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Getting teachers thinking about metacognition - Workshop development background and methodology.pdf

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  • The number of students in postsecondary education who have documented disabilities is generally accepted to be 10%, a number that continues to grow. Despite the requirement for disability accommodation to be available, many disabled students face a multitude of barriers in their education. These students tend to enter school later, take longer to finish their programs, and have lower retention. The particular impact of lower or less adaptive metacognition, which has been related to achievement, is one likely factor in the difficulties behind those statistics. At the same time, Universal Design for Learning (UDL) provides opportunities for students with disabilities to have greater access in the general classroom, ideally reducing the need for an onerous accommodation request process. This project focuses on exploring the intersection of these two areas. The product of the project is a workshop designed for post-secondary instructors, with focus on how to introduce metacognition into the classroom in a manner that supports UDL initiatives.

    To explore this relationship, each aspect is introduced separately. Conceptual understanding of metacognition is created by defining the term, reviewing the research related to metacognition and disabilities, and introducing ways that metacognitive development can be brought into the classroom. UDL is also introduced and briefly explored before turning to a discussion of the intersection of these fields. Themes are identified in the intersection of metacognition and UDL including absence, lack of definition, misuse, and problematic assumptions. Put together these themes demonstrate a lack of appropriate discussion of metacognition in the world of UDL.

    The project also explores the process of creating and piloting a workshop and workbook for post-secondary instructors regarding metacognition in the classroom. The workshop is a 90-minute interactive session with a variety of activities and discussions, including focus on adapting metacognition tools to be more universally designed. Workshop materials, including presentation slides, workbook, and lesson plan are included as appendices.

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    Attribution-NonCommercial-ShareAlike 4.0 International