Professional Development to Practice Metacognition Teaching students to

Professional Development to Practice Metacognition “Teaching students to think about thinking and learn how to learn. ” This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Welcome and Introductions

Professional Development to Practice Advance Organizer Metacognition is… Metacognition is not…

Professional Development to Practice Session at a Glance q Defining metacognition q Importance of metacognition q When to use metacognition q Steps in teaching metacognition q Unwrapping and experiencing metacognition q Examples of metacognition q Environment that promotes metacognition q Assessing metacognition q Planning for metacognition q Resources

Professional Development to Practice Objectives As a result of training, participants will learn: qwhat metacognition is and how it works; qthe impact metacognition has upon learning; qmethods and strategies that help students use metacognitive skills; qcommon practice vs. best practice in regard to metacognition. qways to create a culture of metacognition in the classroom.

Professional Development to Practice Intended Outcome Participants will effectively implement the practice of metacognition in their classroom to increase student learning.

Professional Development to Practice Essential Questions q What is metacognition? q When, how and why is metacognition used? q What is common practice vs. best practice in regard to metacognition? q How do I create a culture of metacognition in the classroom? q What methods and strategies help students use metacognitive skills? q How do I assess metacognition? q What are my next steps?

Professional Development to Practice Norms q. Engagement q. Respect q. Choice and Responsibility

Professional Development to Practice Connection to Missouri Teaching Standards q. Standard 1 Content knowledge aligned with appropriate instruction. q 1. 2 Student engagement in subject matter. q. Standard 2 Student learning growth and development q 2. 3 Theory of Learning q 2. 5 Prior experiences, multiple intelligences, strengths and needs.

Professional Development to Practice Terms to Know Prior to Learning q. Metacognition q. Reflection q. Self Regulation q. Metacognitive Environment q. Challenging Task

Professional Development to Practice What is Metacognition? Section 1 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Metacognition is… q. Thinking about your own thinking. q“We need to develop an awareness of what we are doing, where we are going, and how are we going there; we need to know what to do when we do not know what to do. Such self-regulation, or meta cognitive, skills are one of the ultimate goals of all learning. ” Source: Visible Learning for Teachers: Maximimizing Impact on Learning. Hattie,

Professional Development to Practice Metacognition “Metacognition is thinking about thinking and knowledge and understanding of what we know and how we think, including the ability to regulate our thinking as we work on a task. ” Source: Dr. Sara Mc. Elwee, University of Oxford

Professional Development to Practice Metacognition When students are metacognitive, they understand. . qthemselves as learners, qa given task, qa variety of strategies and how to use them in a variety of situations. Nokes and Dole (2004), Adolescent Literacy Research and Practice

Professional Development to Practice Metacognition means… qbecoming aware of one’s own actions and their effects, qposing internal questions to find information and meaning, qdeveloping mental maps, pictures, or plans, qmonitoring plans throughout a process and revising plans when they are not working, qself-evaluating a completed plan. q Source: Costa (2008) “The Thought Filled Curriculum”

Professional Development to Practice In Summary…. Metacognition ØThinking about thinking ØOccurs before, during, and after doing a task ØBefore: Plan ØDuring: Self-monitor ØAfter: Evaluate and improve

Professional Development to Practice Why is Metacognition Important? Section 2 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Research shows……. q. According to the work of Dr. John Hattie, metacognition has an effect size of 0. 69 with. 60 being considered a “large” impact.

Professional Development to Practice Why is metacognition important? q. Shapes active rather than passive learners q. Gives students a sense of control over learning q. Promotes “deep learning” q. Makes students aware of their own thinking Source: Dr. Sara Mc. Elwee, University of Oxford

Professional Development to Practice Metacognition is important because it is a key component of Assessment for Learning in that it… • Requires students to become involved in their own assessment through self-regulation and monitoring, • helps students and teachers remain focused on the learning target and success criteria throughout the learning process, • requires students to think about their successes, needs and next steps in relation to mastering the learning target. Source: Jana L. Scott, University of MO-Columbia 2013.

Professional Development to Practice “Metacognition is essential for effective learning in complex situations. ” Jana L. Scott, University of MO-Columbia, 2013.

