World Conference on Teaching, Learning, and Education

Applications of Metacognitive Instruction at the World Conference on Teaching, Learning, and Education

This weekend I had the privilege of presenting at the World Conference on Teaching, Learning, and Education in Paris France on the topic of Applications of Metacognitive Instruction. 

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. 
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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.