Wrkshp Series Guide fr SCIENCE Educatrs Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Indicatr 1 - Teacher and all students understand what students are learning, why they are learning it, and hw they will knw if they have learned it Indicatr 2 - Teacher structures pprtunities fr self-mnitred learning fr all students Indicatr 3 - Teacher supprts all students t take actins based n the students' wn self-mnitring prcesses Science Teacher Prfessinal Develpment Sessins Sequence: Sessin I (20 min.) Sessin II (20 min.) Sessin III (20 min.) Sessin IV (20 min.) Intrductin Vide Vide Strategy Highlights Strategy Highlights Team Talk Applicatins Applicatins Reflectin Key Ideas frm Thery and Research: Metacgnitin is a fundatinal cgnitive prcess fr effective learning in all disciplines. At its mst basic, it is "thinking abut thinking" (Flavell, 1979). Students wh mnitr their wn thinking and take actin are mre successful than their peers in academic activities (e.g., Bransfrd et al., 1982; Slife, Weiss, & Bell, 1985; Zimmerman & Martinez-Pns, 1992). The 21st Century skill f adaptability, including the ability t respnd effectively t feedback, is what the learner des in the mnitring and reflectin phase f self-regulated learning (e.g., Natinal Research Cuncil, 2012) Affective self-regulatin (the ability t prperly regulate ne's emtins) is related t academic success thrugh mtivatin, a state supprted my metacgnitin (Bandura, 1986; Eisenberg, Valiente, & Eggum, 2010; Ray & Smith, 2010). A learning gal rientatin supprts adaptive mtivatinal patterns that prmte the establishment, maintenance, and attainment f persnally challenging and valued learning gals (e.g., Dweck & Leggett, 1988; Ellitt & Dweck, 1988). Instructinal strategies fr teaching metacgnitin and encuraging mtivatin t use metacgnitive strategies need t ccur at a meta-level instead f perfrmance level (Kuhn, 2000). Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Sessin I: Intrductin: 1 min. In this sessin yu will watch abut 8:00 minutes f a vide that presents an argument abut the way in which we learn and then review sme cmmn structures f metacgnitive strategies. This specific vide is abut miscnceptins. Thrughut this mdule we will discuss the implementatin f strategies t prmte metacgnitin t supprt student wnership f their learning. Befre watching the vide yu shuld knw that metacgnitin is NOT simply "thinking." Mre accurately, metacgnitin refers t the prcesses used t plan, mnitr, and assess ne's understanding and perfrmance, it is mre simply put, thinking abut the effectives f persnal learning strategies. Metacgnitin includes a critical awareness f a) ne's thinking and learning and b) neself as a thinker and learner. Metacgnitin can be thught f as a prcess t evaluate the effectiveness f cgnitive strategies... thinking abut hw well yu perfrmed, what yu shuld d differently, and hw yu will prepare t d it differently. S hw can this happen in an vercrwded classrm? Hw n Earth can yu, a single teacher, supprt ALL students t develp metacgnitive strategies? The gd news is there are sme simple steps t supprt yu as yu supprt yur students. Vide: 8:03 min. http://www.yutube.cm/watch?v=evtco84mdj8&feature=share&list=pl772556f1efc4d01c&ind ex=24 Vide segments with independent, teacher fcus questins. Time: 0:00-8:03 What makes a student watching a Khan Academy vide different frm a student watching a classrm lecture? What strategies d yu think yu are currently using t supprt metacgnitively active students? What strategies d yu think yu culd be using t supprt metacgnitively active students? What strategies d yu want t learn mre abut t supprt metacgnitively active students? Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Metacgnitin int Classrm Practice: 10 min. In this last part f Sessin I yu will think abut a few strategies that can easily be applied t a secndary science classrm. In "Prmting Student Metacgnitin," Tanner (2012) ffers a handful f specific activities fr a bilgy class. Hwever, these specifically targeted strategies can apply t all secndary classrms. Think abut hw each currently lks, and/r culd lk in yur classrm. What changes wuld need t be made t incrprate these metacgnitive activities? Pre-assessments Encurage students t examine their current thinking Example Questin: "What d I already knw abut this tpic that culd guide my learning?" Example Prmpt: "I understand that... and I think this will help me learn abut... because..." Time management Give examples f strategies t manage time t cmplete tasks and prjects Example Questin: "Fr hmewrk tnight yu will need t cmplete a full lab reprt with analysis, graph, and cnclusin. Hw much time shuld yu spend t cmplete yur task?" Example Teacher Mdel: "I wuld think that yu shuld spend abut 20 min. n calculatins befre graphing. Then graphing the data shuld take yu abut 30 min. Finally, I wuld like yu t spend abut 40 min. writing yur cnclusin. This includes yur argument (yur claim, evidence statements and ratinale) because yu will share them tmrrw. In ttal, yu need t blck ut 1.5 hurs f time t fcus n cmpleting the lab reprt." Reflective Jurnals Prviding a frum in which students plan time fr their wn thinking (this is an aspect t an interactive science ntebk) Example Questins: "Hw lng d yur think yu need t devte t this task t cmplete it?" Example Prmpt: "T cmplete this task I need t devte..." Mnitring: The Muddiest Pint Giving students practice in identifying cnfusins Example Questin: "What was mst cnfusing t me abut the material explred in class tday?" Example Prmpt: "I am nt sure I understd... because I d nt fully understand hw it relates t..." Reflective Jurnals Prviding a frum in which students mnitr their wn thinking (this is an aspect t an interactive science ntebk) Example Questins: "What assignments have helped me t better understand the cncepts in this unit s far? In what ways?" and "After cmpleting an assignment, but befre submitting it t my teachers, shuld I review it?" Example Prmpt: "I think the... assignment helped me t understand the main cncept and I will review that assignment befre the test." and " I like t review my assignments and lk fr... because..." Evaluating: Retrspective Pst-assessments Pushing students t recgnize cnceptual change Example Questin: "Hw have yur ideas changed?" Example Prmpts: "Befre this unit, I thught evlutin was Nw I think that evlutin is." r "Hw is my thinking changing (r nt changing) ver time?" Reflective Jurnals Prviding a frum in which students evaluate the effectiveness f their strategies (this is an aspect t an interactive science ntebk) Example Questins: "What parts f my test preparatin wrked well, s I will remember t d next time?" and "What did nt wrk s well that I shuld nt d next time r that I shuld change?" Example Prmpt: "T prepare fr the test I... and this was/was nt effective because..." Teacher Reflectin Questins: What metacgnitive strategies, frm the three listed categries abve, d yur students currently use in yur classrm? What evidence culd yu prvide as supprt? What metacgnitive strategies, frm the three listed categries abve, d yu think yu culd be using t supprt metacgnitively active students in yur classrm? Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Sessin II: Understanding the reasn fr metacgnitin: "Metacgnitive practices increase students' abilities t transfer r adapt their learning t new cntexts and tasks (1). They d this by gaining a level f awareness abve the subject matter: they als think abut the tasks and cntexts f different learning situatins and themselves as learners in these different cntexts. When Pintrich (2002) asserts that "Students wh knw abut the different kinds f strategies fr learning, thinking, and prblem slving will be mre likely t use them" (p. 222), ntice the students must "knw abut" these strategies, nt just practice them. As Zhar and David (2009) explain, there must be a "cnscius meta-strategic level f H[igher] O[rder] T[hinking]" (p. 179)." 