Participants will learn of the fundamentals of metacognition and the benefits of integrating metacognitive instruction into any curriculum, particularly for curricula which foster a climate of critical inquiry. A framework of metacognition will be provided to breakdown this complex construct into fundamental elements. Distinctions will be made between beginner skills (e.g., knowledge about the self), and advanced skills (e.g., monitoring the self). Based on literature and recent research, elements of metacognition will be identified as being conducive to both near and far-transfer: metacognitive strategic knowledge (e.g., Hessels-Schlatter et al., 2017), planning (e.g., Mevarech & Amrany, 2008), monitoring (e.g., Kramarski, Weiss & Sharon, 2013), and debugging (Kramarski & Dudai, 2009). Transfer is defined here as the application of knowledge or skills into a situation where context can be perceived as “different”, in terms of time, context, and exposure (Salomon & Perkins, 1989). Mindfully abstracting metacognition as a process allows for the possible transfer of metacognitive knowledge and skills to other domains. The focus of this workshop is to share a scaffolded technique for instructing metacognition for the purpose of transfer, with the opportunity to practise the technique in a small-group format. The session will be structured with necessary theoretical foundations and live practice, and will conclude with a consolidating discussion.