ABSTRACT
In earlier times a very simple model of metacognition was widely adopted: Planning, Monitoring, Evaluation. The problem for teachers was that it said nothing about how to get from Planning to Monitoring – what to actually do in the classroom. Then methodological prompts and scaffolding were seen as a means of implementation, but these were vague and general and usually researched all together rather than separately. Now we have a much fuller menu of 19 different techniques that teachers can use, all with evidence of their effectiveness. Teachers can choose from these and blend them in their own creative way. The aim is to develop self-regulated learning in many subjects and beyond school.
