Monthly Archives: March 2014

Some Conceptual Issues Surrounding Metalearning

Norman Jackson (2004) offers a quick introduction to a cluster of related issues, including metalearning, self-regulation, reflection, and performance. Of note, five diagrams provide helpful visualizations of the various conceptual interrelationships. Jackson, N. (2004). Developing the concept of metalearning. Innovations in Education and Teaching International, 41(4), 391-403. Monday, March 31, 2014

A Brief History of Learning Inventories

Noel Entwistle and Velda McCune (2004) catalog the evolution of learning inventories over the last fifty years. The article is particularly useful in highlighting the ways similar ideas are discussed using differing terminology. Because of the article’s scope, readers can become quickly familiar with broad trends. Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational… Read more »

Self-regulation and metacognitive judgments among psychology students

Randy Isaacson and Frank Fujita (2006) consider the effects of metacognitive judgments on anticipated performance, self-efficacy, and learning satisfaction in introductory psychology students. Of note, the study allowed students to choose test questions based on their self-assessment of the comprehension of the material. Isaacson, R. M., & Fujita, F. (2006). Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections… Read more »

The Value of Integrative Learning

      No Comments on The Value of Integrative Learning Mary Huber and Pat Hutchings (2004) consider the value of integrative learning (e.g., to becoming a more motivated learner, a more nimble employee, a more responsible citizen, an educated person) and the role metacognition can play in making learning more integrative. They write, “Reflection. Metacognition. Learning how to learn. Whatever the language or lineage, the idea of making students… Read more »

Integrating Metacognition Instruction in Interactive Learning Environments This thesis by Claudia Amado Gama provides a thorough overview of several models of metacognition, several metacognition assessment instruments, the design of instructional metacognitive activities, and how metacognition can be incorporated into interactive learning environments.  It then focuses on the reflection assistant model, and describes an experimental study of the implementation of Metacognitive Instruction using a Reflective Approach in… Read more »

Learning to Learn

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by Karl R. Wirth and Dexter Perkins This fantastic document was written “to provide a brief overview of learning, how people learn, and the importance of learning as a lifelong objective.” (p.1)  It starts with a nice discussion of the shift from a focus on teaching to an emphasis on student learning across higher ed in recent years, and… Read more »

Teaching Metacognition to Improve Student Learning

This Faculty Focus article  by Maryellen Weimer summarizes and expands Tanner’s (2012) study on promoting student learning. She discusses metacognitive promoting strategies such as questions to ask students (e.g., How have I prepared for class today?). Please check it out ( Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education—Life Sciences Education, 11 (Summer), 113-120. Wednesday, March 19, 2014

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

In this article by John Dulosky and colleagues (2013) they review an incredible amount of research on various learning strategies (e.g., elaborative interrogation, self-explanation, keyword mnemonic, etc.). This is a truly amazing resource. See below for full citation. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning… Read more »

Metacognition overview

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This short overview by Julie Halter (then a graduate student at SDSU) is available through the Journal of Educational Technology and Communication, Encyclopedia of Educational Technology. It includes a nice comparison of novice and expert learners, and a nice checklist of strategies for supporting awareness, planning, and monitoring and reflection.  Monday, March 17, 2014

Enhance Metacognition and Problem-Solving by Talking Out Loud to Yourself

This blog post published Feb 2012 on SmartBrains by Judith Tingley gives some basic historical background on metacognition, and then discusses the Talk­ing Aloud Part­ner Problem-Solving (TAPPS). Sunday, March 16, 2014

How to Get the Most Out of Studying

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This fantastic video series by Dr. Stephen Chew at Samford University includes 5 videos primarily geared toward students, but that would also be of interest to faculty to help them help their students.  The 5 videos include: Video 1: Beliefs That Make You Fail…Or Succeed; Video 2: What Students Should Understand About How People Learn; Video 3: Cognitive Principles for Optimizing Learning; Video 4:… Read more »

Metacognition and Student Learning

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This January 2012 Chronicle of Higher Education article by James M. Lang starts with a comparison between poor American Idol contestants and poor students – both show “an inability to judge accurately their own level of skill or knowledge in a specific area.” He also shares an informative exchange with Dr. Stephen Chew regarding metacognition – what is meant by “metacognition” and… Read more »

The Learning Record

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This site by Ma. A. Syverson at the University of Texas at Austin describes and provides detailed instruction on a tool that can be used for evidenced-based assessment for learning in almost any course or program.  Evidence is systematically collected by the student to show their development across six learning dimensions: Confidence and Independence, Skills and Strategies, Knowledge and Understanding,… Read more »

Developing Reflective Approaches to Writing

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This site, hosted by Queensland University of Technology in Australia, provides many approaches to teaching and assessing reflective writing.  The front page has a nice, interactive graphic that places the activities within two dimensions: Reflection Level (Reconstructing, Reasoning, Relating, or Reporting and Responding) and Course Phase (Foundation, Intermediate, Capstone). Sunday, March 16, 2014

Five Examples of Metacognitive Teaching for Large Classes

This overview is written by Perry Samson at the
Department of Atmospheric, Oceanic and Space Sciences, University of Michigan.  He gives a brief summary of five strategies/activities, each of which includes a link to another webpage that provides more detail about why/when/how to implement the strategy.  The five strategies/activities include: us of the first exam, creation of analogies, peer instruction, challenging… Read more »

Teaching Metacognition

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This webpage is a summary, written by Carol Ormand (Geoscience Education and Research Associate, Science Education Resource Center, Carleton College), of Marsha Lovett’s presentation at the 2008 Educause Learning Initiative conference. It includes a summary of three critical steps to teaching metacognition as well as a nice overview of three types of “wrappers”, which are teaching strategies that can be… Read more »

Metacognition: An Overview

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This webpage by Jennifer A. Livingston at the University of Buffalo, The State University of New York  A great overview essay, with a rare discussion of the distinction between cognitive and metacognitive strategies, as well as a brief summary of the history of the use of the term metacognition.   Monday, March 10, 2014