Metacognition is our students’ ability to monitor, direct, and review their learning. Effective metacognitive strategies get learners to think about their own learning more explicitly, usually by teaching them to set goals and monitor and evaluate their own academic progress.

The training session aims to provide clarity and guidance on how to effectively implement high impact strategies and embed powerful levers for boosting learning in your classroom.



  • Develop an understanding of metacognition and self-regulated learning
  • Be provided with research and guidance on effective implementation.
  • Be provided with high impact evidence-based strategies to improve metacognition and self- regulation in their learners.
  • Be provided with practical resources and tools to use in school
  • Be given the opportunity to share good practice and disseminate the skills and knowledge provided to improve student outcomes.
DATE & LOCATION Online | Monday 8 November 2021

Online | Friday 17 December 2021

  • Head of Department
  • Senior leaders from Primary, Secondary and Higher Education
  • Experienced and non-experienced teachers from all subjects and key stages
  • Research & CPD Leads
  • Specialist Leaders of Education
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance


10.00 – 11.00am: Examining the impact and outcomes of self-regulation and metacognition on student learning

  • Will focus on accurately defining metacognition
  • Eliminating the myths and misconceptions
  • How can metacognition improve T&L?
  • Evidence informed practice – The EEF Toolkit
  • The benefits of self- regulated learning
  • Evidence based practice to improve student outcomes.

11.00 -11.15 Discussion: Coffee Break


11.15 –12.45am: Identifying strategies to explicitly develop metacognitive behaviours

  • How to recognise metacognitive skills and self-regulated learners
  • What does a self-regulated learner look like?
  • The Metacognitive ProcessApplication of the metacognitive process within the classroom.


12.45 – 1.45pm: Lunch and informal discussion

1.45- 2.45pm: Looking for and recognising opportunities in lessons to explicitly develop self-regulation and metacognition.          

  • How should teachers teach metacognitive strategies?
  • High impact evidence-based strategies
  • Questioning to improve metacognition

2.45 -3.15: Planning the next steps for implementation and training within schools

  • CPD performance targets
  • Training opportunities to share good practice
  • Meeting departmental and whole school objectives

3.15 – 3.45 pm: Question?

Rosie Hussain

is a highly experienced and innovative classroom practitioner, with over 20 years in leading departments and delivering high quality T&L training. She is currently Head of Psychology as well as leading Research and development in a secondary school and sixth form college. As an AQA A Level Examiner and member of the Chartered College of teaching she prides herself in providing high impact evidence-based practice in order to improve Teaching & learning in education.