Pew FTLC Library
Using Reflection and Metacognition to Improve Student Learning
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.
Publisher's description.
Call number: FTLC LB 2331 .U85 2013
Volumes in the Pew FTLC library are cataloged through University Libraries. You
are welcome to stop by our office (068 James H. Zumberge Hall) and
browse the collection.
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