Professional Development to Practice Dylan Wiliam on Metacognition Video Clip http: //www. youtube. co m/watch? v=bojao. VYr Bm. E

Professional Development to Practice Benefits to Students When Using Metacognition q. Changes the fixed versus growth mindset. q. Increased motivation/effort q. Increased student ownership of learning q More positive attitudes q Improved performance Source: www. cmu. edu/teaching/ Marsha C. Lovett, Ph. D.

Professional Development to Practice Alignment to Missouri Learning Standards Metacognition is required to master any standard that requires complex thinking and reasoning. Most Missouri Learning Standards (MLS) require students to engage in complex tasks and concepts.

Professional Development to Practice When is Metacognition Used? Section 3 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Use of Metacognition should be used by students before, during and after doing complex tasks and/or activities. Metacognition should be used in relation to a learning target and/or criteria for success.

Professional Development to Practice Upfront Clarification Complex vs. Difficult

Professional Development to Practice Defining Complex Tasks A complex task is one that… A basic task is one that… may require real-world application in a non-routine manner lends itself to right or wrong answer may allow for diverse answers and/or solution processes is algorithmic in nature has a solution process or resolution that is not readily apparent has an apparent/evident solution or resolution requires using a trial and error approach requires only recall or comprehension requires the development of a strategy or is difficult because the content or steps plan before getting started are unknown involves higher-level thinking processes is difficult because students lack background or prior knowledge

Professional Development to Practice Classification Activity Complex Basic

Professional Development to Practice Classification Activity Key Complex Basic Create a proposal for a building a storage shed that abides by cost and building specifications. Recite the Gettysburg address. Design and conduct an experiment using the scientific method. Collect data and share findings. Make a brochure that shows Missouri’s flag, state bird and flower, state motto, and capital city. After viewing several top quality vocal performances, develop a scoring criteria for evaluating future vocal performances. Make a poster showing the three branches of government and the duties of each. Create a weekly healthy eating plan for a person who is diabetic and lactose intolerant that costs less than $80 per week. Classify the specimens (or rocks, clouds, animals, etc. ) according to physical properties.

Professional Development to Practice Your Turn What are three or four complex tasks you ask your students to do that would lend themselves well to the use of metacognition? Be ready to share. 1. 2. 3. 4.

Professional Development to Practice Metacognition is Monitoring During Learning How is my learning going so far in relation to the learning target and success criteria? How am I progressing? Where am I in relation to my goal? Do I need to change my strategy? If I keep going like I am, will I be successful? Metacognition is Evaluating and Reflecting After Learning Did I reach my learning target? Why or Why not? What worked well in doing this task? What did not work well and why not? What was difficult for me? Why was it difficult? What was easy for me? If given a similar task in the future, what will I do differently? Complex Task or Assignment Key Points ***Metacognition occurs before, during and after learning and/or doing. ***Metacognition compliments or enhances the learning and/or doing process. Metacognition is Planning Before Learning What is the best way to do this task and reach the learning target? Have I done something like this before? If so, what approach did I use then? Did it work? If not, why not? Can I tweak that approach and use it? If not, make a plan for solving this problem or doing this task. Jana Scott, December 2013. University of MO-Columbia. When presented with a complex task a student uses metacognition.

Professional Development to Practice Think about how metacognition fits into the overall process of instruction and formative assessment?

Professional Development to Practice Your Task Learning Target: To learn how metacognition fits into the overall process of instruction and formative assessment. Prompt: When presenting students with a challenging task, the teacher should promote the use of metacognition before, during, and after the task or assignment. Read Mrs. Jones’ lesson plan (contained on the next slide) to determine whether or not she does an effective job of teaching students to become metacognitive. While reading, be sure to look for actions that Mrs. Jones uses to promote metacognition in students. You may want to highlight these actions using a marker or highlighter. When finished reading, state your opinion as to tell whether Mrs. Jones does or does not do an effective job of teaching students to be metacognitive and provide at least 4 pieces of evidence from the text to support your opinion. Criteria for Success: The response… 1) States an opinion 2) Includes at least 4 pieces of relevant evidence from the text

Professional Development to Practice Lesson Plan of Mrs. Jones Step 1: Select and clearly communicate to students their learning target using student friendly language. Explain what success looks like if the student masters the target. Step 2: Make a complex assignment that cues the student to show evidence towards mastery of the learning target. Show and discuss exemplars and give criteria for success. Ask students to think about approaches they have used in the past to solve or address a similar assignment, and ask them to make a plan or jot down steps for addressing this assignment. Tell students they will need to monitor their progress as they follow their plan towards task completion and goal attainment. Step 3: Periodically throughout the assignment, ask students to reflect and self-monitor. Tell students to use the learning target and criteria for success to determine: What they already know up to this point? What they still need to learn? The next steps. Ask students to put their findings on a reflection paper so it can be checked and added to by the teacher. Step 4: At the completion of the assignment, ask students to determine where they are in relation to the learning target. Ask students to determine: Whether or not they mastered the target. If yes, explain why. If not, explain why, and what actions need to be taken to close the gap. Ask students to reflect in regard to: What strategies worked well? What strategies did not work well? What needs to be done differently if given a similar task?

