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Designing for Metacognition

Designing for Metacognition. Assessment for and as learning. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement.

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Designing for Metacognition

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  1. Designing for Metacognition

  2. Assessment for and as learning Carol Koechlin 2010 As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

  3. Learning to Learn Carol Koechlin 2010 “Learning is the work……whatever is taught must be steeped in learning through reflective action.” (Fullan, 2008)

  4. Big Think about Content and Process:What We Know; How We Learn It Carol Koechlin 2010

  5. Time for the BIG THINK • 9 metacognative strategies that make the end just the beginning of learning • Active discussion • Construct Visuals • Thoughtful Writing • Higher Order Thinking • Create New questions • Interact with an Expert • Re-Create • New Problem or Challenge • Sandbox Carol Koechlin 2010

  6. Thunder Bay CDSB BIG THINK Carol Koechlin 2010 Process: Create Visuals Together for Learning Vision pg.14 So What? Think about the strategies and tools used in today's workshop. Sketch your learning paths. Share and discuss with a partner. What Next? How can you apply these strategies and tools to collaborative knowledge building in your school/district? Share your success stories on our wiki

  7. It’s not a box! Carol Koechlin 2010 So what is it? Think about the box. Think outside the box. Open the box. Transform the box.

  8. Thunder Bay CDSB BIG THINK Carol Koechlin 2010 Content: New Challenge There are many barriers in schools that keep us in ‘boxes’ that we are not comfortable with. So What? In your groups, open your box and work with your new information about a Learning Commons. How can this information transform your box? What Next? What action will you take to use our new collective knowledge to transform school libraries and programs? Lead the way!

  9. The end is just the beginning of learning! Carol Carol Koechlin 2010

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