Inclusive Education

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.

This case study was created by Teach For Malaysia alumnae Claudia Anthony and Julianna Rushdi for the Inclusive Education fellowship. They explored how to develop students' socio-emotional skills.

This case study was created by Teach For Uganda alumnus Solomon Kamukama for the Inclusive Education fellowship. He explored how metacognitive strategies can be used to improve classroom culture, comprehension, and socio-emotional learning.

Heather Branigan and Margarita Kanevski discuss the relationship between metacognition and executive functions. They share five strategies with a focus on being explicit, modeling, and consolidating learning regardless the strategy.