Metacognition Resources Under Review

Resources for Everyone to Read:

• Metacognition for the Rest of Us: An overview of the topic under review at SERC.

Resources for Use this Semester (?)
Move resources that we can use immediately to this list.

• How to write lecture, assignment, and exam wrappers.
• VARK: Visual, auditory, read/write & kinesthetic learning: Questionnaire and "helpsheets."

Resources to Explore:

• IDEA Papers: Lots of short articles on pedagogy in PDF form. (Please link to particularly interesting files below, and move the really interesting ones to the "Resources for Use this Semester" list.)
• 41: Student Goal Orientation, Motivation and Learning
• 40: Getting Students to Read
• Activities developed to encourage metacognition.
• A detailed post-exam questionnaire.

Resources to Annotate:
If you review an article, add your name, make a brief summary, indicating who might find it useful.

• Anderson,Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, and Wittrock(2000). A Taxonomy for Learning, Teaching,and Assessing: A Revision of Bloom's Taxonomy of EducationalObjectives. Allyn and Bacon.
• Reviewed by: Britt, Janet, Tim
• A book about designing curricula using Bloom's Taxonomy, looks pretty heavy, possibly more appropriate for K12.

• Bissell,A. N., & Lemons, P. P. (2006). A newmethod for assessing critical thinking in the classroom. Bioscience, 56(1), 66-72.
• Bloom,Benjamin, Englehart, M.D., Furst, E.J., Hill, W.H., and Krathwohl,David (1956). Taxonomy of EducationalObjectives Handbook I: The Cognitive Domain. Longmans, NewYork.
• Boekaerts, M.(2006). Self-Regulation and EffortInvestment. In K. A. Renninger, I. E. Sigel, W. Damon &R. M. Lerner (Eds.), Handbook of child psychology, 6th ed.:Vol 4, Child psychology in practice. (pp. 345-377). Hoboken,NJ, US: John Wiley & Sons.
• Boekaerts,M., & Corno, L. (2005). Self-Regulationin the Classroom: A Perspective on Assessment andIntervention. Applied Psychology: An InternationalReview, 54(2), 199-231.
• Bransford,J. D., Brown, A. L. & Cocking, A. R., editors (2000).How people learn: Brain, mind, experience, andschool. National Research Council, National Academy Press,Washington, DC, 346 pp.
• DeBari, S. M., Bachman,J., Dougan, B., Fackler-Adams, B., Kratz, R., Linneman, S. R., et al.(2007). Using "how people learn" as ablueprint for developing teaching strategies; an example from anintroductory geology course for future elementary teachers andnon-science majors. Geological Society of America,Cordilleran section, 103rd annual meeting. Abstracts withPrograms - Geological Society of America, 39(4), 32.
• Ertmer,P. A. & Newby, T. J. (1996). The expertlearner: strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
• Halter, Julie. Metacognition.
• Kauffman,D. F. (2004). Self-regulated learning inweb-based environments: Instructional tools designed to facilitatecognitive strategy use, metacognitive processing, and motivationalbeliefs. Journal of Educational ComputingResearch, 30 (1-2), 139-161.
• Kraft,K. J., & McDougall, J. (2005). Reflectionand self evaluation of learning in the introductorygeosciences. Geological Society of America, 2005 annualmeeting. Abstracts with Programs - Geological Society ofAmerica, 37(7), 118.
• Lovett, M. (2008).Teaching Metacognition. (more info) Presentation at the Educause Learning Initiative 2008 annualmeeting.
• Overview ofLearning and Study Strategies Inventory. (more info) H & HPublishing Company.
• Pressley,M., & Harris, K. R. (2006). CognitiveStrategies Instruction: From Basic Research to ClassroomInstruction. In P. A. Alexander & P. H. Winne (Eds.),Handbook of educational psychology. (pp. 265-286):Lawrence Erlbaum Associates Publishers: Mahwah.
• Reaser,A., Prevatt, F., Petscher, Y., & Proctor, B. (2007).The learning and study strategies of collegestudents with ADHD. Psychology in the Schools,44(6), 627-638.
• Ridley,D. S., Schutz, P. A., Glanz, R. S., & Weinstein, C. E. (1992).Self-regulated learning: the interactiveinfluence of metacognitive awareness and goal-setting. Journal of Experimental Education, 60(4),293-306.
• Savina, M. E. (2005). [resource40347 '"Only connect"; helping students transfer knowledge into and outof the geoscience classroom.'] Geological Society of America,North-central section, 39th annual meeting. Abstracts withPrograms - Geological Society of America, 37(5), 10.
• Schunk,D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, andapplications. Lawrence Erlbaum Associates Publishers:Mahwah.
• Weinstein, C. E.,Husman, J., & Dierking, D. R. (2000). Self-Regulation Interventions with a Focus on LearningStrategies. Chapter 22 in the Handbook of Self-Regulation,M. Boekaerts, P.R. Pintrich & M. Zeidner (eds.), Academic Press, p.727-747.
• Winne, P. H.(1995). Inherent details in self-regulatedlearning. Educational Psychologist,30(4), 173-187.
• Wirth, K.R., Perkins, D., & Nuhfer, E. (2005). Knowledge surveys; an ideal tool for assessing learning and forevaluating instructional practices and curricula. Geological Society of America, 2005 annual meeting. Abstractswith Programs - Geological Society of America, 37(7),119.
• Wirth, K. R. (2005). [resource40355 'Learning to learn; why not be explicit in theclassroom?'] Geological Society of America, 2005 annualmeeting. Abstracts with Programs - Geological Society ofAmerica, 37(7), 549.
• Wirth, K. R. &Perkins, D. (2008). Learningto learn. ( This site may be offline. ) (Downloadable document; 29 pp.)
• Wolters,C. A., & Pintrich, P. R. (2005). Assessing Academic Self-Regulated Learning. In S. A.Karabenick, K. A. Moore & L. H. Lippman (Eds.), What dochildren need to flourish: Conceptualizing and measuring indicators ofpositive development. (pp. 251-270). New York, NY, US:Springer Science + Business Media.
• Yarger,D. N., Hargrave, C., Pease, L., & Thomas, R. (1999).Learning to teach while learning to learn;reaping the benefits of investing in tomorrow's teachers. Geological Society of America, 1999 annual meeting. Abstractswith Programs - Geological Society of America, 31(7),321.
• Yip, M. C. W. (2007).Differences in learning and study strategiesbetween high and low achieving university students: A Hong Kongstudy. Educational Psychology, 27(5),597-606.
• Zimmerman,B. J. (1995). Self-regulation involves morethan metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 217-221.
• Zimmerman,B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoreticalperspectives (2nd ed.) : Lawrence Erlbaum AssociatesPublishers: Mahwah.

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