Skip to main content
SpringerLink
Log in

Teaching Metacognitively

  • Chapter
Metacognition in Learning and Instruction

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 19))

Abstract

A growing body of research and theory highlights teachers’ use of their metacognitive knowledge and skills before, during and after instruction. This chapter describes what is involved in teaching metacognitively, it explains why teaching metacognitively is important, it describes and illustrates metacognitive techniques used in my own teaching, and it explains procedures for developing other teachers’ metacognition about their own instruction.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Annis, L.F. (1983). The processes and effects of peer tutoring. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal.

    Google Scholar 

  • Aronson, E., Blaney, N., Stephan, C., Sikes, J. and Snapp, M. (1978) The jigsaw classroom. Beverly Hills, CA: Sage

    Google Scholar 

  • Bangert-Drowns, R. L., Kulik, C. C. Kulik, 1.A, and Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research 61, 213–238

    Google Scholar 

  • Berliner, D. 1988?(1987) Ways ofthinking about students and classrooms by more and less experienced teachers. In: Calderhead, J. (Ed.) Exploring Teachers’ Thinking 60–83. London: Cassell Educational Limited.

    Google Scholar 

  • Borko, H. and Livingston, C. (1989) Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal. 26. 473–498.

    Article  Google Scholar 

  • Brophy, J. (1986). Socializing students motivation to learn. Michigan State University, Institute for Research on Teaching. ED 269 384.

    Google Scholar 

  • Brown, A. L., and Day, J. D. (1983). Macrorules for summarizing texts. The development of expertise. Journal of Verbal Learning and Verbal Behavior. 22, 1–14.

    Article  Google Scholar 

  • Bruner, J. (1966). Toward a Theory of Instruction. New York: Norton.

    Google Scholar 

  • Bums, M. (1990). Using groups of four. In. Davidson, N. (Ed.) Cooperative Learning in Mathematics. Menlo Park, CA: Addison-Wesley.

    Google Scholar 

  • Clark, C. (1983). Research on Teacher Planning: An Inventory of the Knowledge Base. In: Smith, D. (Ed.) Essential Knowledge for Beginning Educators. Washington, D.C.: American Association of Colleges for Teacher Education. 5–15.

    Google Scholar 

  • Clark, C. and Peterson, P. (1986). Teachers’ thought processes. In Wittroch, M. C. (ed.)Handhook of Research on Teaching. 3rd edition. New York: Macmillan.

    Google Scholar 

  • Clark, C. M. and Yinger, R. (1987). Teacher Planning. In: Calderhead, J. (Ed.) Exploring Teachers’ Thinking. 84–103. Cassell Educational Limited: London.

    Google Scholar 

  • Clark, C. M. and Yinger, R. (1978). Research on Teacher Thinking. Research Series No. 12. ED160592.

    Google Scholar 

  • East Lansing, MI: Institute for Research on Teaching, Michigan State University. Doyle, W. (1983) Academic Work. Review of Educational Research, 53, 159–199.

    Google Scholar 

  • Haigh, N. (1981). Research on Teacher Thinking. Paper presented at the National Conference of the New Zealand Association for Research in Education, ED213657.

    Google Scholar 

  • Hartman, H. (1993) Intelligent Tutoring. fl and H Publishing Co. Cleawater, FL.

    Google Scholar 

  • I lartman, H. and Sternberg, R. J. (1993) A Broad BACEIS for Improving Thinking. nstructional Science 21 (5). 401–425.

    Article  Google Scholar 

  • Johnson, D. W. and Johnson, R (1975). Learning together and alone: Cooperation. competition, and individualization Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Kennedy, M. M. (1998) The relevance of content in inservice teacher education. Paper presented at the annual meeting of the American Educational Research Association. San Diego, CA.

    Google Scholar 

  • Lhyle, K. G. andKulhavy, R. W. (1987). Feedback processing and error correction. Journal of Educational Psychology, 79, 320–322.

    Google Scholar 

  • Manning, B. and Payne, B. (1996). Self Talk for Teachers and Students. Allyn and Bacon: Needham

    Google Scholar 

  • McKeachie, W. (1994). Teaching Tips. 9th edition. Lexington, MA: D.C. Heath and Co.

    Google Scholar 

  • McKeachie, W., Pintrich, P., Lin, Y. G. and Smith, D.A. (1986). Teaching and learning in the college classroom. National Center for Research on Improving Post Secondary Teaching and Learning: Ann Arbor, MI.

    Google Scholar 

  • Medway, F. J. (1991). A social psychological analysis of peer tutoring. Journal of Developmental Education, 15 (1), 20–32.

    Google Scholar 

  • Meichenbaum, D. (1977). Cognitive Behavior Modification. New York: Plenum.

    Book  Google Scholar 

  • Meichenbaum, D. and Biemiller, A. (1998). Nurturing Independent Learners. Cambridge: Brookline Books.

    Google Scholar 

  • Moore, B.,and Harris, B. (1986). An assessment of prospective teachers’ cognitive knowledge of appropriate instructional strategies for teaching letter sound to first grade children. Paper presented at the Annual Convention of the Northern Rocky Mountain Educational Research Association. Missoula, MT. ED313371.

    Google Scholar 

  • Novak, J. (1998). Learning, Creating and Using Knowledge. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Osborne, J. W. (1999). A behavioral measure of metacognition for teachers. Paper presented at the annual meeting of the American Educational Research Association. Montreal.

    Google Scholar 

  • Palincsar, A. and Brown, A. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction. 1 (2) 117–175.

    Article  Google Scholar 

  • Posner, G. J. (1985). Field Experience: A Guide to Reflective Teaching Longman: New York Pressley, M. and Mc

    Google Scholar 

  • Cormick, C. (1995). Advanced Educational Psychology for Educators, Researchers and Policymakers. New York: Harper Collins College Publishers.

    Google Scholar 

  • Rosenshine, B. and Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership. April. 26–33.

    Google Scholar 

  • Sabers, D. S., Cushing, K. S., and Berliner, D.C. (1991) Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28, 63–88.

    Google Scholar 

  • Sharan, Y. and Sharan, S. (1989/1990) Group Investigation expands learning. Educational Leadership. 47(4). 17–21.

    Google Scholar 

  • Slavin, R. (1995). Cooperative learning: Theory, research and practice. Englewood Cliffs: Prentice Hall

    Google Scholar 

  • Sternberg, R. (1985). BeyondLQ.: A Triarchic Theory. New York: Cambridge University Press.

    Google Scholar 

  • Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Winne, P. H. and Marx, R.W. (1982). Students’ and teachers’ views of thinking processes for classroom learning. Elementary School Journal. 82 (2) 494–518.

    Google Scholar 

  • Zeichner, K. Tabachnick, B. R. and Densmore, K. (1987). Individual, institutional, and cultural influences on the development of teachers’ craft knowledge. In J. Calderhead (ed.) Exploring Teachers’ Thinking. London: Cassell Educational Limited.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education, City College of the City University of New York, USA

    Hope J. Hartman

  2. Department of Educational Psychology Graduate School and University Center, City University of New York, USA

    Hope J. Hartman

Authors
  1. Hope J. Hartman
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Education, The City College of the City University of New York, New York, NY, USA

    Hope J. Hartman (Professor of Education, Professor of Educational Psychology) (Professor of Education, Professor of Educational Psychology)

Rights and permissions

Reprints and permissions

Copyright information

© 2001 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Hartman, H.J. (2001). Teaching Metacognitively. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_8

Download citation

  • DOI: https://doi.org/10.1007/978-94-017-2243-8_8

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-481-5661-0

  • Online ISBN: 978-94-017-2243-8

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation