When the EEF toolkit cited metacognition and self-regulation as a high impact, low cost classroom strategy with the potential to add 7 months of progress, the approach attracted much interest. Their really useful summary poster is here.
This article by Michele Miller seeks to encourage you to keep metacognition ‘on the map’ of high impact strategies, and perhaps think about the extent to which our modelling is deliberate, explicit and clear.
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Asif Bhatti, Headteacher at Town Farm Primary & Nursery School shares his thoughts following the school’s experience of their recent inspection.
The schools within South Farnham Educational Trust have made the decision to sign up for the Reception Baseline Assessment pilot. At times of great controversy surrounding the assessment of children in the first few weeks of school, it is important for school leaders to make careful decisions for their school community. We perceive the opportunity to take time to sit with each child individually during these early weeks as a hugely beneficial activity for the child and for the teacher.
This article by Claire Harnden reflects on the participation of SFET schools in the RBA pilot. Read on to find out about the opportunities and benefits that SFET’s experiences highlight.
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