Professional Development to Practice Answer: Mrs. Jones do an effective job at teaching students to be metacognitive. The underlined actions below promote metacognitive thinking in students. Step 1: Select and clearly communicate to students their learning target using student friendly language. Explain what success looks like if the student masters the target. Step 2: Make a complex assignment that cues the student to show evidence towards mastery of the learning target. Show and discuss exemplars and give criteria for success. Ask students to think about approaches they have used in the past to solve or address a similar assignment, and ask them to make a plan or jot down steps for addressing this assignment. Tell students they will need to monitor their progress as they follow their plan towards task completion and goal attainment. Step 3: Periodically throughout the assignment, ask students to reflect and self-monitor. Tell students to use the learning target and criteria for success to determine: What they already know up to this point? What they still need to learn? The next steps. Ask students to put their findings on a reflection paper so it can be checked and added to by the teacher. Step 4: At the completion of the assignment, ask students to determine where they are in relation to the learning target. Ask students to determine: Whether or not they mastered the target. If yes, explain why. If not, explain why, and what actions need to be taken to close the gap. Ask students to reflect in regard to: What strategies worked well? What strategies did not work well? What needs to be done differently if given a similar task?

Professional Development to Practice Steps in Teaching Metacognition Jana L. Scott, University of MO- Columbia, 2013 Step 1: After assigning a complex task, ask students a few reflection questions such as: Have you ever had a learning target(s) like this one/these before? What might be the best way to accomplish your assigned task? Have you completed a task like this before? If so, what approach did you use then? Did it work? If not, why not? Can you tweak that approach and try it again? Make a plan for the best way to go about accomplishing this task and to meet your target(s). Step 2: As students work on the complex task, remind them to monitor their progress in relation to their learning target and success criteria. Ask students a few reflection questions such as: How is your learning going so far? How are you progressing? Where are you in relation to the learning target and success criteria? Do you need to change your plan or strategy? If you keep going as you are, will you be successful at the task and master your learning target(s)? Step 3: At the completion of the complex task, ask students a few reflection questions such questions as: Did you accomplish your target(s) and success criteria? If yes, explain why. If not, explain why, and what actions need to be taken to close the gap? What worked well? What did not work well? What needs to be done differently next time if given a similar task or assignment?

Professional Development to Practice Summarize In a Nutshell

Professional Development to Practice In Summary…. Metacognition ØUsed with a complex task ØBefore: Determine what to do and plan ØDuring: Self-monitor along the way ØAfter: Evaluate and improve

Professional Development to Practice Experience Metacognition Section 4 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Soap Dish Booth q Your Learning Target: I can effectively solve or address a non-routine, real world problem or dilemma. q Activity: You will work with a small group to solve or address a real world, non-routine problem or dilemma. The task titled Soap Dish Booth, requires a trial and error approach and planning. You will have 25 -30 minutes to complete your task and will reflect three times---before starting, midway and when finished. q Success Criteria: The response includes: 1) 2) 3) An opinion of yes or no. At least 3 pieces of relevant evidence to support the opinion. Evidence used as support is “key” evidence rather than “minor or secondary”.

Professional Development to Practice

Professional Development to Practice Pre-Task Reflection Before getting started, ask yourself What is the best way to do this task? q. Have I done something like this before? q. If so, what approach did I use then? q. Did it work? If not, why not? q. Can I tweak that approach and use it? q. If not, what would be the best plan/approach to solve this problem/address this issue?

Professional Development to Practice Begin working with your teammates to solve the problem. Write your response on the “Response Page. ” Time: 25 -30 minutes

Professional Development to Practice Mid-Task Reflection q. Stop midway to reflect and examine your progress in relation to the learning target and success criteria. q. Ask yourself…. q. How am I progressing? q. Where am I in relation to my learning target and success criteria? q. Do I need to change my strategy or plan? q. If I keep going like I am, will I be successful?

