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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Designing pedagogy incorporating executive function
1Institute for Achievement and Learning, Lynn University, Boca Raton, Florida 33431, USA. Twasserman@Lynn.edu
Applied Neuropsychology. Child
|July 16, 2013
Summary
This study introduces accommodated metacognitive instruction, a teaching method based on brain-behavior science. It helps college faculty create inclusive learning environments for students with diverse cognitive and learning needs.
Area of Science:
- Clinical Neuropsychology
- Educational Psychology
Background:
- Clinical neuropsychology focuses on brain-behavior relationships for patient assessment and treatment.
- Pediatric neuropsychologists aim to make recommendations educationally relevant for children.
- Inclusive education requires effective teaching methodologies for diverse learners.
Purpose of the Study:
- To describe accommodated metacognitive instruction as a teaching methodology.
- To provide college faculty with a framework for inclusive teaching.
- To bridge principles of cognitive neuropsychology with pedagogical practices.
Main Methods:
- The article describes a pedagogy termed accommodated metacognitive instruction.
- This method is based on cognitive neuropsychological principles of learning.
- It is designed for instructing college faculty on inclusive teaching.
Main Results:
- The described pedagogy offers a structured approach to inclusive teaching.
- Faculty can utilize this methodology to support students with various learning needs.
- The instruction aims to enhance learning in all-inclusive environments.
Conclusions:
- Accommodated metacognitive instruction provides a practical application of neuropsychological principles in higher education.
- This approach supports the development of effective and inclusive learning environments.
- Further adoption by faculty can improve educational outcomes for diverse student populations.
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