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A Practical Strategies Guide
Metacognition & Self-Regulated Learning

Evidence-based Teaching Practices have been proven to enhance students' cognitive and metacognitive skills during problem-solving and engaging in learning tasks. Effective metacognitive strategies get learners to think about their own learning more explicitly by focusing not only on teaching students how to approach and solve problems but also on making them aware of their thought processes and enabling them to regulate their thinking effectively.

OUR TEACHING APPROACH - THINKING SKILLS

Metacognition and self-regulation approach to teaching encourages, supports, and promotes thinking about our learning more explicitly through specific strategies for planning, monitoring, and evaluating one's learning.

 

Metacognition is essential for effective, self-regulated learning. Learner variability makes every student unique in terms of their needs, strengths, and weaknesses; hence, their metacognitive development level also varies. When students lack metacognitive abilities, it restricts their capacity to learn autonomously and manage their own learning processes effectively. To enhance learning outcomes, educators should strive to foster and build students' capacity for metacognitive and self-regulated learning specific to academic tasks.

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Metacognition refers to one's awareness of and ability to regulate (monitor and control) one's own thinking (cognitive processing) to enhance learning (one's knowledge and understanding) (Flavell, 1979). It operates at both one's conscious and subconscious levels.

 

Metacognition is the basis for self-regulated learning, in which students can plan, apply strategies, monitor, evaluate, and adjust their learning (Ambrose, Bridges, DiPietro, Lovett & Norman, 2010).

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Self-Regulation is monitoring and controlling how one interacts with their environment. 

Self-Regulated Learning is the process by which one activates and sustains essentially a combination of three essential components:

  • Cognition – the mental process involved in knowing, understanding, and learning

  • Metacognition – often defined as ​'thinking about thinking & 'learning to learn; and

  • Motivation – willingness to engage our metacognitive and cognitive skills 

                                          (Zimmerman, 2000)

Evidence-based Strategies

A repertoire of strategies huddled under the umbrella of Metacognition and Self-Regulation is available from which we can choose the most suitable strategy for a given learning task.

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Setting goals and reaching them are two powerful experiences that profoundly impact children, especially their habits. Not only does goal setting teach children how to focus on what’s important to them, but it improves their decision-making skills, empowering them to be in charge of their learning. 

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Setting goals and reaching them are two powerful experiences that profoundly impact children, especially their habits. Not only does goal setting teach children how to focus on what’s important to them, but it improves their decision-making skills, empowering them to see that they control their futures based on the goals they accomplish. 

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Evidence-based Framework

A repertoire of strategies huddled under the umbrella of Metacognition and Self-Regulation is available from which we can choose the most suitable strategy for a given learning task.

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References - Research Basis

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