Inclusive Education

This animated film about metacognition from the Smithsonian Institution shares a fun reflection on how and why to use metacognitive practices in the classroom. It shares strategies such as reciprocal teaching and concept mapping.

This article unpacks the meaning of metacognition and how it can help children with learning issues to self-regulate and quiet negative self-talk. It also describes the type of questions to ask children to promote deeper reflection.

This case study was created by Teach For Australia alumnus Will Lutwyche for the Inclusive Education fellowship. He explored how schools can effectively use data to measure, monitor, and respond to the wellbeing needs of students.

Youki Terada shares metacognitive strategies to use in class, such as exit tickets and pop quizzes. She also shares the importance of asking questions and how these are especially useful when preparing for tests and as review after tests.

Students share their experiences with Universal Design for Learning at Karori Normal School in New Zealand. They appreciate being offered choices and the ability to work at a different pace depending on their understanding of the material.

In this article, David Owen shares how he promotes metacognition to younger and older students. He discusses how using exit tickets and seeking feedback enable students to think about their learning more intentionally.