This guide was produced by the Scottish Government’s Lifelong Learning Directorate to support practitioners to undertake initial assessment with their learners. Its aim is to help standardise initial assessment approaches, so that the learner can be placed in the appropriate provision.

This is one of a series of presentations from Carol Wood of the Scottish Attainment Challenge team at Education Scotland.

meta-cognition-and-self-regulation

This presentation should be used in conjunction with the EEF Toolkit summary of metacognition and self-regulation. This opportunity can be used in several ways:

Self-study

• Study the research and the presentation.
• There are 3 challenge questions towards the end. Take part in the online discussion on Glow Yammer below

With a group of colleagues

• Study the research beforehand
• At a meeting, work through the presentation together
• Discuss the challenge questions and post summary answers online

Whichever way you choose, it would be really beneficial if you could post examples of metacognition and self-regulation in action in your learning setting.

This professional learning opportunity requires the use of Glow

Please see this link if you have any issues logging into Glow – How do I get a Glow login?

https://mix.office.com/watch/17ew0xgob0i00

Here is some text and here’s an image

And here’s folk talking about the Attainment Challenge on Glow

When we talk personalization, we tend to talk about targeting. You learn a certain set of things, you get tested, the personalization software finds knowledge gaps and runs you through the set of canned explanations that you need.

And

While not entirely useless, this conception doesn’t fit the bulk of my experience as either a teacher or a learner. In my experience, students often have very similar skill gaps, but the remedy for each student may be radically different.

from We Have Personalization Backwards

I though this was a brilliant post. To me it reinforces that the best online learning involves contact with real people in real ways (still #ds106). I’ve stuck with online learning when there is more conversation than automation. This may change if the ‘real personalisation’ comes to online systems.

test video