Optimal learning in schools theoretical evidence: Part 4 Metacognition | www.ase.org.uk

Optimal learning in schools theoretical evidence: Part 4 Metacognition

By John Crossland

Issue 365 | Page 47 | Published Jun 2017

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Description

The fourth article in a four-part series aligns some top outcomes from the Sutton Trust Education Endowment Foundation (EEF) Toolkit and John Hattie's meta-analysis on evidence-based classroom practice, with outcomes from cognitive psychology and neuroscience, to optimise learning.

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