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Gina and all,
Thanks truly goes to those who supplied the resources:
Dorie AuCoin
Rick Sheets
Joan Giblin
Saundra McGuire
Dorothy Williams
Judi Salsburg

With an assist from Leonard Geddes.

Best,
Nic
________________________________________


Dominic (Nic) J. Voge  ||  Associate Director
Undergraduate Learning Program
McGraw Center for Teaching & Learning ||  Princeton University
328 Frist Center
(609)258-6921  || http://www.princeton.edu/mcgraw/us/







On 4/30/15, 3:25 PM, "Gina Burkart" <[log in to unmask]> wrote:

>Thank you, Nic.
>This is helpful.
>Gina
>
>Gina Burkart, Ed.D.
>Learning Specialist
>Clarke University
>[log in to unmask]
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Nic Voge
>Sent: Thursday, April 30, 2015 2:22 PM
>To: [log in to unmask]
>Subject: Metacognition Resources for The List
>
>Thank you to all of those who replied to my request. These will come in
>very handy.
>I have assembled the responses below so the entire list may have access.
>Best,
>Nic
>
>
>Metacognition Resources from Lrnasst
>
>Kolencik & Hillwig (2011). Encouraging Metacognition: Supporting Learners
>through Metacognitive Teaching Strategies.
>Brown, Roediger, & McDaniel (2014). Make It Stick: The Science of
>Successful Learning.
>Nilson (2013). Creating Self-Regulated Learners: Strategies to Strengthen
>Students' Self-Awareness and Learning Skills.
>Tate (2012). "Sit and Get" Won't Grow Dendrites: 20 Professional Learning
>Strategies That Engage the Adult Brain.
>The Thought-Filled Curriculum" by Arthur L. Costa, found in Educational
>Leadership, Volume 65, Number 5, pages 20-24
>
>Original Minds_  (by Bullfrog films and Tom Weidlinger)
>https://www.youtube.com/watch?v=hPa05qQyeIU
>
>Cook, E., Kennedy, E., and McGuire, S. Y. (2013). Effect of teaching
>metacognitive learning strategies on performance in general chemistry
>courses. Journal of Chemical Education, 90, 961-967.
>
>Assessing Student Learning Outcomes using Metacognitive Rubrics and
>General Tutoring SLO Measurement document and is at the following link:
>http://www.lsche.net/?page_id=675.
>For those who began looking starting at LSCHE Resources, can find it via
>the following path:
>
>  -> Learners & Learner Assessments
>      -> Learner Assessment Instruments
>
>         -> Study Skills Surveys
>
>
>==> Assessing SLOs using Metacognitive Rubrics and Gen. Tutoring SLO
>Meas. Document
>
>
>I think part of the problem is that the studies tend to focus on
>different aspects of metacognition and study them independently.  I have
>found that often the context is important as well (i.e. it may be
>different for teaching non native speakers English than it is for
>teaching science or online vs face to face). I find that self regulated
>learning encompasses a lot of what your post was asking about, so I have
>those types of articles mixed in here.  I tried to primarily include
>undergraduate research, but not all of the articles do so.
>
>Basic Theoretical Background:
>         Zimmerman, B. J. (1989). A social cognitive view of
>self-regulated academic learning. Journal of Educational   Psychology,
>81(3), 329-339.
>
>         Zimmerman, B. J. (1990). Self-regulated learning and academic
>achievement: An overview. Educational psychologist,          25(1), 3-17.
>
>         Pintrich, P. R., & De Groot, E. V. (1990). Motivational and
>self-regulated learning components of classroom academic
>performance. Journal of educational psychology, 82(1), 33. (Self efficacy
>as a facilitator of cognitive strategy use; self
>         regulation best predictor of academic performance).
>
>         Winne, P. H., & Hadwin, A. F. (1997). Studying as self-regulated
>learing. In D. J. Hacker, J. Dunlosky & A. C. Graeser          (Eds.),
>Metacognition in educational theory and practice (pp. 279-306).
>Hillsdale, NJ: Erlbuam.
>
>         Schunk, D. H. (2008). Metacognition, Self-Regulation, and
>Self-Regulated Learning: Research Recommendations.      Educational
>Psychology Review, 20(4), 463-467.
>
>         Sitzmann, T., & Ely, K. (2011). A meta-analysis of
>self-regulated learning in work-related training and educational
>attainment: what we know and where we need to go. Psychological bulletin,
>137(3), 421 - a nice overview of the    constructs within SRL from a
>work/learn environment
>
>More applied/practical
>         Ningfeng, Z., Wardeska, J. G., McGuire, S. Y., & Cook, E.
>(2014). Metacognition: An Effective Tool to Promote Success    in College
>Science Learning. Journal Of College Science Teaching, 43(4), 48-54.
>
>         Artino, A. (2008). Practical guidelines for online instructors.
>TechTrends, 52(3), 37-45.
>
>         Ley, K., & Young, D. B. (2001). Instructional principles for
>self-regulation. Educational Technology Research and
>Development, 49(2), 93-103.
>
>         Reid, A. J., & Morrison, G. (2014). Generative learning strategy
>use and self-regulatory prompting in digital
>         text. Journal of Information Technology Education: Research, 13,
>49-72
>
>         Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007).
>Designing for metacognition-applying cognitive tutor          principles
>to the tutoring of help seeking. Metacognition & Learning, 2(2/3),
>125-140. doi:10.1007/si1409-007-9010-0           (Aleven and this group
>have been working towards developing an automated tutor which can improve
>metacognition          specifically around the concept of help-seeking
>(which includes self comprehension/monitoring, adapting strategies
>etc).  Their articles tend to have some technical stuff about building
>the tutor, but LOTs of great stuff about     metacognition.).
>
>         Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2010). Improving
>self-regulation, learning strategy use, and achievement          with
>metacognitive feedback. Educational Technology Research and Development,
>58(6), 629-648.
>
>         Dhieb-Henia, N. (2003). Evaluating the effectiveness of
>metacognitive strategy training for reading research articles in
>an ESP context. English for Specific Purposes, 22(4), 387-417.
>
>         Ching, L. C. (2002). Strategy and self-regulation instruction as
>contributors to improving students' cognitive model in    an ESL program.
>English for Specific Purposes, 21(3), 261-289.
>
>Effect of Teaching Metacognitive Learning Strategies on Performance in
>General Chemistry Courses AccessDenialMessagePlaceholder Elzbieta
>Cook<http://pubs.acs.org/action/doSearch?ContribStored=Cook%2C+E> *†,
>Eugene 
>Kennedy<http://pubs.acs.org/action/doSearch?ContribStored=Kennedy%2C+E>
>‡, and Saundra Y. 
>McGuire<http://pubs.acs.org/action/doSearch?ContribStored=McGuire%2C+S+Y>
>†
>
>Metacognition: An Effective Tool to Promote Success in College Science
>Learning AUTHOR(S)Ningfeng Zhao; Wardeska, Jefrey G.; McGuire, Saundra
>Y.; Cook, Elzbieta PUB. DATESJournal of College Science
>Teaching;Mar/Apr2014, Vol. 43 Issue 4, p48
>
>________________________________
>
>Dominic (Nic) J. Voge  ||  Associate Director Undergraduate Learning
>Program McGraw Center for Teaching & Learning ||  Princeton University
>328 Frist Center
>(609)258-6921  || http://www.princeton.edu/mcgraw/us/
>
>[cid:D072E8FB-FABF-41FF-85E0-BE1543F31CA4]
>
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