The Institute for Advanced Learning & Metacognition (IALM) has launched a new framework designed to help schools and training providers embed metacognitive strategies into everyday teaching practice, turning one of the best-evidenced ideas in education research into something teachers can actually put to use.
The Institute for Advanced Learning & Metacognition (IALM) is delighted to welcome a new group of chairs to its Advisory Boards, following the appointments earlier this month.
The Institute for Advanced Learning & Metacognition (IALM) has begun piloting its Learning Strategies Profile, a diagnostic tool designed to help learners understand and improve how they study, with a small number of schools, ahead of a wider rollout planned for later this year.
The Institute for Advanced Learning & Metacognition (IALM) has announced a new continuing professional development (CPD) pathway designed specifically for school and college leaders, giving senior staff a structured route to embedding evidence-informed learning strategies across their institutions.
The Institute for Advanced Learning & Metacognition (IALM) has opened a consultation on its Members’ Charter, inviting members to share their views before the document’s next periodic review by the Board of Trustees.
In an independent and ground-breaking research project, Montgomery Lord, Trustee and Deputy Designated Safeguarding Lead at IALM, completed a 55,000-word thesis examining the effects of bedtime technology use on the body’s circadian rhythm. The research involved several schools across Greater Manchester and drew on responses from 1,000 survey participants. Upon completion, Montgomery presented the findings to a group of senior academics at the University of Manchester.
When the Coronavirus pandemic struck, Montgomery Lord — Trustee and Deputy Designated Safeguarding Lead at IALM — undertook a ground-breaking research project to understand the effects of isolation on the mental health and wellbeing of children and young people and their families.