Using reflection and metacognition to improve student learning : across the disciplines, across the academy / edited by Matthew Kaplan [and three others] ; foreword by James Rhem.

Format:

Book

Contributor:

Kaplan, Matthew (Matthew Lee), editor.

Rhem, James Louis, writer of foreword.

Series:

New pedagogies and practices for teaching in higher education series.

New pedagogies and practices for teaching in higher education series

Language:

English

Subjects (All):

College teaching--Psychological aspects.

College teaching.

Learning, Psychology of.

Metacognition.

Physical Description:

1 online resource (232 p.)

Edition:

First edition.

Place of Publication:

New York, NY ; Abingdon, Oxon : Routledge, 2023.

Language Note:

English

Summary:

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.

Contents:

Reflective pedagogies and the metacognitive turn in college teaching / Naomi Silver

Make exams worth more than the grade / Marsha C. Lovett

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

Reflection and metacognition in engineering practice / Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M. Javed Khan, and Patricia Brackin

"The steps of the ladder keep going up" / Mary C. Wright, Jeffrey L. Bernstein, and Ralph Williams

Implementing metacognitive interventions in discplinary writing classes / Mika LaVaque-Manty and E. Margaret Evans

Designs for writing / E. Ashley Hall, Jane Danielewicz, and Jennifer Ware

Reflection, ePortfolios, and WEPO / Kathleen Blake Yancey, Leigh Graziano, Rory Lee, and Jennifer O'Malley.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-00-344857-7

1-000-97342-5

1-003-44857-7

1-4619-5186-0

1-57922-826-7

9781003448570

OCLC:

1390712713