PREFACE
This blog discusses topics that exist between the fields cognitive psychology and leadership, teaching and learning. Although I make connections between research and personal experience (my attempt at bridging the age-old ‘theory-practice’ gap), I write for a general audience. It is as Mihaly Csikszenmihalyi stated in the preface of his book FLOW:
“To take this step is somewhat dangerous, because as soon as one strays from the stylised constraints of academic prose, it is easy to become careless or overly enthusiastic about such a topic” (p. xi)
To avoid carelessness, I will endeavour to include references to journal articles, books and alike (as commonly expected in academic writing), but not at the expense of accessibility and ease of reading. This will be a delicate balance and one I will endeavour to achieve.
To end, I chose the word ‘discusses’ in the first sentence of this preface, to highlight that although the blog articles themselves are very much a dialogue between myself and what I read, I encourage you to share your comments and questions, so that we may start a more authentic discussion.
Helping Students Think About Their Thinking: What the Research Says About Metacognition Interventions
Can young children develop the skills to plan, monitor, and adjust their learning? A recent meta-analysis of 67 studies says yes—but how we teach metacognition matters. This post unpacks key findings for educators, including why teacher-led interventions are the most effective, how metacognition strengthens executive function and self-efficacy over time, and practical strategies to embed these skills into everyday teaching. Read on to discover how small, intentional shifts can help students become independent, confident learners.
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In the ever-evolving landscape of education, fostering self-regulated learning (SRL) is crucial for learners to adapt and thrive. One key aspect of SRL is self-monitoring, where students assess their learning progress and strategies. Various tools, such as learning journals, portfolios, and rubrics, have been developed to promote self-monitoring. But do these tools genuinely enhance learning outcomes? A recent meta-analysis by Dignath, Perels, and Fabriz (2023) sheds light on this question…
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You sit down at your computer. A fresh cup of tea in hand and you’re ready to read this education article. As you start to read, your mind wanders:
I wonder if Shyam actually wrote this or whether it was generated by ChatGPT?
Would Shyam do that? What if he has? How can I be sure that what I’m reading is actually his original thinking?
Hand on heart - This is me. My original thought. Do you trust me?…
Dedicating time and space to this carefully designed goal-setting process has led to some big achievements along the way. Learn how you can turn your Post It notes into reality too.
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Do you have a fear of public speaking?
Fear of public speaking is one of the most common fears. And, like many, I have felt its crippling effects when I’m on stage.
But there is GOOD NEWS! I’ve developed strategies to self-regulate and overcome that fear. Discover the key strategies that I adopted to help me achieve speaking success.
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How do I motivate my students?
This is by far one of the most common questions I am asked.
As teachers, we often make evaluations of motivations based on what we see – observation of student behaviour or engagement with a task… but there are a set of beliefs that underpin motivation that we, as teachers, can intervene with.
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Recently, I facilitated a workshop for a group of leaders from a primary school here in the Australian Capital Territory (ACT). During our conversations about developing a “goal-setting culture”, we discussed the importance of getting to know the learner and the strategies teachers can use to do this effectively.
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“A self-regulated learner might be able to easily decide a way forward in a well-defined situation. However, in an ill-defined situation, they may need to rely on “psychological tools such as heuristics, experience and intuition” to self-regulate.”
In this blog, I unpack some common decision making heuristics that can be applied in the context of self-regulated learning.
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I’ve recently become very interested in the role of decision-making in the self-regulated learning process. From my perspective, self-regulated learning is a series of micro-decisions throughout a learning process. For example…
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Teacher stress and burnout is a serious concern globally. I have many conversations with educational leaders and teachers who are driven by the intention to serve their students to the best of their abilities… but at the potential sacrifice of their own wellbeing and health. Here are some early warning signs to look out for and the steps you can take to stop the burnout & exhaustion in its tracks and return to a state of restored balance and optimum wellbeing.
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I talk a lot about goal-setting in a learning context, but what about in a relationship context??
If you are in a relationship (dating, married, or maybe further along and leading your family...) and you feel like you & your partner might be on different pages & you're keen to achieve greater alignment.. this one's for YOU!
NOTE: Self-regulated learning is a process of planning, monitoring, and evaluating. The planning phase involves GOAL-SETTING, as it allows one to measure progress against a target outcome. Goals are not limited to academic domains… so what about relationships?
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Self-regulated learning is a critical part of our children's education. When implemented over the course of one's education, it can have an incredible impact on the way a child learns & their level of success. So, how do we teach it?
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Maintaining a healthy mindset during (and in between) lockdowns is imperative to every aspect of our life, work, and wellbeing. If you find yourself struggling with lockdown or quarantine, but want to find some joy amid the challenge, then this blog is for you. Here are 3 self-care strategies that I use to help keep me positive through these tough times.