Professional Development to Practice Share Results q. Please share your decision in regard to whether or not to set-up the soap dish booth at the fair. q. Please cite three pieces of specific, relevant and key evidence to support your decision.

Professional Development to Practice Post-Task Reflection Ask yourself…… q. Did I reach my learning target? Why or Why not? q. What worked well in doing this task? q. What did not work well and why not? q. If given a task similar to this in the future, what will I do differently?

Professional Development to Practice Metacognition is Monitoring During Learning How is my learning going so far in relation to the learning target and success criteria? How am I progressing? Where am I in relation to my goal? Do I need to change my strategy? If I keep going like I am, will I be successful? Metacognition is Evaluating and Reflecting After Learning Did I reach my learning target? Why or Why not? What worked well in doing this task? What did not work well and why not? What was difficult for me? Why was it difficult? What was easy for me? If given a similar task in the future, what will I do differently? Complex Task or Assignment Key Points ***Metacognition occurs before, during and after learning and/or doing. ***Metacognition compliments or enhances the learning and/or doing process. Metacognition is Planning Before Learning What is the best way to do this task and reach the learning target? Have I done something like this before? If so, what approach did I use then? Did it work? If not, why not? Can I tweak that approach and use it? If not, make a plan for solving this problem or doing this task. Jana Scott, December 2013. University of MO-Columbia. When presented with a complex task a student uses metacognition.

Professional Development to Practice Common Practice vs. Best Practice in the Use of Metacognition Written by Jana L. Scott, University of MO-Columbia, December 2013. Common Practice Best Practice Reasoning Teacher asks students to reflect only at the end of a task. Teacher asks students to reflect before, during and at the end of a task. Metacognition is cyclical in nature. Ideas generated as a result of an “after” task reflection are used to solve or address similar upcoming tasks. Ideas are stored and “brought to mind” or “recalled” when doing a “before” task reflection. (e. g. Have you ever done a similar problem? What approach did you use? Did it work? If not, why not? ) Teacher gives metacognitive directives for basic, fairly straight forward types of tasks. Teacher reserves metacognitive directives for complex tasks. Students sometimes feel metacognition is a waste of time, because they do not see a direct benefit such as a correct answer or grade. Therefore, metacognition should not be overused. It should be reserved for opportunities when it is really needed. Metacognition compliments thinking at higher-levels when completing challenging tasks. Teacher gives metacognitive directives that do not connect to a learning target and/or success criteria. Teacher gives metacognitive directives that do connect to a learning target and/or success criteria. Reflection connected to a learning target and success criteria has a double benefit. It leads to not only greater gains in student achievement but also to a greater awareness of one’s own thinking. Teacher asks students to self -monitor their time and the process used when working a task. In addition to monitoring time and process, the teacher asks students to self-monitor in regard to where they are in relation to the learning target and meeting the success criteria. Self-monitoring time and process will yield a product that is completed within a time frame using a specified process. Self-monitoring in relation to the learning target and success criteria leads to a much greater likelihood of goal attainment. Teacher teaches students strategies for learning the content. (i. e. how to preview the text, how to determine text structure, how to reconfigure to find a sum, etc. ) Teacher teaches students to become metacognitive by teaching them to think and reflect about their thinking. Teaching students to become metacognitive teaches students how to think about their thinking but does not teach the actual thinking processes or instructional strategies for addressing content or becoming a better reader, writer or problem solver.

Professional Development to Practice Examples of Metacognition Section 5 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Video One Does this video show “common practice” related to teaching students to be metacognitive or “best practice’? Explain. www. teachertube. com/view. Video. php? video_id=240808

Professional Development to Practice Video Two** Does this video show “common practice” related to teaching students to be metacognitive or “best practice’? Explain.

Professional Development to Practice

Professional Development to Practice

Professional Development to Practice Plan What is the nature of the task? What is my goal? What kind of information and strategies do I need? What is the best way to approach this? Self-Monitor Do I have a clear understanding of what I am doing? Does the task make sense to me? Am I reaching my goals? Do I need to make changes? Evaluate and Revise Have I reached my goal? What worked? What didn’t work? What would I do differently the next time?

