Abstract
Many young Canadians drop out of school because they cannot cope with the information demand imposed upon them by school learning. A study was conducted to help at-risk students to enhance their metacognitive skills through cognitive augmentation and transfer training. All teachers involved in the project were interviewed by an external evaluator at the completion of the project. The interview data were summarized, analyzed and placed in ten major categories. The purpose of this article is to report the qualitative results generated by participating teachers' debriefing interviews. Results indicated that a cognitive-based instructional program can have a positive impact on teaching and learning. Teachers' comments suggested that adequate training, time and resources are critical for the successful implementation of cognitive-based instruction.
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