Dimension: Metacognitive Strategies
DefinitionMetacognitive strategies are strategies by which cognitive strategies (i.e., information processing strategies) are regulated. The function of metacognitive strategies is to ensure an internal success control of one's own learning steps. With the help of metacognitive strategies, one's own learning process is planned, monitored, evaluated, and regulated. Thus, metacognitive strategies can reflect and improve both the information processing process as well as strategy use. Metacognitive strategies can be divided into four areas: planning strategies, monitoring strategies, evaluation strategies, and regulation strategies.
ZielgruppeLehrkräfte
KonstruktzuordnungEinsatz und Variation verschiedener Lehr-Lernmethoden
UrsprungEigenentwicklung
Veröffentlichungsdatum28.10.2025
Items der Skala
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| We have to shorten this a bit, I can see that we are running out of time. We'll catch up on this part in the next lesson. |
| How else could you do it so that it’s a little faster, given the time? Does anyone have any tips? |
| Sometimes you have to change the subject. Okay, I can't find anything. You don't have to torture yourself. |
| Students should do a self-test on the lesson content. Teacher says that if students didn't know some things in the self-test, they would have to study well in the afternoon for tomorrow's test. |
| (Teacher shows a parachute:) “You will build one like this today. We'll do another experiment with it in a moment” |
| You must slowly move on to writing down your observations now. |
| Before we start: How do we always proceed before we start working? What have we learned to do first? |
| You start with the appearance now. You write down: Appearance, colon and you write down, what the frog looks like. You start with that. Not with the fact that they are early risers. That's not important. |
| You have three minutes left, otherwise you'll have to finish it at home |
| I'd like us to repeat what's important for a poster, what's important for a lecture like this. |
| I just realized that we won't be able to do that today. There is not enough time to write it all down. |
| What do we always do to check how far we've come? |
| You can check off the tasks in between, then you'll have a better overview. |
| Did everyone put their cross in the right place? |
| Let me tell you why I think it was difficult today.... |
| How can you guys tell if you are well prepared for the test tomorrow? |
| Now I would like to hear: What did you find out? How did you find the work? Was it hard? Was it easy? Do you have any questions for the others? |
| 1. “What was the reason for why it was difficult?”; 2. "Very short interim report from you: What is your impression? How is the station work going? How do you assess your own work?” |
Gehört zuUnterrichtsbeobachtung (Ratingmanual): Assessing How Teachers Enhance Self-regulated learning (ATES)