This study presents a new instrument for assessing reflective thinking, self-efficacy, and self-regulated learning (SRL) among Universitas Terbuka postgraduate students registered in an online Research Methods course. The study validates the instrument's dependability (Cronbach's alpha = 0.918) and builds a strong factor structure by means of…

The perfect guide to help you embed metacognitive approaches to your teaching. What is metacognition and how can you use it in your teaching? Metacognition -- being aware of our own ways of thinking -- is popular in education, but it is not always obvious how it links to teaching practice and how to teach it explicitly. This book translates…

Although mastering the art of learning how to learn is considered one of the most important skills for young people, few teens know the basics of how to best learn something. And teachers rarely receive training in how to helps students become successful learners. The author describes seven well-supported techniques for learning anything that…

One of the great challenges interdisciplinary programs face is fguring out how to get students to engage subject matter in a truly integrative way. To accomplish integration, students do not need to become experts in multiple felds, but they do need to understand how multiple modes of thinking, theoretical lenses, and content knowledge can be…

Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or…

Despite its importance, many teachers overlook a vital component of the lesson cycle--closure. This article explains how a high school English teacher implements Meta Moments, a systematic time for closure that fosters metacognitive habits in students.

The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

Just as ready-made clothes may not provide a perfect fit for all bodies, math lessons may not be a perfect fit for all students. Published instructional tasks, including problems in mathematics textbooks, often need to be tailored to be meaningful, relevant, or accessible to each student. Ways are possible to take high-level reasoning tasks and…

How can teachers ensure instruction is aligned with 21st century demands for self-directed, collaborative problem solvers? Practice exercises are not the answer. Instead, here's a book that explains why the key is to use explicit instruction that includes proficient models, specific feedback, and supportive coaching. Rhoda Koenig gives you insight…

This guide is intended to stimulate professional reflection, dialogue and debate about mathematics and how to improve it. It draws together themes, features and characteristics of effective improvement in mathematics and descriptions of good practice. It offers a reference point for staff and teachers who are working together to improve…

The purpose of this paper is to use reflexive methodology to describe the emotions and experiences of doctoral students and a professor who collaboratively conducted a research study using triangulated qualitative research data. The study was the major learning strategy in a doctoral seminar focusing on qualitative research approaches. In using an…

Although self-regulated learning is considered as a characteristic of individual students, the question may be raised as to whether a community of learners with its emphasis on inquiry learning in teams of students provides an appropriate environment to acquire and develop active and dynamic self-regulation strategies. Two cases of communities of…