Annotated Bibliography

Blakey, E., Spence. S. (2008, December 16). Developing Metacognition. Retrieved January 23,
2015, from http://www.education.com/reference/article/Ref_Dev_Metacognition/
Blakey and Spence look at six primary strategies for developing metacognitive
behaviors: Identifying "what you know" and "what you don't know" ,talking about thinking,
keeping a thinking journal, planning and self-regulation, debriefing the thinking process,
self-evaluation. They go on to talk about how important it is to establish a process of
routinely involving your students in metacognitive processes.
Boud, D. (1995). Learning through self assessment. (pp. 11-32). New York: Routledge Falmer.
Bouds book focuses on everything related to self assessment. In the first couple
chapters (which were all that was used), Boud talks about what self assessment is, what
it entails, and how it relates to learning. He states that self assessment should develop
at a young age, and take place in a variety of subjects to be effective. He does admit
that self assessment needs to be fully developed in university courses. It is very difficult
to master, but a strong background can make it easier to assess down the road.
Chick, N., & Taylor, K. (2013, March 11). Making Student Thinking Visible: Metacognitive
Practices in the Classroom. Retrieved January 2, 2015. http://cft.vanderbilt.edu/2013/03/
making-student-thinking-visible-the-impact-of-metacognitive-practice-in-the-classroom/
Chick and Taylors article revolves around a list of 12 additional articles, all of which have
a common theme of metacognition. The two stress teaching metacognition to students,
but also say that teachers should provide room for students to think on their own. They
also stress that students who regularly perform metacognitive processes on their own
perform higher on standardized tests. They conclude the article by saying that being
straight-forward with students is one of the best ways to promote metacognition in the
classroom.
Department of Labor, Licensing and Regulation. (2006, October 10). Metacognitive Skills.
Retrieved January 23, 2015, from http://www.dllr.state.md.us/gedmd/cs/eslcsmeta.pdf
This is a website that contains information on various metacognitive skills. It includes
many questions teachers can use to engage students in metacognition. The questions
are critical thinking questions that focus on students linking new information to previously
learned information, and asking students the whys and hows of what is being covered. It
also lists a bunch of activities students can participate in that increase their
metacognition.
Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student

learning . Thousand Oaks: Corwin Press. Retrieved from

http://www.aacu.org/meetings/ild/documents/Symonette.MakeAssessmentWork.EarlAss
essmentForOfAsLearning2003.pdf
Earls chapter in the book focuses on the three forms assessment, as, for, and of. Earl
goes in depth on each one, giving the definition and showing examples of each. The
three forms of assessment are not being used effectively. Teachers focus most on of and
least on as. Earl states that this is backwards of what it should be. Students should be
self-assessing more.
Mair, C. (2012). Helping Students Succeed through Using Reflective Practice to Enhance
Metacognition and Create Realistic Predictions. Psychology Teaching Review, 18(2), 4246.
Mairs article is a mini-meta-analysis on the best practices to promote metacognition in
the classroom. She briefly discusses her own study in which she tried to measure
student perceptions versus their actual scores. She concluded that students who go into
a class with high expectations and perform poorly do so due to a lack of metacognitive
practices. If we teach these practices, students are much more likely to perform well due
to reflecting over their own understanding.
Parker, J. (2001, January 1). The Role of Metacognition in the Classroom. Retrieved January
23, 2015, from http://faculty.mwsu.edu/west/maryann.coe/coe/Projects/epaper/meta.htm
Parker discusses several definitions of metacognition and its rise in education today. He
talks about how participating in metacognition on a regular basis can increase the
effectiveness of it. He goes on to discuss the need of it in education, and why it is so
important for students to become effective thinkers sooner rather than later. He argues
that students routinely learn about Piaget, but rarely hear about another extremely
important psychologist, Flavell.
Richmond, A. (2014, July 31). Meta-Teaching: Improve Your Teaching While Improving Students
Metacognition. Retrieved January 3, 2015, from
http://www.improvewithmetacognition.com/meta-teaching-improve-your-teaching-whileimproving-students-metacognition/
Richmond discusses a study he and his colleagues performed regarding using metateaching (teaching about teaching) to improve student metacognition. Richmond uses a
variety of teaching methods to promote effective use of student metacognition. He lists a
strategy and briefly discusses what impacts it had on student learning. In addition to
listing strategies, Richmond discusses additional benefits to using meta-teaching
strategies. Richmond says that using these strategies promotes student learning and
keeps learning fresh. It also helps to invigorate teaching and promotes a strong passion
for it.

Schofield, L. (2012). Why Didn't I Think of that? Teachers' Influence on Students' Metacognitive
Knowledge of How to Help Students Acquire Metacognitive Abilities. Kairaranga, 13(1),
56-62.
Schofield presented her qualitative study on how to engage students in metacognitive
activities. She provides some examples like asking rhetorical questions, being explicit
about instruction, clarifying goals, scaffolding understanding, and making links to prior
learning. If teachers focus on modeling metacognitive practices, students are much more
likely to engage in reflection. She goes on to make the point that if students dont know
how to perform a particular activity, students struggled to evaluate others work. She
says this point exemplifies the importance of checking for understanding, but also
avoiding the explicit question, do you understand? as students are trained to
automatically say yes.
Tanner, K. (2012). Promoting Student Metacognition. CBE Life Sciences Education, 11(2),
113-120. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3366894/
This article details how to use metacognition in the classroom. It also discusses ways to
incorporate student metacognition in the classroom. A lot of this article focuses on how
to get students to prepare for exams through self-assessment and reflections. This
article is great in that it provides some very valuable themes. They discuss how it is
important to hold discussions with your class: explain that the material may be
confusing.