1. Bransfrd, Brwn, & Ccking, p. 12; Palincsar & Brwn, 1984; Scardamalia et al., 1984; Schenfeld, 1983, 1985, 1991 Cntent qute frm: http://cft.vanderbilt.edu/guides-sub-pages/metacgnitin/ Metacgnitin Strategies t Address Science Miscnceptins: 10 min. In this part f Sessin II yu will select frm several vide ptins. Each vide is targeted fr a specific science cncept. Select ne vide, based upn the tpic yu are mst cmfrtable, and think abut what wnership f learning the many interviewees tk. Specifically, after watching the vide yu will describe the cntent target and the cmmn miscnceptin. In sessin III yu will develp metacgnitive questins and prmpts specific t the vide yu selected. Please nte: These vides are f interviews with adults frm many different cuntries. They were created t be used frmally in classrms and infrmally in many settings. The fcus fr this lessn is t think abut hw metacgnitive strategies (asking learners t plan, mnitr, and evaluate their learning strategies) can be used t supprt learners in taking respnsibility fr their learning. Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Indicatr 1 - Teacher and all students understand what students are learning, why they are learning it, and hw they will knw if they have learned it Indicatr 2 - Teacher structures pprtunities fr self-mnitred learning fr all students Indicatr 3 - Teacher supprts all students t take actins based n the students' wn self-mnitring prcesses Vide: ~4 min. Select ne vide, based upn the tpic yu are mst cmfrtable, t watch. As yu watch the vide, think abut the cntent target fr the vide and the cmmn miscnceptins represented in the vide. In sessin III yu will develp metacgnitive questins and prmpts specific t the vide yu selected. Earth and Space Science: The Seasns http://www.yutube.cm/watch?v=b3trudkpas&list=pl 772556F1EFC4D01C&feature=share&index=32 Chemistry: Sun's Energy http://www.yutube.cm/watch?v=ux33-5k8cjg&list=pl772556f1efc4d01c&feature=share&index =3 Life Science: Mass f a Tree http://www.yutube.cm/watch?v=2kzb2_vcntg&list=pl7 72556F1EFC4D01C&feature=share&index=2 Physics: Heat, Temperature, and Cnductin http://www.yutube.cm/watch?v=vqdbmedlics&list=pl7 72556F1EFC4D01C&feature=share&index=1 Teacher Reflectin Questins: What was the cntent fcus f the vide that yu selected? What is the accurate scientific cncept (mdel) the vide addressed? What is the mst cmmn miscnceptin (mdel) frm the vide? Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Strategy Highlights: 10 min. After watching the vide, describing the science mdel, and the cmmn miscnceptins addressed in the vide, yur task in this sessin is t develp metacgnitive questins and prmpts arund the vide yu watched. Yur gal is t think abut different ways f incrprating metacgnitive activities int yur classrm. T help guide yu, lk at the example belw. During this lessn yu will watch a quick vide f a persn interviewing turists at a museum. Outside f the museum that is a large granite (type f rck) sphere. The base fr the sphere is als made f granite, but there is a cnstant, steady flw f water, which causes the sphere t "flat" abve the base. This thin layer f water allws the sphere f granite t mve freely... and in this case it is spinning. Lk at the picture belw t "see" the layer f water. Cntent Questin: What is a frce and hw des it relate t inertia? Cntent Prmpt: A frce is... and inertia is.... They are related in that... Metacgnitive Questin: What d I knw abut frces, mtin, and inertia that culd guide my learning? Metacgnitive Prmpt: I knw that... and I think this will help me learn abut... because... Mnitring: As yu watch the vide belw, cmpare yur understanding f frces and inertia with the ideas presented by the turists in the vide. Vide, Yutube Educatin: http://www.yutube.cm/watch?v=tqxeutcyp6i&list=pl772556f1efc4d01c&feature=share&i ndex=11 Cntent Questin: What did the turists think caused the granite sphere t keep spinning? Cntent Prmpt: The turists INCORRECTLY thught that... Cntent Questin: Why des the Earth spin? Cntent Prmpt: The Earth spins because.... I can explain this by saying... Metacgnitive Questin: What was mst cnfusing abut the vide? Metacgnitive Prmpt: I did nt fully understand... because.... I think I need t learn mre abut... Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Evaluatin: After watching the vide yu can see that many peple d nt understand the cncepts f frce and mtin. Nw that yu have a mre clear understanding, readdress the initial questin. Cntent Questin: What is a frce and hw des it relate t inertia? Cntent Prmpt: A frce is... and inertia is.... They are related in that Metacgnitive Questin: Hw have yur ideas changed when cmpared t what yu riginally thught? Metacgnitive Prmpt: Originally I thught that frces were... and inertia was.... Nw I knw that frces are... and inertia is... because.... The evidence that supprts my understanding is... Yur turn; using the abve table as a guide, create ne metacgnitive questin and prmpt fr planning, mnitring, and evaluatin based upn the vide yu selected t watch. In ther wrds, if yu were ging t shw the vide t yur students, what metacgnitive questins and prmpts wuld yu use t supprt their learning and wnership f learning. This is nt intended t prvide yu with a cmplete lessn, but rather the mdel fr incrprating metacgnitive activities int lessns yu are currently using. Use the indicatrs fr Standard 4 as a target fr yur questins and prmpts. Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Indicatr 1 - Teacher and all students understand what students are learning, why they are learning it, and hw they will knw if they have learned it Indicatr 2 - Teacher structures pprtunities fr self-mnitred learning fr all students Indicatr 3 - Teacher supprts all students t take actins based n the students' wn self-mnitring prcesses Metacgnitive Questin: Metacgnitive Prmpt: Mnitring: Metacgnitive Questin: Metacgnitive Prmpt: Evaluatin: Metacgnitive Questin: Metacgnitive Prmpt: Nte: In Sessin III yu will have the pprtunity t develp metacgnitive questins and prmpts t address the learner's understanding f the cncept (cgnitive strategies) and scafflding fr planning, mnitring, and self-assessing the learner's understanding and perfrmance in a specific lessn yu teach. Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Sessin III: Strategy Highlights (cntinued): 5 min. Fr this task, select a lessn that yu will be teaching in the near future. Yur gal is t us the mdel yu created in Sessin II t create metacgnitive questins and prmpts t supprt students in planning, mnitring, and evaluatin f their learning during the lessn that yu have selected. Think f this as a task that will help yu incrprate metacgnitive activities easily int yur current teaching practice. Befre yu start, it is gd t knw that teaching students t be self-regulated learners (using cgnitive, metacgnitive, and mtivatinal strategies t gvern persnal learning) is nt an easy, nr quick task. It will nt happen with ne lessn. Think f develping a classrm climate that: Gives students license t identify cnfusins within the classrm culture: ask students what they find cnfusing, acknwledge the difficulties, and prvide guidance t the learning target Integrates reflectin int all aspects f curse wrk: integrate shrt reflectin (ral r written) that ask students what they fund challenging r what questins arse during an assignment/exam/prject. Further, reflectin abut what they did as a learner t be successful r what cause a failure n their part. Reflectin is a time fr the student t self evaluate. Mdels metacgnitive prcesses: mdel the thinking prcesses invlved in yur field/discipline f science. Students need t hear yur thughts t knw what metacgnitive prcesses "sund," "lk," and "feel" like in science. Be explicit abut "hw yu start, hw t plan, hw yu decide what t d first and then next, hw yu check yur wrk, hw yu knw when yu are dne" Based n my lessn fr... I wuld like t incrprate the fllwing: Cntent Questin: Cntent Prmpt: Metacgnitive Questin: Metacgnitive Prmpt: Mnitring: Cntent Questin: Cntent Prmpt: Metacgnitive Questin: Metacgnitive Prmpt: Evaluatin: Cntent Questin: Cntent Prmpt: Metacgnitive Questin: Metacgnitive Prmpt: Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Team Talk: 10 min. Using yur clleagues as prfessinal resurces, share yur thughts abut yur develped metacgnitive questins and prmpts. Think abut hw pushing all students in yur classrm t be respnsible fr their learning can target achievement f the indicatrs fr Standard 4. As yu are discussing, recrd general ntes and r suggestins frm yur clleagues in yur Persnal Learning Lg. Discuss as a grup the perceived benefits and challenges t incrprating the metacgnitive strategy.