This webinar will focus on metacognition and motivation in the classroom, with tips and advice for how teachers can foster independent learning and create independent learners.

Featuring a panel of teachers and experts in metacognitive approaches in the clasroom, the webinar offers practical ideas and techniques for how teachers can prepare students for future success by helping them become increasingly independent, metacognitive, motivated learners.

We will discuss ways that teachers can ensure students become increasingly independent including by developing their metacognitive knowledge and self-regulation skills, explicitly teaching them a raft of study and research skills and helping them to develop intrinsic motivation and resilience so they can persevere when times are tough.

The webinar will be hosted by Matt Bromley, who is a long-standing SecEd author and co-host of the award-winning SecEd Podcast, with guest speakers:
• Gemma Williamson, Deputy Principal (Teaching and Learning), The Hazeley Academy, Milton Keynes
• Debbie Tremble, Assistant Headteacher for Teaching and Learning, John Taylor High School, Staffordshire
• Dr Jonathan Firth, Senior Teaching Fellow, University of Strathclyde
• Mark Grimmett, Lead Practitioner and Head of Year 12, Guildford County School, Surrey.

As well as leaving time to answer your questions in the live chat, the webinar discussion will pose some specific questions:
• What is metacognition? What is metacognitive knowledge? What is self-regulation? What are they not? Cognitive skills vs metacognitive skills.
• Why are metacognitive skills important in terms of wellbeing and in terms of learning?
• What role can/should the teacher play in developing students’ metacognition skills and independence in their learning? What does this look like in the classroom?
• How are metacognitive skills best taught? in isolation as transferable skills or in a domain-specific way?
• What other independent learning/study/research skills should we teach? How and when?
• What does a typical sequence for developing metacognition in the classroom look like? What can the teacher model and explicitly teach to help students become increasingly metacognitive?
• How does metacognition sit alongside differentiation?
• Getting started: What three things would you advise teachers do next – what are your key takeaways?