Metacognitive and self regulation grid
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This document discusses metacognitive and self-regulation strategies for students including planning, monitoring, and evaluating. For planning, it recommends having students answer questions about the task and identify potential mistakes or strategies before starting. For monitoring, it suggests using metacognitive talk where students think out loud and pause during tasks to check their progress. For evaluating, it proposes having students compare their work to examples and reflect on their thinking in journals or with feedback focusing on metacognition.
Metacognitive and self regulation grid
- 1. Metacognitive and Self-Regulation Strategies Strategy Example(s) How I could use it Potentialproblems/solutions Metacognition- Planning Prior to starting a task, get students to answer questions such as: ‘What am I being asked to do?’ ‘Which strategies will I use?’ ‘Are there any strategies that I have used before that might be useful?’ Get students to list mistakes they might make during the task prior to starting Get students to make their own checklists Get students to explicitly plan out how they will use their time during the task Metacognition- Monitoring Use metacognitive talk - talking out loud can help learners to focus and monitor their cognitive processing as well as helping them to develop a deeper understanding of their own thinking processes. ‘How am I doing?’, ‘What should Ido next?’, ‘Should I try a different strategy?’, ‘How will I know if I’ve made mistakes?’ Get students to pause part-way through a task and ask themselves questions e.g. “How am I doing?”, “Am I on the right track?”, “How should I proceed?”, “Have I used all the strategies available?” Metacognition- Evaluating Students complete a task and are then provided with a worked example. They then complete questions that get them to evaluate their thinking (e.g. “What are the differences between your answer and the worked example?”, “Why did you make a mistake?”, “Which strategies did you use/ not use?”). Help students evaluate their own thinking through the use of personal learning journals. Assign weekly questions that help students reflect on how rather than what they learned. Provide feedback for PP students that focuses on metacognition.