Learning how to learn is a process that takes place over time. Children progressively develop self-awareness and willingness to take responsibility for their own learning. They also gradually become able to manage, monitor and evaluate their progress and performance and develop independence and autonomy.

Learning how to learn involves developing children's metacognitive skills and learning strategies. This includes understanding what they are learning (the product), why they are learning it (the purpose), how they are learning (the process) and what they need to do to learn more (the plan). Children also need support and guidance in reflecting on their learning, identifying strategies that help them learn, assessing their achievement, and formulating what they can do to improve. Your role in this process as a mediator, motivator, model, and in creating a supportive and positive affective climate for learning, where children feel they can talk openly about their learning in either English, their mother tongue or shared language, is crucial (see also 100).

My experience of introducing learning how to learn over many years suggests that it can take time, particularly for younger children, to fully appreciate the process. However, I’ve also found that once you integrate learning how to learn regularly in your lessons, children soon develop greater selfawareness, better work habits, increased confidence and a more active commitment to learning.

My key tips for learning how to learn are:

• 17 Integrate the development of learning strategies

• 18 Encourage active reflection on learning

• 19 Conduct regular learning reviews

• 20 Involve and inform parents

17 Integrate the development of learning Strategies

A learning strategy can be implemented either consciously or unconsciously. The more aware children are of learning strategies, the more likely they are to approach their learning in an effective and responsible way.

Learning strategies include metacognitive, cognitive and socio-affective strategies. Examples include encouraging children to:

• • co-construct success criteria (see 14);

• • plan and reflect on learning, e.g. by using a KWLH grid (see 52);

• memorise vocabulary and spell words correctly, e.g. by following the procedure ‘look, say, cover, write, check’ (see 55);

• • keep a conversation going by using the technique of adding information when you respond to a question, e.g. Do you like ice cream?