Self-Regulated Learning: Using Metacognition to Monitor and Improve Learning

Self-regulated learning involves engaging in metacognition - thinking about thinking. Self-regulated learners monitor their learning, checking in on how well they understand. Then, they self-regulate their learning by engaging in effective study strategies to work on the areas where they are struggling.

Field Guide Alignment:
Cognitive Science and Advanced Reasoning, Principle 7
Writing, Principle 7 (See the Writing Strategies and SRSD Toolkit)

PROFESSIONAL DEVELOPMENT

Learn about the strategy

Learn Smart:
Know what you know

Expert interview
Developed by LastingLearning.com

Self-Regulation

Online article
Developed by UNL, CoEHS

Teaching Metacognition

Steps and activities
Developed by NAGT

Expert Learners:
Self-Regulated Learning

Self-regulation cycle
Developed by ID 4 the Web

VIDEOS

See the strategy in action

Metacognition

Video for teaching students about metacognition
Developed by Matthias Cheung

Good Thinking -
That's So Meta (Cognitive)!

Animated film on teaching metacognition
Developed by Smithsonian SEC

An Introduction to
Self-Regulation

Steps for becoming a self-regulated learner
Developed by Lorraine Edwards

Self-Regulation

Three phases of self-regulation

Developed by Tarah Garcia

INSTRUCTIONAL MATERIALS

Use the strategy

What is Self-Regulated Learning?

General recommendations for students
Developed by SAGE 2YC

Self-Regulating Learning

Recommendations for teaching self-regulation
Developed by All Kinds of Minds®

Metacognition: Wrappers

Exercises for before and after an assignment
Developed by Yavapai College Institutes

RESOURCE 1 RESOURCE 2

Metacognitive Prompting Intervention—Science

Metacognitive thinking activity for science
Developed by Erin E. Peters, NAGT

Toolkit Navigation