Metacognition Complete Handout Packet

1. MetacognitionComplete Handout Packet This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

2. Advance Organizer 1

3. Defining Complex Tasks 2

4. Classification Activity 3

5. 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. 4

6. Key Points***Metacognition occurs before, during and after learning and/or doing. ***Metacognition compliments or enhances the learning and/or doing process. 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? Metacognition Graphic 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 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. When presented with a complex task a student uses metacognition. Jana Scott, December 2013. University of MO-Columbia. 5

7. Mrs. Jones’ Lesson Plan Packet 6

8. 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… • States an opinion • Includes at least 4 pieces of relevant evidence from the text 7

9. 8

10. 9

11. Steps in Teaching MetacognitionJana L. Scott, University of MO- Columbia, 2013 10

12. Summarize In a Nutshell 11

13. Steps to follow to facilitate the metacognitive experience called Soap Dish Booth. • Make a copy of the Soap Dish Booth Packet for each participant. You will use the PPT slides to guide participants through the metacognitive experience. • Tell participants they will work in groups to do the task but will work individually to do the pre, mid and post reflections. • Have participants read the assignment page telling the learning goal, the activity, and the success criteria • Have participants read the prompt and look over the information page to get an idea as to the nature of the task they will do. • Before having participants start the task, lead them through a individual pre-task reflection by asking the questions presented on the Pre-Task Reflection slide in the PPT. Each participant will record his/her ideas on the top part of the Reflection Sheet. Ask participants to quickly share ideas with each other on how to best approach the task. • Have participants work as a group to begin work on solving the task. • Stop participants mid-way through task completion to do an individual mid-task reflection. Lead them through a mid-task reflection by asking the questions presented on the mid-task reflection slide in the PPT. Each participant will record his/her ideas on the middle part of the Reflection Sheet. • Have participants continue working with their group members to complete the task. • When the groups are finished, have them share their decision as to whether or not to set up a Soap Dish Booth and cite their reasoning. • Lead participants through an individual post-task reflection by asking the questions presented on the Post-Task Reflection slide in the PPT. Each participant will record his/her ideas on the bottom part of the Reflection Sheet. 12

14. Soap Dish Booth Handout Packet 13

15. Your Task Your Learning Target: I can effectively solve or address a non-routine real world problem or dilemma. Activity: You will work with a small group to solve or address a real world non-routine problem or dilemma. The task is titled “Soap Dish Booth” and requires a trial and error approach and planning. You will have 25-30 minutes to complete your task. You will reflect three times during this activity…before, during and after. Success Criteria: The response includes: 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”. 14

16. Soap Dish Booth Prompt Prompt: Imagine you are an artist who makes soap dishes to sell at craft shows. You are trying to decide whether or not to set-up a booth at the 3-day Regional Fair. To make it worth your while, you need to make at least a $400 profit. Since the opportunity to participate was due to a “last minute” cancellation, you only have two weeks to build up your soap dish supply for the fair. At this time, you have 15 soap dishes already made. Will it be worth while to set-up your soap dish booth for the 3-day Regional Fair? Explain why or why not? Be sure to take all factors into consideration such as time, cost and effort and back your decision with reasoning that contains at least three pieces of specific evidence. 15

17. Soap Dish Booth Information 16

18. Soap Dish Booth Response Sheet 17

19. Reflection Sheet 18

20. Common Practice vs. Best Practice in the Use of MetacognitionWritten by Jana L. Scott, University of MO-Columbia, December 2013. 19

21. 20

22. Be Metacognitive Were all winners if we finish the race. How am I doing? Am I reaching my goal? Do I need to make changes? What is my goal? Have I ever done something like this before? What did I do then? Did I reach my goal? What did I do well? What will I change next time? Starting Line: Get ready, get set, go… Keep moving: Keep on truckin’ Finish Line: You made it! 21

23. 22

24. 23

25. Metacognition Scoring Rubrics for Students Page 1 of 2 Created by Jana L. Scott, University of MO-Columbia 2013 4= Advanced, 3=Proficient, 2= Emerging 1= Beginning NA= Not Able to Score or Absent Before beginning a challenging task, I listen, think, reflect and plan. 4 I have a clear understanding of the learning target, the success criteria and the steps I must take to achieve both. I think carefully about the best way to approach the task on hand based on my prior experience, my successes and my mistakes. I make a detailed plan for accomplishing the task and for meeting my learning target. 3 I have an understanding of the learning target, the success criteria and the steps I must take to achieve both. I think about the best way to approach the task and make a plan for accomplishing the task. 2 I have a partial understanding of the learning target and what the task is. I do not make a plan but write down a few steps and begin working. For the most part, I let things happen as they happen. I am unaware of the learning target and success criteria but have an idea of what the task is. I begin working and just let things happen as they happen. I do not plan or write down any steps. During a challenging task, I self-check, monitor and make adjustments. 4 As I am working on a difficult task, I frequently self-monitor my performance in relation to the learning target and success criteria. If I question my judgment, I seek information from another reliable source about how my task is going and what I need to do to make improvements. Based on my findings, I make the necessary revisions and adjustments to my approach or plan. 3 As I am working on a difficult task, I self-monitor my performance in relation to the learning target and success criteria. Based on my findings, I make the necessary revisions and adjustments to my approach or plan. 2 As I am working on a difficult task, I seldom monitor my performance in relation to the learning target and success criteria or seldom monitor how I am doing. If some tells me to make revisions or adjustments I do so. 1 I do not self-monitor and don’t use most information about how I am doing on a task. I seldom if ever make revisions or changes to my approach or plan. 24

26. Metacognition Scoring Rubrics for Students Page 2 of 2 After completing a challenging task, I self-evaluate, reflect, and project. 4 I self-evaluate, in detail, how well I did by looking at my performance in relation to my learning target and success criteria. I determine my successes, my mistakes, things that were easy, and things that were difficult. I learn from my successes and my failures. I project what I will do differently when given a similar task in the future. 3 I self-evaluate by looking at my performance in relation to my learning target and success criteria. I determine my successes, my mistakes, things that were easy, and things that were difficult. I learn from my successes and my mistakes. 2 I self-evaluate how well I did, but I use my own opinion or unsuccessfully use a rubric. I may describe what was easy and/or difficult but I do not describe my successes or mistakes. 1 I rarely try to self-evaluate or think about how well I am doing. If I do, I am not successful. I am aware of my own thinking at all times. 4 I am acutely aware of my own thinking and learning processes. I am able to accurately describe in detail the steps of my thinking when I am solving a problem or doing other kinds of challenging tasks. I am able to discuss things that are challenging for me and things that are easy for me. I have insight as to how I may perform on a given task based on my prior learning and experience. 3 I am aware of my own thinking and learning processes. I am able to describe most of the steps of my thinking when I am solving a problem or doing other kinds of challenging tasks. I can tell things that are challenging for me and things that are easy for me. 2 It is confusing to me when I try to think about my thinking. I don’t include very much information, and when I try to describe the steps of my thinking, others to do not seem to understand. 1 I seldom think about my own thinking or learning processes. When I do, I am rarely successful. 25

27. Metacognition Plan

28. 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. RoutledgeFalmer (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 Suite101: Metacognitive Strategies for K-12 Students: Teaching Students to be Strategic in Thinking Will Improve Learning | Suite101.comhttp://suite101.com/article/metacognitive-strategies-for-k12-students-a135144#ixzz279VQVwrO 27

29. Final Reflection • Most important thing you learned and why? • One thing you learned that surprised you and why? • One thing you learned that you want to know more about? 28