These skills describe what the OECD has called Teaming to learn’: the strategies, practices and motivations associated with high performance (OECD, 2010). The ‘three-layer model’ of selfregulated learning (Boekaerts, Pintrich, and Zeidner, 2000) is one framework which captures the different kinds of mind-sets, dispositions and skills which need to be developed in order for students to be able to learn productively on their own. The inner layer of cognitive regulation encompasses the practices a student needs to master to carry out information processing. The middle layer of metacognitive regulation describes the students’ knowledge and skills that allow them to make effective choices about what they study and how. The outer layer of motivational regulation represents the “self’, the learner’s own goals, needs and expectancies.