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Metacognition in Learning and Instruction
Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Metacognition
Metacognition offers an up-to-date compendium of major scientific issues involved in metacognition. The twelve original contributions provide a concise statement of theoretical and empirical research on self-reflective processes or knowing about what we know. Self-reflective processes are often thought to be central to what we mean by consciousness and the personal self. Without such processes, one would presumably respond to stimuli in an automatized and environmentally bound manner -- that is, without the characteristic patterns of behavior and introspection that are manifested as plans, strategies, reflections, self-control, self-monitoring, and intelligence. A Bradford Book
Meta-cognition
Over the past two decades, the word 'metacognition' has become a regularly used part of our language and vocabulary in both psychology and education. Many research articles have been written about it, the conceptualisation of this construct has expanded, and conferences abound with investigations and empirical research into various facets of this domain. This book provides some of the most recent research by scholars from various parts of the world. It includes differing perspectives -- some empirical, some theory driven, and some application papers. The book focuses on metacognition and it's relevance to gifted and highly able students. Many of the papers focus directly and specifically on this; others are more tangential in nature.
Inspiring Deep Learning with Metacognition
Understand what metacognition is and how you can apply it to your secondary school teaching to support deep and effective learning in your classroom. Metacognition is a popular topic in teaching and learning debates, but it’s rarely clearly defined and can be difficult for teachers to understand how it can be applied in the classroom. This book offers a clear introduction to applying metacognition in secondary teaching, exploring the ‘what’, ‘when/how’ and ‘why’ of using metacognition in classrooms with real life examples of how this works in practice. This is a detailed and accessible resource that offers guidance that teachers can start applying to their own lesson planning immediately, across secondary subjects. Nathan Burns is the founder of @MetacognitionU and has written metacognitive teaching resources for TES and Oxford University Press. He is Head of Maths in a Derbyshire school.
Applied Metacognition
Publisher Description
Trends and Prospects in Metacognition Research
Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings. Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.
Metacognition in Educational Theory and Practice
Examines the ways in which metacogntion has made the shift from theory to practice in education
The Metacognition Handbook: A Practical Guide for Teachers and School Leaders
Metacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.
Metacognition in the Primary Classroom
Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don’t understand the what, the why and the how? This practical guide explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement. In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be...
Social Metacognition
Metacognition refers to thinking about our own thinking. It has assumed a prominent role in social judgment because our thoughts about our thoughts can magnify, attenuate, or even reverse the impact of primary cognition. Metacognitive thoughts can also produce changes in thought, feeling, and behavior, and thus are critical for a complete understanding of human social behavior. The present volume presents the most important and advanced research areas in social psychology where the role of metacognition has been studied. Specifically, the chapters of this book are organized into four substantive content areas: Attitudes and Decision Making, Self and Identity, Experiential, and Interpersonal....
