Facilitating Learner-Centered Teaching

Module 3 - Metacognitive Regulation and Control

After completing this module, you will be able to:

1. explain the meaning of metacognitive regulation;

2. analyze the relationship among the three metacognitive processes: planning,
monitoring and evaluating; and
3. operationalize metacognitive processes in a given situation or context.

Please expound or elaborate the statement below:

“Too often, teachers teach students what to think but not how to think.”
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Metacognitive Regulation and Control

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Metacognitive regulation is the second element of metacognition. It pertains to

the learners ability to keep track of (monitor) and assess their knowledge or learning. It
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includes their ability to find out what, when, and how to use a particular skill for a given
task. In this manner, they can control their learning. Self-regulation is essential in
metacognition.
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This refers to what learners do about learning. It describes how learners monitor
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and control their cognitive processes. For example, a learner might realize that a
particular strategy is not achieving the results they want, so they decide to try a different
strategy.
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Planning involves the selection of appropriate strategies and the allocation of

resources that affect performance. Together with goal setting, planning is considered a
central part of student’s ability to control their learning processes and to learn outcomes
through deliberate self-regulatory decisions and actions.

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During the planning phase, learners think about the learning goal the teacher
has set and consider how they will approach the task and which strategies they will use.
At this stage, it is helpful for learners to ask themselves:

‘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?’

Monitoring refers to one’s ongoing awareness of comprehension and task

performance. Referred to as metacognitive monitoring and controlling learning, it also
involves the monitoring of a person’s thinking processes and the current state of
knowledge. Given a task, it involves the awareness of the person that the prerequisite
knowldege and process to manage the task is sufficient to succeed in it. It also involves
the ability to consider the accuracy of the knowledge and procedure to solve the task.

During the monitoring phase, learners implement their plan and monitor the
progress they are making towards their learning goal. Students might decide to make
changes to the strategies they are using if these are not working. As students work
through the task, it will help them to ask themselves:

‘Is the strategy that I am using working?’

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‘Do I need to try something different?’

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Evaluating is assessing knowledge or learning. It refers to appraising the products
and efficiency of one’s learning. It involves the persons ability to evaluate ho well the
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strategies are used to lead to the solution of the problem or completion of the task. It
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tells whether or not the procedure resulted to the correct answer or a different answer.
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During the evaluation phase, students determine how successful the strategy
they used was in helping them to achieve their learning goal. To promote evaluation,
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students could consider:

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‘How well did I do?’

‘What didn’t go well?’ ‘What could I do differently next time?’
‘What went well?’ ‘What other types of problem can I use this strategy for?’
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Reflection is a fundamental part of the plan-monitor-evaluate process.

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Encouraging learners to self-question throughout the process will support this

reflection.
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Classify the following questions/statements if the learner is engaged in

planning, monitoring or evaluating phases or processes of metacognitive regulation
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and control.
____________ 1. Is the strategy leading to the correct answer?
____________ 2. My answer does not meet the standards in the scoring rubric.
____________ 3. What strategy is best for this type of problem?
____________ 4. What does this task expect me to produce?
____________ 5. The teacher is nodding as I speak. I am right in organizing my answer.

1. Explain the following:

1. Metacognitive regulation

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2. Planning Phase
3. Monitoring Phase
4. Evaluating Phase

2. Give at least one (1) particular situation or scenario where learners engaged
in planning, monitoring , and evaluating phases or processes of
metacognitive regulation and control.
1. Planning Phase
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2. Monitoring Phase
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3. Evaluating Phase
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After completing this module, I realized that:
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References:
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Brawner, Dalisay G. & Leus, Marcela J. (2018) Facilitating Learner-Centered

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Teaching: Manila, Philippines: Adriana Publishing Co., Inc.

Bulusan, F., Raquepo, M., Balmeo, Marilyn., & Gutierrez J. (2019) Facilitating
Learner-Centered Teaching: Manila, Philippines: Rex Book Store, Inc.
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Lucas, MR.D., Corpuz, B.B. (2014) Facilatating Learning: A Metacognitve Process:

Manila, Philippines: Lorimar Publishing, Inc.

https://cambridge-
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community.org.uk/professionaldevelopment/gswmeta/index.html#:~:text=Metacognitiv
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e%20regulation%20refers%20t o%20what,to%20try%20a%20different%20strategy.

Prepared by: Noted by: Approval Recommended: Approved:

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RAYMUNDO B. SALISI, MAEd JELLY M. FLORES RICHARD R. BERMUNDO, MAEngEd EMERITA R. RELLEVE, PhD

College Instructor BTVTED Program Head Director for Administration College Administrator

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