My submission to the Chartered College’s Impact magazine

England’s new Chartered College of Teaching has had a shaky start. Among the missteps, it has been hard to determine exactly what the college is for. However, one clear development that I have been assured is valuable and of high quality, is the college’s Impact magazine. It’s only available to members, which is why I haven’t read it and can only pass on what I have heard.

The summer 2018 edition of Impact is to be guest edited by Jonathan Sharples of the Education Endowment Foundation. I have decided to make a, ‘perspectives on research in curriculum theory and practice,’ submission on the topic of, ‘metacognition, self-regulation’. Here is the title and abstract that I have submitted:

The meta-cognition and self-regulation chimera

One important strand of the Education Endowment Foundation’s (EEF) Teaching and Learning Toolkit is known as ‘meta-cognition and self-regulation’. The Toolkit claims that for very low cost, the implementation of a meta-cognition and self-regulation strategy will deliver 8 months of additional progress for students. How should teachers interpret these claims and what do they imply for the classroom? On examination, the category of meta-cognition and self-regulation seems to have been stitched together from a range of different beasts, much like the mythical chimera. Whereas some of the interventions that have been allocated to this category have a proven record of success, such as explicit writing instruction, others are more speculative, have mysterious mechanisms of action and the EEF’s own research provides little support for their adoption. Of the randomised controlled trials conducted by the EEF, only two out of seven (or perhaps eight) trials present a clearly statistically significant result in favour of the tested intervention. Practitioners should therefore be wary of any simplistic claims made for this category of intervention and, if interested, should explore the underlying research before committing to one of these approaches.

If you want to get a flavour of the article that I will write, if accepted, then take a look at this recent post.

Wish me luck.


5 thoughts on “My submission to the Chartered College’s Impact magazine

  1. Good luck and great idea!
    The EEF, while it appears they’re doing it for the right reasons, are oversimplifying a lot of research. The danger is that it’s becoming a supermarket of edu ideas, but walking in when hungry and without a battle plan sees you buying 300 toilet rolls and 4 packets of jam doughnuts – the equivalent of laminating growth mindset posters en masse and triple marking everything any kid does ever.
    I’d be very interested to see the finished article. Again, good luck!

  2. Pingback: Why my article on metacognition and self-regulation won’t make an Impact – Filling the pail

  3. Pingback: I told you so: Evidence and the Chartered College of Teaching | Scenes From The Battleground

  4. Pingback: I told you so: Evidence and the Chartered College of Teaching – ReliableGuidance

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