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You can become part of the live stream by subscribing to my Substack on Living with Learning Disabilities or attend the event live at the Curry Library, lunch will be served! Hope you can make it. 
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 Are you a teacher, parent, or administrator seeking innovative ways to support student learning and development? Do you want to create a classroom environment that fosters self-regulation, problem-solving, and academic success for all students, including those with neurodiverse needs? If so, we invite you to join our upcoming workshop on Classroom-Based Mentoring to Learn.
What is Classroom-Based Mentoring? Classroom-based mentoring is a powerful approach that leverages the strengths of teachers, peers, and the learning environment to promote student growth. In this workshop, you will learn how to:
This workshop is designed for:
By participating in this workshop, you will:Gain practical strategies for implementing classroom-based mentoring
We are also seeking teachers who are interested in participating in a research study on the effectiveness of classroom-based mentoring. As a research participant, you will have the opportunity to:
Classroom-based mentoring has the potential to transform the way we approach teaching and learning. By empowering students to become self-regulated learners, we can create a more equitable and successful educational experience for all. Sign up for our workshop today and be part of this exciting movement! Workshop Details: Date: November 19
To register for the workshop or express your interest in the research study, please visit This Link or contact [email protected]. We look forward to seeing you there! Note: Limited spaces are available, so register early to secure your spot. Together, we can create a brighter future for all learners.
My presentation was based on a grounded theory investigation aimed at utilizing the core pedagogical structure of self-regulating metacognitive education. The program discussed General Educational Theory of Metacognitive Instruction (GETMI), highlighting its elegant simplicity and profound impact on problem-solving pedagogy and subject-based teaching.
I shared a two-step process to help educators start using GETMI in their practice, demonstrating its potential to transform learning by fostering self-regulation and self-authoring abilities. It was great to bring GETMI's scientifically based educational framework, which leverages insights from biological, neuropsychological, and information processing research to an esteemed international audience like this. My hope is that this research helps to clarify the pedagogy of teacher-student interactions at an individual level, and how this versatile and inclusive strategy can support all learners, regardless of their neuropsychological profiles. In our current age, where technology and artificial intelligence are hot topics, it’s crucial to integrate interpersonal metacognitive teaching strategies into our educational practices to fully exploit these new tools of learning. I hope my talk inspired attendees to explore the paper further and consider the powerful role of metacognitive instruction in education, and maybe inspired a few people to join me on building Metacognitive Problem Solving into their educational programs. If you are an educational researcher or an administrator looking to build a scientifically based educational program to address the self-regulatory needs of your students and develop them into self-regulated learners. Please consider reaching out to me, I am presently looking for partners at both the primary and secondary levels who would be interested in building metacognitive mentorship programs that utilize the GETMI model, and would be interested in being part of a wider scientific investigation into the effectiveness of mentorship based metacognitive instruction.
Why I Started This Page
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Phil Hulbig
Learning Specialist  Categories
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