Proceedings of the World Conference on Teaching, Learning, and Education,
Year: 2024
DOI:
[PDF]
Applications of Metacognitive Instruction
Philip R. Hulbig
ABSTRACT:
By applying the General Theory of Metacognitive Instruction (GTMI), a clear and easily communicable educational structure emerges, simple enough for students to understand and practice, while providing teachers, professors, and educational professionals with a framework to conceptualize the complex nature of instruction. This metacognitive teaching approach can guide lesson development and evaluate effectiveness. Developed using a mixed methods, grounded theory approach (Corbin & Strauss, 1990), this methodology identified and analyzed common themes from an interdisciplinary literature review on metacognition, a personal case study, and qualitative interviews with eight senior members of Curry College’s Program for Advancement of Learning, chosen for its unique history as the first college-level initiative to use metacognitive pedagogy to support neurologically diverse students. The elements were analyzed using an inductive framework and analytic software, resulting in a succinct theoretical model of metacognitive instruction. This model distinguishes metacognitive pedagogies from other subject or skill-driven educational modes, aiding in lesson planning and learning evaluation. This work clarifies the concept of metacognitive instruction, facilitating its integration into other educational structures to support student development in self-regulation, self-directed learning, and ultimately, self-transformation.
keywords: Pedagogy, Metacognition, Self-evaluation, Self-regulation, Self-directed learning, Self-transformation