Dr Maryann DiEdwardo presents a talk at Lehigh University on April 10, 2019

Visit the following website for more information
http://ricoeur.pitt.edu/ojs/index.php/ricoeur

Points by Maryann

–The take away initiates self-monitoring as metacognitive or meta-reflection.  

–Considering the impact that researchers make on their readers, we can change the researcher with hermeneutics to illuminate the necessity for textual interpretation beyond texts to include pedagogy through exploration, understanding, and appropriation.

–Objectives are to achieve a cultural interest in the methods we use to reflect, construct, and mediate experiences in the world.

–We support writing for self transformation. Therefore, we rely on hermeneutics by thinking about the text, action behind the text, and the historical contexts. Ultimately, we reacculturate, assimilate, and have emancipatory consciousness. Summary writing  as a metacognitive writing pre-writing exercise allows students to use critical reading skills to enhance their next writing activity. Students will need to find ways to enjoy the pace by excelling in their writing from the first week.  Paradigms of research based internet resources like Diigo are useful to create annotated bibliographies to collect data. Diigo as a resource is based on my own books, articles, presentations. Then, I coordinate my Diigo resources with our Lehigh Library Digital resources. The topic is providing habits like researchers perform for case studies. Reflect the reasons for my lessons so that students realize that they are the creators of their own thoughts. Analyze my lessons and coordinate these lessons with cognitive function expected.

Please go to 

http://Prezi.com 

to see my presentations for more examples.    

Maryann DiEdwardo Ed.D. received the 2018 Professional Achievement Award from the College English Association (CEA). Dr.DiEdwardo is the University of Maryland University College UMUC Stanley J. Drazek Teaching Excellence Award (Drazek award) winner 2017. She presents lectures on Metacognition and Fine Arts in the United States and Canada. She is a graduate of both Penn State University (Undergraduate B.A.Summa Cum Laude) and Lehigh University (M.A. English Graduate Degree). She earned an Ed.D. in 2004 from California Coast University. 

Her research interests include writing process theory, student directed learning, fine arts as a paradigm for teaching, and structured curriculum designs. She teaches writing at University of Maryland University College UMUC, where she was a curriculum specialist for The Modern Novel and two classes: 281 and 386. Maryann DiEdwardo’s original essay “Semiotics, Connectivity, and Social Order Of Imagined Architecture In Fiction Works” won the Karen Lentz Award in Denver at the 2016 Conferences College English Association for Adjunct or Contingent Faculty Presentation. Maryann P. DiEdwardo, Ed.D  is the author of more than 40 books and articles.  Since 1976, Dr. DiEdwardo has taught English, literature, and research in Pennsylvania colleges and universities; she co-founded Pasda Studios School of Art and co-facilitated Fine Art programs for students of all ages for thirty-two years.  In 2004, results of her case study research suggested that the integration of music in the college classroom improved students’ grades and abilities to compose thesis statements for research papers in courses that emphasize reading and writing skills.   In her initial study, Dr. DiEdwardo refined Howard Gardner’s 1993 definition of music as a separate intellectual competence.  Maryann DiEdwardo is the editor of a new book called American Women Writers, Poetics and the Nature of Gender Study.