How are metacognition and self-regulation related?

To recap: metacognition is monitoring and controlling what’s in your head; self-regulation is monitoring and controlling how you interact with your environment; and self-regulated learning is the application of metacognition and self-regulation to learning (Figure 2).

How do you develop metacognitive and self-regulated learning behavior?

Promote and develop metacognitive talk in the classroom As well as explicit instruction and modelling, classroom dialogue can be used to develop metacognitive skills. Pupil-to-pupil and pupil-teacher talk can help to build knowledge and understanding of cognitive and metacognitive strategies.

Is self-regulation a metacognitive strategy?

In particular, metacognition plays a crucial role in the execution of self-regulated learning, as it regulates individuals’ cognitive processes and general learning behaviors [2]. Learning strategies by which learners actively regulate their own cognitive processes are conceptualized as metacognitive strategies [3].

How to develop metacognition and self-regulation in education?

To develop metacognition and self-regulation is to promote independent learning; by definition, self-regulation cannot be imposed from above. However, there are also problems with this definition. The first is that this is not how metacognition and self-regulated learning are defined in the research literature. Second, it is overly simplistic.

How does metacognition help students think about their learning?

Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning.

How is self regulation used in learning to learn?

The approaches that have been tested tend to involve applying self-regulation strategies to specific tasks involving subject knowledge, rather than learning generic ‘thinking skills’. The EEF has evaluated a number of programmes that seek to improve ‘learning to learn’ skills.

How is metacognition used to self monitor a child?

Ideally, metacognition should occur naturally and instinctively as we engage in an activity. The ability to self-monitor is made up of two main areas: 1.) Observation- In this stage, a child is able to identify a specific behavior, thought, or action that occurred. This might happen during the action or afterwards.