* *This discussin can be as a department, small disciplinary grup, r with a partner. Applicatins: 10 min. Using yur develped metacgnitive questins and prmpts, and the feedback frm yur peers, determine if mdificatins t yur questins and prmpts are warranted. Als, determine when yu will implement the metacgnitive strategies (when will yu teach the lessn?). Describe yur final metacgnitive questins and prmpts in yur Prfessinal Learning Lg. Please nte, in the last sessin, Sessin IV, yu will share yur results with yur peers. Based n peer feedback I wuld like t incrprate the fllwing int my lessn abut... Cntent Questin: Cntent Prmpt: Metacgnitive Questin: Metacgnitive Prmpt: Mnitring: Cntent Questin: Cntent Prmpt: Metacgnitive Questin: Metacgnitive Prmpt: Evaluatin: Cntent Questin: Cntent Prmpt: Metacgnitive Questin: Metacgnitive Prmpt: Describe when yu will implement the strategy (tmrrw, start f next lessn, etc.). I will implement this strategy... Yu must implement the tasks befre mving t Sessin IV. Suthern Nevada Reginal Prfessinal Develpment Prgram
Wrkshp Series Guide fr SCIENCE Educatrs Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Sessin IV: Applicatins (cntinued): 10 min. In this last sessin, Sessin IV, yu will wrk in yur small, nn-discipline specific teams with a fcus f reflectin and future implementatin f yur metacgnitive strategies (planning, mnitring, and evaluatin questins and prmpts). Describe the applicatin f yur metacgnitive strategies t yur peers s they understand what yu did, what the students did, and yur gal fr the implementatin. Specifically, discuss: the metacgnitive questins and prmpts that yu used in yur lessn. hw the metacgnitive questins and prmpts did r did nt help yu target the indicatrs fr Standard 4. the aspects f yur metacgnitive strategies, which yu implemented as questins and prmpts, that yu believe were effective at achieving the indicatrs f Standard 4. the aspects f yur metacgnitive strategies, which yu implemented as questins and prmpts, that yu believe were ineffective at achieving the indicatrs f Standard 4. Persnal Reflectin: 10 min. After yur small grup discussin, think abut yur implementatin, the results, and yur peer's feedback. Effectiveness shuld be measured based upn the indicatrs fr Standard 4: Standard 4: Students Engage in Metacgnitive Activity t Increase Understanding f and Respnsibility fr Their Own Learning Indicatr 1 - Teacher and all students understand what students are learning, why they are learning it, and hw they will knw if they have learned it Indicatr 2 - Teacher structures pprtunities fr self-mnitred learning fr all students Indicatr 3 - Teacher supprts all students t take actins based n the students' wn self-mnitring prcesses What wuld yu change t make yur implementatin mre effective? What evidence d yu have t supprt yur claims? After thinking abut the implementatin, I wuld like t change... I can supprt this change with (evidence)... What went well in the implementatin f yur metacgnitive strategies? What evidence d yu have t supprt yur claims? Based upn (evidence)... I think my implementatin went well because... Can the implementatin f metacgnitive questins and prmpts fr students t plan, mnitr, and self-evaluate their learning be a lng-term strategy in yur classrm? Why r why nt? Based upn... I wuld say that this (is/is nt) a lng-term strategy because... Want t learn mre abut self-regulated learning, cgnitin, metacgnitin, r mtivatin strategies fr science educatin? Visit: Self Regulated Learning in Science Educatin Schraw, Crippen, Hartley(2006).pdf http://gse.buffal.edu/fas/shuell/cep564/metacg.htm http://cft.vanderbilt.edu/guides-sub-pages/metacgnitin/ Suthern Nevada Reginal Prfessinal Develpment Prgram