Using Reflection and Metacognition to Improve Student Learning
Across the Disciplines, Across the Academy

Foreword by James Rhem
Cloth: 978 1 57922 824 8 / $95.00

  Published: April 2013  

Paper: 978 1 57922 825 5 / $29.95

  Published: April 2013  

E-Book: 978 1 57922 827 9 / $23.99

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Published: October 2013  

Lib E-Book: 978 1 57922 826 2 / $95.00

  Published: October 2013   About Library E-Book

Publisher: Stylus Publishing
232 pp., 6" x 9"
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Series: New Pedagogies and Practices for Teaching in Higher Education
Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.

This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.

Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently.

Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines.

Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented.

By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.

Table of Contents:
Acknowledgments

Foreword—James Rhem

1) Reflective Pedagogies and the Metacognitive Turn in College Teaching—Naomi Silver

2) Make Exams Worth More than the Grade: Using Exam Wrappers to Promote Metacognition—Marsha C. Lovett

3) Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition—Paula P. Lemons, Julie A. Reynolds, Amanda J. Curtin-Soydan, and Ahrash N. Bissell

4) Reflection and Metacognition in Engineering Practice—Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M. Javed Khan, and Patricia Brackin

5) “The steps of the ladder keep going up”: A Case Study of Hevruta as Reflective Pedagogy in Two Universities—Mary C. Wright, Jeffrey L. Bernstein, and Ralph Williams

6) Implementing Metacognitive Interventions in Disciplinary Writing Classes—Mika LaVaque-Manty and E. Margaret Evans

7) Designs for Writing: A Metacognitive Strategy for Iterative Drafting and Revising—E. Ashley Hall, Jane Danielewicz, and Jennifer Ware

8) Reflection, ePortfolios, and WEPO: A Reflective Account of New Practices in a New Curriculum—Kathleen Blake Yancey, Leigh Graziano, Rory Lee, and Jennifer O’Malley


Contributors

Index



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