LEARNING TO LEARN
References:
Bates, B., (2016) Learning Theories Simplified... and how to apply them in your
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Bell, A., et al., (2013) Students’ Perceptions of the Usefulness of Marking
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https://educationendowmentfoundation.org.uk/evidence-summaries/
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Elliott, V., et al., (2016) A marked improvement? A review of
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Lockyear (cited in Mughal, 2018)
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For consideration
This study is on a small scale over a short time period,
a larger scale, longitudinal study is recommended
to test whether DIRT strategies do have any impact
upon metacognition over a longer time period. The
metacognitive benefits may not be clear at the end
of the year, but will be apparent in sustained results
in subsequent years (Lockyear, 2015). It was difficult
to fully attain results over just one academic year
with a relatively assessment light curriculum and it
is suspected that over a longer time period, with a
more cohesive approach involving other departments,
DIRT would have an impact. This recommendation
is difficult to achieve in Sevenoaks due to students
moving classes each year and department approaches
to feedback differing. It would also be interesting to
further study the impacts of anxiety and sleep etc. on
student metacognition. If these further studies were
to occur and had statistically significant findings then
it would be recommended to include elements of
metacognitive training into the PSHE curriculum, for
example, to aid students in these areas.
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Quigley, A. & Stringer, E., (2018) Making sense of metacognition (online).
Available at: https://impact.chartered.college/article/quigley-stringer-making-
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Weinstein, C., et al., (2018) LASSI Third Edition User’s Manual (online).
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18.10.2018).
Wiliam, D., (2007) Keeping learning on track: formative assessment and the
regulation of learning.
Wiliam, D., (2011) Embedded formative assessment. Solution Tree Press,
Bloomington, IN, USA.
Woolfolk, A., et al., (2013) Psychology in Education (second edition). Pearson.
Harlow, Essex, UK.