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Thank you from me too.
Kate

On Thu, Apr 30, 2015 at 12:30 PM, Nic Voge <[log in to unmask]> wrote:

> 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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