Ryedale Federation - 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.