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Metacognition and the Common Core

Metacognition and the Common Core. Abner Oakes MENA Common Core Conference Nov 1 & 2, 2013 Dubai, UAE. In small groups. How many times in a 12 hour period does the sum of the digits on a digital clock equal 6 ? Please be ready to share your work. Multiple strategy training.

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Metacognition and the Common Core

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  1. Metacognitionand the Common Core Abner Oakes MENA Common Core Conference Nov 1 & 2, 2013 Dubai, UAE

  2. In small groups • How many times in a 12 hour period does the sum of the digits on a digital clock equal 6? Please be ready to share your work. aoakes4@gmail.com @aoakes4

  3. Multiple strategytraining • Have students share multiple strategies to solve a problem and compare and contrast the effectiveness of these strategies. aoakes4@gmail.com @aoakes4

  4. Our learning targets • Participants will be able to • Describe metacognition • Identify metacognitive teaching strategies • See their connection to the Common Core standards • Plan for their use when rolling out the Common Core standards aoakes4@gmail.com @aoakes4

  5. Metacognition • What do you understand to be metacognition? aoakes4@gmail.com @aoakes4

  6. The Clock, Dennis Driscoll With only one story to tell, the clock strikesa monotonous note, irrespective of howmusical the bell, how gilded the chimesits timely conclusions report through.Time literally on hands, it informs youto your face exactly where you standin relation to your aspirations, stacks upthe odds against your long-term prospects,leaves your hopes and expectations checked.Keeping track of time to the last second, it givesthe lie to all small talk about your reputedlyyouthful looks, sees through the subterfugeof dyed hair, exposes the stark truth beneaththe massaged evidence of smooth skin. aoakes4@gmail.com @aoakes4

  7. Self talk/inner speech • Let students become more aware of their thought processes in general and their cognitive decision-making in particular. aoakes4@gmail.com @aoakes4

  8. Metacognition • “The process of planning, assessing, and monitoring one's own thinking; the pinnacle of mental functioning.” (Cotton, 1991) • In classrooms that promote rigorous instruction, students are taught to think about their thinking, the teacher regularly models metacognition, and self-evaluation and reflection are constants. aoakes4@gmail.com @aoakes4

  9. Metacognition& the Common Core • Why make the connection? aoakes4@gmail.com @aoakes4

  10. Balancingthe Topple Board Environment Curriculum Assessment CCSS Instruction Created by Modern Red SchoolHouse aoakes4@gmail.com @aoakes4

  11. Common Core’spedagogical shifts • ELA/Literacy • Balance informational and literary texts • Knowledge in the disciplines • Staircase of complexity • Text-based answers • Writing from sources • Academic vocabulary (For more information, see www.engageNY.org) aoakes4@gmail.com @aoakes4

  12. Common Core’spedagogical shifts • Mathematics • Focus • Coherence • Fluency • Deep understanding • Application • Dual intensity (For more information, see www.engageNY.org) aoakes4@gmail.com @aoakes4

  13. Standards forMathematical Practice • MP3: Construct viable arguments and critique the reasoning of others • Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and – if there is a flaw in an argument – explain what it is… aoakes4@gmail.com @aoakes4

  14. Metacognitivelydirect • SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. aoakes4@gmail.com @aoakes4

  15. Metacognitivelyindirect • RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. aoakes4@gmail.com @aoakes4

  16. Thinking notes • RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. • RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). aoakes4@gmail.com @aoakes4

  17. Back at school • Commit to metacognitive classrooms • Get a baseline of practices • If need be, provide PD & coaching • Assess effectiveness & revise, if need be aoakes4@gmail.com @aoakes4

  18. For teachers • When I solve a problem for or explain an issue to my students, I tell them what I am thinking as I solve or explain it. • When students solve problems or explain issues in my class, they share aloud what they are thinking. • I plan my instruction so that students can reflect on their learning. • In my class students reflect on their learning. • At the end of activities or units, students evaluate themselves and their work. aoakes4@gmail.com @aoakes4

  19. Walk throughs aoakes4@gmail.com @aoakes4

  20. Metacognitivestrategies • Think aloud • Read aloud • Make and break • Graphic organizers • Inductive reasoning aoakes4@gmail.com @aoakes4

  21. Further next steps • Pull apart the standards • Look for direct & indirect metacognitive moments • A metacognitive scope and sequence aoakes4@gmail.com @aoakes4

  22. Metacognitivelydirect • SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. aoakes4@gmail.com @aoakes4

  23. Balancingthe Topple Board Environment Curriculum CCSS Assessment Instruction Created by Modern Red SchoolHouse aoakes4@gmail.com @aoakes4

  24. The Common Core& instruction • What other instructional strategies and approaches do you want to make common in your school? aoakes4@gmail.com @aoakes4

  25. Practicemetacognition • What will be hard for you in this work? Why? • What will be hard for your school in this work? Why? aoakes4@gmail.com @aoakes4

  26. Our learning targets • Participants will be able to • Describe metacognition • Identify metacognitive teaching strategies • See their connection to the Common Core standards • Plan for their use when rolling out the Common Core standards aoakes4@gmail.com @aoakes4

  27. Lastly • What did you learn? • What surprised you? • What was I missing? Abner Oakes, Principal Oakes Educational Consulting Aoakes4@gmail.com aoakes4@gmail.com @aoakes4

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