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Scaffolding, Metacognition and Self-Regulation
March 12 @ 9:30 am - 12:30 pm
Time: 9:30am – 12:00pm
Virtual course. Please note that this course will NOT be recorded.
Fees
Member – £99
Non-Member – £149
Facilitator – Craig Batley
This practical course looks at current research around learning and pupil independence, and the implications for the systems in schools and the day-to-day practice of all staff.
We’ll consider the importance of models and modelling, and explore how this aspect of teaching can be built into a scaffolding approach which encourages pupils to build on the models they have been shown, “have a go”, and consider their own ideas before they seek support from others. It explores the opportunities that this approach provides to develop pupils’ metacognitive skills along with their ability to self-regulate.
The course also examines the strong evidence base behind this approach and looks at how scaffolding, implemented well, is likely to support improving pupil ownership of their learning and increasing independence.
Aims
By the end of this session, you will:
• Understand more about scaffolding and be familiar with the principles of the scaffolding framework
• Understand some of the main messages from research around pupils’ ability to self-regulate and develop their metacognition
• Be aware of the links between scaffolding and developing pupils’ self-regulation, metacognition and independence
• Recognise some of the features of strong modelling
• Recognise the importance of providing strong models to support pupils’ learning and growing independence
• Recognise the dangers of “learned helplessness” and understand how adults can influence whether children become more or less dependent
• Understand what schools need to do in scaffolding to support children’s growing independence, self-regulation, metacognition and learning
Audience
Senior Leaders, Teachers and Support Staff in all phases.
Facilitator
Craig Batley
Craig has over 30 years’ experience in schools throughout the Yorkshire region.
His expertise is derived from 18 successful years in role as a senior leader, headteacher and local leader. He has worked in a variety of schools and has led a school from serious weaknesses to good. Craig has worked for a local authority and for 6 years as a freelance consultant across a range of settings.