Metacognition and Self-regulation

How does adolescent brain development impact meta cognition and self regulation?
The adolescent brain is not fully developed so it is harder for a teen to understand their own thinking and learning processes. They are still trying to figure out who they are, so it seems extra difficult to figure out how they can know the way that they think. We as teachers can give them many opportunites to figure out what kind of learners they are.
How will you help your students develop the three types of meta cognitive knowledge (declarative, procedural, and self-regulatory) and the three meta cognitive skills (planning, monitoring, and evaluating)?
Declarative: We could do assessments to figure out the declarative. Declarative is defined as the facts that we already know.
For example: Write down five things that are important to know about My Plate.
Let's talk about three signs that show your best friend could be suicidal.
Procedural: Procedural is knowing how to use a variety of learning strategies.
For example: choose different ways to teach about nutrition. Hands on, planning a menu, make a list for grocery shopping of healthy foods.
self-regulatory: is knowing how to manage your learning. As a teacher you could write what is due each day on the chalkboard. Write down what they are expected to understand by the end of class and write reading is expected to be finished by the next class period.
Planning:Tell them how to start, give them a set amount of time, what to skim and what to give extra attention to, what order to follow and what resources they can use.
Monitoring: Asking questions such as, "Am I making sense?", "Am I going too fast?" "have I studied enough?" and so on.
Evaluating: This involves making judgements about the outcomes of thinking and learning.