How Metacognitive Practices Advance Inclusive Learning
summary
Argues that embedding metacognitive routines—goal-setting in simulations, think-aloud modeling, self‑assessments and reflective prompts—raises accessibility by aligning practice to UDL 3.0 and WCAG 2.2. Shows concrete moves: pre‑simulation intention prompts, branching scenarios tied to learner goals, modeled error troubleshooting, a saved‑reflection confirmation message, and keyboard‑navigable branching with alt text and logical tab order. Promises a toolkit with templates and implementation notes.
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chapters (11)
- 0:00Introduction
- 1:04Inclusive learning design
- 8:32Metacognition in learning
- 14:32UDL and WCAG frameworks
- 20:58Goal setting strategies
- 28:26Reflection prompts
- 35:56Think alouds and modeling
- 43:01Self-assessments and agency
- 49:44Choice and flexibility
- 54:01Reflecting on design
- 55:26Closing and toolkit
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