Metacognition involves monitoring and adjusting one’s understanding and strategies. Self-regulated learning also includes learning strategies and regulation of motivation and behavior. It is not simply “studying alone without help.” Learners can practice planning and monitoring while continuing to receive instruction and accessibility support.

Model planning, monitoring, and evaluation

While reading a science explanation, a teacher might think aloud: “I will mark the cause-and-effect relationship the question asks about.” During reading: “Does this paragraph’s evidence support that cause?” At the end, the learner writes one sentence connecting the claim to evidence. On another passage, the learner uses the same prompt card; the teacher checks whether the response points to relevant evidence. This is an illustrative lesson, not a reported outcome.

Adjust scaffolds and check actual work

Begin with a prompt or model response; later provide a partially completed checklist and observe what support is still useful on a new assignment. Removing help is not the goal: accessibility, language support, or explicit instruction may remain necessary. Teach needed background knowledge and check that the strategy fits the subject.

Review question

Which strategy did the learner use, and in what task? Does the work show evidence of checking understanding? Should support be added or adjusted in response to an observed difficulty? EEF guidance emphasizes explicit teaching, modeling, and scaffolding; it does not establish one universal prompt or identical outcomes for all learners.

Sources: EEF: Metacognition and Self-Regulated Learning · National Academies: How People Learn II, Chapter 4, “Processes That Support Learning”