BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

New Pedagogies and Practices for Teaching in Higher EducationSeries

Using Reflection and Metacognition to Improve Student Learning

Across the Disciplines, Across the Academy

Hardback
April 2013
9781579228248
More details
  • Publisher
    Stylus Publishing
  • Published
    16th April 2013
  • ISBN 9781579228248
  • Language English
  • Pages 232 pp.
  • Size 6" x 9"
  • Images figures
$125.00
Paperback
April 2013
9781579228255
More details
  • Publisher
    Stylus Publishing
  • Published
    15th April 2013
  • ISBN 9781579228255
  • Language English
  • Pages 232 pp.
  • Size 6" x 9"
  • Images figures
$29.95
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Library E-Books

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These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

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as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

October 2013
9781579228262
More details
  • Publisher
    Stylus Publishing
  • Published
    1st October 2013
  • ISBN 9781579228262
  • Language English
  • Pages 232 pp.
  • Size 6" x 9"
  • Images figures
$125.00
E-Book
October 2013
9781579228279
More details
  • Publisher
    Stylus Publishing
  • Published
    1st October 2013
  • ISBN 9781579228279
  • Language English
  • Pages 232 pp.
  • Size 6" x 9"
  • Images figures
$23.99

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.

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

Naomi Silver

Naomi Silver

Matthew Kaplan

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

Danielle LaVaque-Manty

Deborah Meizlish

Deborah Meizlish