Metacognition

• Metacognition, by Nancy Chick of Vanderbilt University

• Metacognition: An Overview, by Jennifer Livingston of the University of Buffalo

• Fact Sheet: Metacognitive Processes, from the Teaching Excellence in Adult Literacy Center

• Thinking About Thinking: Metacognition, by Linda Darling-Hammond, Kim Austin, Melissa Cheung, and Daisy Martin of Stanford University

• Metacognition: The Gift That Keeps Giving, by Donna Wilson and Marcus Conyers of Nova Southeastern University

• Designing for Metacognition: Applying cognitive tutor principles to the tutoring of help seeking

• Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections on Learning, by Randy Isaacson and Frank Fujita of Indiana University

• Relationship between Metacognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement, by Jeffrey Landine of New Brunswick Schools and John Stewart of the University of New Brunswick

• Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning, by Gregory Schraw, Kent Crippen, and Kendall Hartley of the University of Nevada

• The Role of metacognitive knowledge in learning, teaching, and assessing, by Paul Pintrich

• Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses, by Nancy Chick, Terri Karis and Cyndi Kernahan of the University of Wisconsin

• Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, by David Nicol of the University of Strathclyde and Debra MacFarlane-Dick of the University of Glasgow

• A Process-Oriented Model of Metacognition: Links Between Motivation and Executive Functioning, by John Borkowski of the University of Notre Dame, Lorna Chan of the Hong Kong Institute of Education, and Nithi Muthukrishna of the University of Natal

• How People Learn (Parts I and II), by John Bransford, Ann Brown, and Rodney Cocking

• Metacognitive Tutoring for Inquiry-Driven Modeling, by David Joyner of Georgia Tech

For additional highly recommended reading on metacognition, please see the following books, each of which has significant excerpts available on Google Books:

• Self-Theories: Their Role in Motivation, Personality, and Development, by Carol Dweck

• Mindset: The New Psychology of Success, by Carol Dweck

Research Groups

• MALT Lab, from the University of Nevada-Las Vegas

• LearnLab, from the Pittsburgh Science of Learning Center

• Metacognition and Memory Lab, from Columbia University

• Metacognition Lab, from Western Kentucky University

• Learning & Metacognition Lab, from Texas Tech University

• Memory and Metacognition Lab, from Stockholm University

• MetaTutor, from the University of Memphis

• ReflectED Meta-cognition, from the Education Endowment Foundation

• A Metacognitive Peer Tutoring Model, from the LearnWell Projects

• Deep Learning vs. Surface Learning: Getting Students to Understand the Difference, by Maryellen Weimer of Faculty Focus

• Know Thyself: Harnessing the Power of Metacognition, by Laura Stack of the Huffington Post

• Metacognition and Student Learning, by James Lang of the Chronicle of Higher Education

• Metacognition: The Skill Every Global Leader Needs, by Michael Morris of the Harvard Business Review

• Rethink Your Thoughts about Thinking, by Tori Rodriguez of Scientific American

• Metacognitive therapy: a possible new approach for ADHD?, by Michael Miller of Harvard Health Publications

• Can Students Learn to Learn?, by Scott Jaschik of Inside Higher Ed

• Metacognition: Knowing, Understanding, and Managing your Thinking, by Rhonda Stern of ChicagoNow

• Can Technology Measure How You 'Show Your Work'?, by Eric Horowitz of EdSurge

• WATCH: Cameron Pittman on Metacognition

• WATCH: David Joyner on Metacognition