Self- Regulated Learning and Metacognition 

Self-regulated learners can plan, monitor, and adjust their own learning.

Metacognition-thinking about your own thinking-helps students choose strategies on

purpose instead of working on autopilot. These skills can be taught and practiced in

everyday lessons, not just left to chance. 

Why this matters 

•         Students who can plan, monitor, and adjust their own learning are better able to tackle complex tasks and perform well in school and beyond. 

•         Self-regulated learning interventions show positive effects on achievement across grade levels and subject areas. 

What it is 

•         Self-regulated learning: students set goals, choose strategies, monitor their progress, and reflect on what worked and what did not. 

•         Metacognition: “thinking about my thinking” noticing how I am learning and making adjustments on purpose. 

Key classroom moves 

•         Embed short goal setting at the start of tasks (for example, “Today, I will focus on…”). 

•         Pause mid-task for quick check-ins (“How is your plan working? What do you need to change?”). 

•         Use reflection prompts at the end of lessons (“What strategy worked best? What will you try next time?”). 

•         Model your own metacognition by thinking aloud about how you approach a problem or reading. 

•         Teach and practice concrete study strategies (self-testing, spaced practice, checklists) during class, not just as advice.  

Implications by grade 

Grades K–2

•         Use simple language for planning and reflection (“What will you try? How did it go?”). 

•         Have students use thumbs up/side/down or simple faces to show how confident they feel and talk briefly about why. 

Grades 3– 5

•         Add “before I turn it in” checklists to writing, math, and project tasks. 

•         Use learning logs or journals where students write one sentence about what helped them learn each day. 

Grades 6– 8

•         Teach explicit strategies for reading, problem solving, and studying; have students name which strategy they used on exit tickets. 

•         Use small group or individual conferences to talk about goals, progress, and next steps. 

Grades 9– 12

•         Support students in making simple study calendars before major assessments and checking them during class. 

•         Ask students to reflect on how their choices (time use, strategies) affected their performance and what they will change. 

References 

Guntur, M., & Purnomo, Y. W. (2024). A meta-analysis of self-regulated learning

interventions studies on learning outcomes in online and blended environments. Online

Learning, 28(3), 563 –584. https://doi.org/10.24059/olj.v28i3.4025