Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-3-metacognitive-control [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 Control # Metacognitive Control CPD: Metacognition for Teachers (by Jonathan Firth), topic 3.1.3 ## Metacognitive Control Metacognitive control is the action a learner takes based upon their metacognitive knowledge and monitoring. ### Action ![Action](https://image-v2.cdn.app.senecalearning.com/2018-09/0a3ca3fb-f3b9-4299-90c6-6f45ebb5ec71/running-81715_1920.jpg) - If the metacognitive monitoring process causes a student to notice that something is not going well, metacognitive control is the action or change that they undertake in order to tackle that problem. - It could involve changing their approach or strategy in some way. - Example: if a learner says “I’m stuck” then they have engaged in metacognitive monitoring, and if they say “now I’m going to give up” then they have engaged in a form of metacognitive control! ### Teachers ![Teachers](https://image-v2.cdn.app.senecalearning.com/2018-03/52ff45bc-f284-40bc-a16f-5e2904b2aa9f/shutterstock_309239105.jpg) - Teachers will want to guide learners to more productive forms of metacognitive control than simply giving up. - Some of the most important ones include: - Trying a different approach to the task. - Allocating more time to the task. - Asking a partner for help. - Asking a teacher or classroom assistant to show them the technique again. - Re-reading instructions or watching a help video. ## How does Metacognition Play Out in Learning Situations? Let’s look at a couple of concrete examples of how these three types of metacognition – knowledge, monitoring and control – play out in learning situations. ### Example 1 ![Example 1](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/1.4.2%20Equilibrium/math-1500720_640-min.jpg) - Let’s think about a 12-year-old learner who is tackling a long division sum as revision. He can’t quite remember what to do (**metacognitive knowledge**), and so he watches a YouTube revision video. ### Example 1 ![Example 1](https://image-v2.cdn.app.senecalearning.com/2018-08/5925a725-f42b-4787-8f89-a8b5bd59490e/error-1349562_1280.png) - Now the child is calculating the sum. He makes an error, but quickly realises it (**metacognitive monitoring**). ### Example 1 ![Example 1](https://image-v2.cdn.app.senecalearning.com/2018-05/bfd82912-dd07-4d27-8fa6-d36e7de80285/math-611503_960_720%20(1).jpg) - The child goes back and fixes the error (**metacognitive control**). ### Example 1 ![Example 1](https://image-v2.cdn.app.senecalearning.com/2018-07/f94ca99e-2d75-4ec4-8b2d-ee2b333d89b4/Resolution-Numbers-Words-Complicated.jpg) - The child realises that he is still finding these problems difficult (**metacognitive monitoring**) and chooses to complete another one for practice (**metacognitive control**). ## Test yourself on Metacognitive Control - What metacognitive strategies could help a child who is stuck? - What are correct about JOLs? [Practise this topic for free](https://app.senecalearning.com/classroom/course/d1277cd6-7205-4511-8d95-1f1ed341ae69/section/d97fac36-e2a1-4262-8d96-adeeaf16e23c/session) - Previous topic: [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) - Next topic: [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) ## 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)