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This is a video of the 2012 American Psychological Association "Diane Halpern" lecture on metacognition in education. Dr. Elizabeth Yost Hammer, the faculty developer at Xavier Univerisity, discusses the importance of developing incoming college students' metacognition and the techniques to do so. From 0:00 - 07:00, Dr. Hammer discusses the term, metacognition, and applies it to the typical student with poor self-assessment skills. During 11:00 - 16:30, characteristics of incoming high-school students are discussed and provides insight into why these students may have poor metacognitive and study skills. Techniques to teach metacognition to students are discussed in detail during 18:30 - 36:30. I would highly recommend this section for those interesting in learning more about formative assessment. Dr. Stephen Chew, also discussed in our lecture, makes a brief appearance at 36:30 - 38:00 and discusses his video series, "How to study hard and still fail..." Finally, Dr. Hammer concludes her lecture with other habits of mind that play a role in the development of metacognition, such as the fixed mindset theory.

This article discusses ways that the instructor can facilitate and guide metacognitive processes in students, by both asking questions and prompting students to ask themselves questions in future learning. I think this would be useful for anyone going forward who hopes to play an active role in making their students better learners.

This article discusses ways that the instructor can facilitate and guide metacognitive processes in students, by both asking questions and prompting students to ask themselves questions in future learning. I think this would be useful for anyone going forward who hopes to play an active role in making their students better learners. 

This website connects Flavell's and Brown's theories of metacognition, differentiates cognition from metacognition, and explores some interpersonal variables that may impact one's metacognitive abilities. It also touches upon metacognitive strategies in the classroom setting.

This is a quick reference for a general overview of metacognition.  It discusses 2 of the metacognitive phenomena as well as a brief introduction into cognitive strategy instruction.   

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.

In this article, the author discusses learning needs assessment in the context of medicine. She discusses some of the informal ways in which physicians may identify their own learning needs.

The most effective teachers vary their styles depending on the nature of the subject matter, the phase of the course, and other factors. By so doing, they encourage and inspire students to do their best at all times throughout the semester. It is helpful to think of teaching styles according to the three Ds: Directing, Discussing, and Delegating.

This article debunks some myths about the Kirkpatrick model and discusses evaluation tools/techniques that can be used to help operationalize evaluations including Level Four evaluations. The article discusses how the Kirkpatrick model is applicable to training in this day and age.

More in-depth discussion of when and how to conduct a Level 3 Evaluation. The author also discusses some opportunities and pitfalls that can result from performing a Level 3 Evaluation, which should be considered before starting one.

Good overview of level 3 evaluations. Also, has links to level 1 and level 2 posts that are helpful.

Teaching with Style is a book that can be accessed for free using this link. Written by an award-winning psychologist and teaching professor, the book was created to enable the reader to discover about himself/herself as a teacher and a learner. In addition to content about Grasha's well-known teaching style theories, the book discusses "clusters" of teaching, and different methods and ideas for teaching based on your cluster.

This is the full pdf of Anthony Grasha's research on teaching styles (and learning styles). This goes much more into depth than my 15 min. power point.

Merriam-Webster definition. I like to use this dictionary as it usually discusses etymology.

Every Thursday evening, 8:30 ET, 5:30 PT, there's a great fun live gathering on Twitter called #lrnchat. It's a fast free-for-all organized around a theme, like instructional design, virtual worlds, social learning, or e-learning myths, structured around 3 general questions. Topics will range from instructional design, training, education, etc. Begin by typing #lrnchat into the Twitter search box. If you'd like to get a look at who's likely to be there, and how the conversation will go, you can check out the transcripts. This a great way to be part of a discussion on an educational topic and great opportunity to build your network with other eLearning experts in the field...during the chat the live stream of tweets fly fast and furious!

This article begins with a brief overview of the evolution from pedagogy to andragogy. But the highlight of the article is the discussion of the controversy surrounding the spread of andragogy and the alternative theories that developed out of this.

Ruben Puentedura provides an introduction to the fundamental aspects of integrating technology in education, including an overview of his SAMR (Substitution, Augmentation, Modification, Redefinition) Model. If you want to skip ahead to his discussion of the SAMR Model, start at the 2:30 mark.

This website discusses different aspects of an audience that a speaker should evaluate when giving a presentation. It emphasizes the importance of performing a thorough audience analysis, rather than delivering a self-centric presentation.

This is an article by a public speaker and speech evaluator about audience analysis. It breaks down the audience analysis in three parts and provides some really good questions you can ask yourself when you are trying to analyze your audience. The next article in the series is also really helpful because it shows you how to conduct an audience analysis.

This photo stream of quotes is encouraging and inspiring. It captures the essence of the "Habits of Mind." They include practical phrases that are relatable to learners of all ages. It can be used as a learning tool for learners because it touches on all of the learning strategies discussed. When faced with different situations in real life learners can reference the photo stream which will encourage them to press on!

This article is an in-depth review of how the Kirkpatrick model can be adapted to help develop and assess training in higher education. It discusses all four levels of the model and assesses not only ways that the Kirkpatrick model can provide feedback to the educators, but also to the institutions of higher learning.

This article is most notable for an *excellent* graphical description of how to integrate all four levels of the Kirkpatrick levels of evaluation into an overall training plan. The article focuses on integration of the four levels of training with each other to optimize training, and discusses using the training model backwards, i.e. focusing on results first, before designing the training plan.

Recommendations to improve the quality of health care education by discussing accrediting and related organizations

Not primary literature, but a collection of other presentations given for another course, Education Technologies. They discuss how to give presentations in teaching. Many of them follow Edgar Dale's approach.