the development of metacognition and self-regulated learning, based on a review conducted by Professor Daniel Muijs and Dr Christian Bokhove (University of Southampton).