Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Course Materials

    4. Course Catalog

    1. Definition of metacognition and examples of metacognitive learning strategies (1:07:31)

    1. Chapter 1 Quiz

    1. Discussion of Dweck’s definitions of fixed vs growth mindsets and examples of how this affects student motivation (1:07:20)

    1. Chapter 2 Quiz

    1. Presentation of strategies for increasing student motivation (1:23:27)

About this course

  • $200.00
  • 6.5 Contact Hours

Learning Objectives

  • Define metacognition and give examples of how metacognitive learning strategies can improve learning
  • Explain the different levels of learning proposed by Benjamin Bloom by using examples and/or analogies
  • Compare fixed vs growth mindsets about intelligence
  • Describe strategies for changing students’ mindsets and motivating them to spend time studying
  • Create a plan for teaching metacognitive strategies in their courses and/or interactions with students

Meet Your Instructor

Saundra McGuire

Saundra Yancy McGuire, PhD has been helping students become independent, self-directed learners for over 50 years, and she has been presenting faculty development workshops on effective learning strategies for over 20 years. Dr. McGuire is Professor Emerita of Chemistry and Director Emerita of the Center for Academic Success at Louisiana State University. Prior to joining LSU, she spent eleven years on the faculty at Cornell University, where she received the coveted Clark Distinguished Teaching Award. Her best-selling book, Teach Students How to Learn, was published by Stylus in 2015. The student version, Teach Yourself How to Learn, was released in January 2018. The Parents’ Guide to Studying and Learning was released in January 2022. Dr. McGuire’s most recent accolades include being named a 2022 Louisiana Legend by Louisiana Public Broadcasting, being listed in the 2020 edition of Marquis Who’s Who in America, receiving the 2019 Commitment to Excellence in Academic Support Award from the Commission for Academic Support in Higher Education, and induction in 2017 into the LSU College of Science Hall of Distinction. She is an elected Fellow of the American Chemical Society, the American Association for the Advancement of Science, and the Council of Learning Assistance and Developmental Education Associations. She received the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring in a White House Oval Office Ceremony. She received her B.S. degree, magna cum laude, from Southern University in Baton Rouge, LA, where she received her Master’s degree from Cornell University, and her Ph.D. from the University of Tennessee at Knoxville, where she received the Chancellor’s Citation for Extraordinary Professional Promise and the 2022 Accomplished Alumni Award. She has been married for over 50 years to Dr. Stephen C. McGuire, the James and Ruth Smith Endowed Professor of Physics Emeritus at Southern University. They were the first husband and wife to be named Louisiana Legends for their individual contributions to their disciplines. They are the parents of Dr. Carla McGuire Davis and Dr. Stephanie McGuire, and the doting grandparents of Joshua, Ruth, Daniel, and Joseph Davis. Financial disclosure: Dr. McGuire receives speaking fees and royalites from Stylus Publishing, LLC and Wise Action Company. There are no non-financial disclosures.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, School Counselors, Speech-Language Pathologists, Occupational Therapists, Math Specialists, Title 1 Teachers, School Psychologists, Social Workers, Resource Room Teachers, Private Tutors, Autism Specialists, Instructional Assistants, Paraprofessionals, Instructional Coaches, Reading Specialists, ELL Teachers

Target Age Range: Grade 6 - YA

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.65

  • NASP credit hours: 6.5

  • NASW hours: 6.5

  • AOTA CEUs: 0.65

  • Graduate Credit

  • Clock Hours

Learn More About Credits

Click here for details about available credit programs.

 

Articles Related to This Course

Cook, E., Kennedy, E., & McGuire, S. Y. (2013). Effect of teaching metacognitive learning strategies on performance in general chemistry courses. Journal of Chemical Education, 90(8), 961–967. 

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236).

McGuire, S. (2021). Close the metacognitive equity gap: Teach all students how to learn. Journal of College Academic Support Programs, 4(1), pp. 69-72

Kaldor, E. & Swanson, H. (2019). How can you elevate metacognition on your campus? Try the Ace- Your-Course Challenge. Forum for Teaching & Learning, 28(2), 5–7.

Mutambuki J. M., Mwavita, M., Muteti, C. Z., Jacob, B. I., and Mohanty, S. (2020). Metacognition and active learning combination reveals better performance on cognitively demanding general chemistry concepts than active learning alone. Journal of Chemical Education 97(7), 1832–1840. 

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Benko, M. H., Vogelsang, K.M., Johnson, K.C., & Babij, A. R. (2019). Strategies to prevent cognitive overload: A team-based approach to improving student success and persistence in a gateway introductory chemistry course. In S. Kradtap Hartwell & T. Gupta (Eds.), American Chemical Society Symposium Vol. 1330, Enhancing Retention in Introductory Chemistry Courses: Teaching Practices and Assessments (pp. 187–200). ACS Publications.