James Mannion & Louise Stoll 
Activate [EPUB ebook] 
A professional learning resource to help teachers and leaders promote self-regulated learning

It's widely recognised that self-regulated learners are more effective learners.The Education Endowment Foundation (EEF) suggests that metacognition and self-regulation are among the most important practices a school can focus on, providing 'very high impact for very low cost, based on extensive evidence'(EEF, 2022). However, teachers and leaders are often unsure what these terms mean, or what they look like in practice.
This resourceenables teachers and leaders to 'activate' pupils to become the drivers of their own learning. Comprising six sets of resource cards and aclear and detailed facilitator guide along with an extensive bibliography and additional downloadable materials Activatehas been designed to support time-pressed teachers and leaders to understand the theory and practice of self-regulated learning in an accessible way. Working through the activities will enable teachers and leaders to realise the potential of these powerful ideas in working with pupils, while helping them to regulate their own learning.
Learning conversations enable educators to make meaning together, connecting existing knowledge and experience with research evidence to create new ideas for how to improve their practice. The Activatecards are designed to facilitate learning conversations and associated actions, to helpteachers, leaders and pupils become more confident, proactive, self-regulated learners.
The cards are grouped into two sets Researchcards and Professional Learning and Leadership Learningcards. The Researchcards cover the key concepts and characteristics of self-regulated learning, offering a range of tried and tested techniques and strategies that teachers can put into practice in their own context. The Professional Learning and Leadership Learningcards and associated Scenariocards contain stimulating activities designed to help teachers and leaders promote and model self-regulated learning.
The resource has been developed by specialists at the UCL Centre for Educational Leadership, in conjunction with colleagues from the global Cognita schools system.

Circa l’autore

Greg Ross is an Associate Professor (Teaching) at the UCL Centre for Educational Leadership, IOE. He specialises in the design and delivery of evidence-informed professional learning programmes for teachers and school leaders, in partnership with ministries of education, non-governmental organisations, and international school groups. Greg’s research focuses on the leadership of curriculum change. Before joining the IOE, Greg was a senior leader and English teacher in secondary schools.