Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-2-metacognitive-monitoring

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Metacognition for Teachers - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified.md) › Metacognitive Monitoring

# Metacognitive Monitoring

CPD: Metacognition for Teachers (by Jonathan Firth), topic 3.1.2

## Metacognitive Monitoring

Metacognitive monitoring means keeping track of our own thinking and other cognitive processes as they happen. 
It involves focusing attention on any other cognitive process that is ongoing.

### Working on a problem

![Working on a problem](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/2.3.4%20Nanotechnology/question-mark-2492009_640-min.jpg)

- If a student thinks about their progress while they are working on the problem, then they are engaged in metacognitive monitoring.

### Projects

![Projects](https://image-v2.cdn.app.senecalearning.com/2019-08/556124c2-acbc-4a2a-a852-83af85a02aaf/project-.jpg)

- Learners are also monitoring when they think about how much progress they have made with a more gradual task such as a project.

### Time management

![Time management](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/5.2.3%20Radioactive%20decay/time-430625_640.jpg)

- As well as their progress, learners need to monitor the available time. 
- So, for example, if a learner has ten questions to answer during a 30-minute test, they can check the time midway through, and see whether they need to speed up or not. 
- As with other skills, this awareness can improve with practice.

### Emotions

![Emotions](https://image-v2.cdn.app.senecalearning.com/2018-09/dfce0b21-cf4c-42bf-b44b-7510a886af81/smiley-emotions-.jpg)

- Learners can also be encouraged to monitor their own emotions and motivation, for example during a difficult activity. 
- This can lead to a group discussion about rewards or about breaking down complex tasks into manageable chunks.

### Performance

![Performance](https://image-v2.cdn.app.senecalearning.com/2019-05/5bef2273-6e5d-4f04-a096-202cff180ede/english-dictionary-.jpg)

- To avoid too much focus on performance rather than learning, your students could be encouraged to test themselves on new learning as a homework task, and to repeat this self-testing after a delay of a few days or weeks. 
- It is simple to organise but very effective form of homework.

## Test yourself on Metacognitive Monitoring

- Which of this is NOT correct about metacognitive monitoring?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/d1277cd6-7205-4511-8d95-1f1ed341ae69/section/0fecb2b9-5f3f-462b-a5ed-62dee9bf6c24/session)

- Previous topic: [3.1.1 Metacognitive Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-1-metacognitive-knowledge.md)
- Next topic: [3.1.3 Metacognitive Control](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-3-metacognitive-control.md)

## CPD: Metacognition for Teachers (by Jonathan Firth) contents

### 1 Basic Concepts About Metacognition
- 1.1 Thinking About Thinking
  - [1.1.1 Metacognition & Metamemory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/1-1-1-metacognition-and-metamemory.md)

### 2 Practical Implications for Learners
- 2.1 Practical Implications for Learners
  - [2.1.1 Planning & Learning Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/2-1-1-planning-and-learning-strategies.md)
  - [2.1.2 Beliefs & Self-estimates](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/2-1-2-beliefs-and-self-estimates.md)

### 3 Areas of Metacognition
- 3.1 Areas of Metacognition
  - [3.1.1 Metacognitive Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-1-metacognitive-knowledge.md)
  - [3.1.2 Metacognitive Monitoring](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-2-metacognitive-monitoring.md)
  - [3.1.3 Metacognitive Control](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-3-metacognitive-control.md)

### 4 Teacher Metacognition
- 4.1 Teacher Metacognition
  - [4.1.1 Teacher Metacognition](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/4-1-1-teacher-metacognition.md)