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Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.

Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.

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 website includes many different types of resources related to metacognition.  Education pages include an overview of metacognition and various ways to teach metacognition in different types of classes.  In addition, there are links to professors lecturing on metacognition, research in the field, and ways to incorporate the concept in courses. 

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.   

This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.

This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.

This website reviews the basis and evolution of Flavell's theory of metacognition. It also contains a helpful concept map that connects Flavell's theories of metacognitive experiences, person, task/goals, and strategies with examples.

This website provides a great overview of metacognition.  The explanations and examples of metacognitive knowledge and experiences are clear and easy to understand. 

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. 

Organizes well on how to address metacognition in classroom with a brief introduction what metacognition is

This resource was not included in my lecture; however, it is a great list of resources.  At NC State, there is a class on Metacognition and Learning (ECI 709). This website is a link to the articles page for the course.  There is a long list of references separated into categories.  Two great things about this website is 1) it's public (so you don't have to be on NC State's campus) and 2) some of the references link to PDFs of the articles.  

Review article from The American Journal of Pharmacy Education Relates to pharmacy students . Students who do not succeed as well often have several things in common. They do not monitor their learning and are not sure what they do and do not know before an exam. They spend inordinate amounts of time reviewing stuff they already know but not enough time studying on what they do not know. Lastly, they do not know if their study strategies are efficient until after the exam is done. Another interesting article to show the importance of metacognition to make the learning process your own.

Interesting article on how metacognition is relevant to student learning Also includes a link to videos on how to get the most out of studying

Interesting way to incorporate metacognition into the evaluation aspect of teaching by using "exam wrappers" which forces the student to reflect on their studying and answer on an exam before submitting a request to look at a particular exam question or score. This can help students to identify strengths and weaknesses and ways to adapt to future studying/exams. Has example exam wrappers.