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

Author:   Naomi Silver ,  Matthew Kaplan ,  Danielle LaVaque-Manty ,  Deborah Meizlish
Publisher:   Taylor & Francis Inc
Edition:   annotated edition
ISBN:  

9781579228255


Pages:   232
Publication Date:   15 April 2013
Format:   Paperback
Availability:   In Print   Availability explained
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Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy


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Overview

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.

Full Product Details

Author:   Naomi Silver ,  Matthew Kaplan ,  Danielle LaVaque-Manty ,  Deborah Meizlish
Publisher:   Taylor & Francis Inc
Imprint:   Stylus Publishing
Edition:   annotated edition
Dimensions:   Width: 15.20cm , Height: 1.50cm , Length: 22.90cm
Weight:   0.326kg
ISBN:  

9781579228255


ISBN 10:   1579228259
Pages:   232
Publication Date:   15 April 2013
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

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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Author Information

Naomi Silver Matthew Kaplan Kaplan is CRLT’s managing director. He focuses on university-wide initiatives (e.g., Provost’s Seminars on Teaching, assessment and re-accreditation, evaluation of teaching) and external projects, such as a Teagle Foundation grant to improve writing and critical thinking. He also co-directs the LSA Teaching Academy and oversees the Thurnau competition, the University’s highest undergraduate teaching award. He received his Ph.D. in comparative literature from the University of North Carolina at Chapel Hill, where he worked at UNC’s Center for Teaching and Learning for three years before joining CRLT in 1994. Matt has published articles on the academic hiring process, the use of interactive theatre as a faculty development tool, and the evaluation of teaching, and he co-authored a chapter of McKeachie’s Teaching Tips on technology and teaching. He has co-edited a volume of New Directions for Teaching and Learning on The Scholarship of Multicultural Teaching and Learning (Jossey Bass, 2007) and edited two volumes of To Improve the Academy (New Forums Press, 1998, 1999). He was a member of POD’s Core Committee from 1998-2001. Danielle LaVaque-Manty Deborah Meizlish James Rhem

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