Professional Development to Practice

Professional Development to Practice

Professional Development to Practice 3 -2 -1 Summary Minute Paper What are three ideas that have captured your attention from today's class? Please answer each question in one or two sentences: What are two questions that you are still thinking about related to these topics? What is the most useful, meaningful, or intriguing thing you learned from today's class discussion? What one thing will you remember long after this class is over? What questions do you have about today's discussion that you would like answered before we move on?

Professional Development to Practice Be Metacognitive Were all winners if we finish the race. What is my goal? Have I ever done something like this before? What did I do then? Starting Line: Get ready, get set, go… How am I doing? Am I reaching my goal? Do I need to make changes? Keep moving: Keep on truckin’ Did I reach my goal? What did I do well? What will I change next time? Finish Line: You made it!

Professional Development to Practice

Professional Development to Practice KWL Charts K (What I know already) W (What I want to know) L (What I have learned) 66

Professional Development to Practice It’s “Hip” to be metacognitive! Hip is in…… Before learning ask yourself…. . During learning ask yourself…. . After learning ask yourself…. • What is my goal? • How is my learning going • Did I reach my learning • What is the best way to so far in relation to the target? Why or Why reach it? learning target and not? • Have I done a task like success criteria? • What worked well in this before? • Do I need to change my doing this task? Why? • Will that same approach strategy? What did not work well? work this time? • If I keep going like I am, Why? • If not, what is the best will I be successful? • If given a similar task in plan for doing this task? the future, what will I do differently? 67

Professional Development to Practice Reflective Journal 68

Professional Development to Practice 4 -Corner Reflection 69

Professional Development to Practice Promoting Metacognition Section 6 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Four ways to promote metacognitive awareness q. Tell pupils about metacognition and model the processes in your own work. q. Teach pupils how to be metacognitive when learning and studying. q. Teach students to monitor their progress as they work on a task. q. Show that you value metacognition in your classroom/mentoring relationship.

Professional Development to Practice A prerequisite for metacognition is a conducive classroom environment.

Professional Development to Practice What would an environment that promotes intellectual risk taking “look like” and “sound like”? Show Shopping Cart Video http: //www. youtube. com/watch? v= M 66 ZU 2 PCIc. M&feature=kp

Professional Development to Practice How did the environment shown in the video promote intellectual risk taking? Do you think these employees are metacognitive? How do you know?

Professional Development to Practice What are two ways you can make your classroom environment more conducive to metacognitive practices by promoting intellectual risk-taking? 1) 2)

Professional Development to Practice How to Evaluate Metacognition Section 7 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Evaluating Metacognition in Students q. One simple way to evaluate the level of metacognition in students is to ask them about their thought processes when solving problems or thinking through assignments. q. Having them keep process journals is another option that can help them become much more aware of what they know, what they don't know, and the strategies they use to find the knowledge they need. q. Teach students to self-evaluate metacognitive thinking using rubrics. See Handout of Student Rubrics.

Professional Development to Practice Scoring Rubrics in Your Handouts

Professional Development to Practice Next Steps Section 8 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Metacognition Plan Three Things You Can do To Build More Start Date Metacognition into Your Teaching Practices 1 2 3 80

Professional Development to Practice Profile

Professional Development to Practice Implementation Fidelity

Professional Development to Practice Additional Reading: FYI Absolum, M. (2006). Clarity in the classroom. Auckland: Hodder Education. pp. 142 – 163. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton. pp. 39 -49. Claxton, G. (2008). What’s the point of school? Re-discovering the heart of education. Oxford: Oneworld Publications. Claxton, G. (2006). Expanding the Capacity to Learn: A new end for Education? Conference Warwick University, September 6, 2006. Discusses the teacher’s role in developing the students’ capacity for learning, helping them to become better learners. Particularly pp. 9 -13. Stoll, L. , Fink, D. , & Earl, L. Routledge. Falmer (2002). It’s About Learning (and it’s about time), Chapter 2, entitled ‘Learning about learning’. Chapter of a text by international authors, discussing metacognition and the science of learning. Read more at Suite 101: Metacognitive Strategies for K-12 Students: Teaching Students to be Strategic in Thinking Will Improve Learning | Suite 101. com http: //suite 101. com/article/metacognitive-strategies-for-k 12 -studentsa 135144#ixzz 279 VQVwr. O

Professional Development to Practice Final Reflection q. Most important thing you learned and why? q. One thing you learned that surprised you and why? q. One thing you learned that you want to know more about?