Skills, Strategies, and Metacognition Joyce E. Stone, Partially adapted from Kristina Doubet

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Skills, Strategies, and MetacognitionJoyce
E. Stone, Partially adapted from Kristina Doubet
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What students should know and be able to do

• Organize, explain, and use information
• Compare and contrast
• Relate to other instancespersonal and academic
• Transfer to unfamiliar settings
• Discover the big ideas embedded within a novel
  problem
• Combine concepts and understandings
• Pose new problems and solutions
• Create analogies models, metaphors, symbols, and
  picture of the concept
• Pose and answer what if questions
• Generate questions and hypotheses to increase
  knowledge
• Generalize from specific to big idea
• Use knowledge to self-assess and assess others

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On-going Formative AssessmentSupports Strategic
Teaching and Learning

• FOCUS!

on Student Understanding by anchoring instruction
and connecting students to content.
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Concepts Ensure Understanding Metacognitive
Process using language arts as a model for any
content

• Connect the task to the understanding
• TASK Students will know the eight parts of
  speech and their function in sentences.
• UNDERSTAND Students will demonstrate
  understanding of parts of speech and their role
  in sentences.
• DO Students will
• 1. make flash cards of eight parts of speech
• 2. using a written passage, students will use
  highlighters to color code various parts of
  speech
• 3. identify and supply missing part of speech
  in sentences
• 4. write "I Am" poems using adjectives and
  adverbs to describe themselves
• 5. using pictures from magazines, make a
  collage representing a
• particular part of speech

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Pre-Assessment

• Administered during previous class period
• Diagnostic in nature 16 questions
• Match each part of speech to its definition (8)
• Identify parts of speech as used in a sentences
  (8)
• Included some tricky questions to see whos
  really got it (e.g., one word used in a variety
  of ways).
• Results
• Group A Firm grasp of definitions and
  use/application
• Group B Firm grasp of definitions but struggled
  with application
• Group C Struggled with both definitions and
  application

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Ongoing Formative Assessments

• Why must I discover where students are in
  relationship to my instructional goals?

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Assessment and Instruction are parts of an
interdependent, strategic process.
Learning Objectives (reflective of
standards)
Ongoing, formative assessment
Strategies designed to support teaching and
learning and fill holes indicated by formative
assessment.
Valid, Reliable, Summative Assessment that
supports strategic instruction
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Ongoing Formative Assessments

• How can I discover where students are in
  relationship to what I am teaching?

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Easy Strategy for Assessing Student
UnderstandingWhen students leave, have they
understood the instruction? How will you use this
information to promote learning?
EXIT CARDS
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Use EXIT CARDS to Create a Learner Profile and
Connect it to Instruction

• Exit Cards (AKA Tickets To Leave) are used to
  gather information on student readiness levels,
  interests, and/or learning profiles.
• The teacher hands out index cards to students at
  the end of an
• instructional sequence or class period. The
  teacher asks the students to respond to a
  pre-determined prompt on their index cards and
  then turn them in as they leave the classroom or
  transition to another subject.
• The teacher reviews the student responses and
  separates the cards into instructional groups
  based on preset criteria.

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Exit Cards Science

• Teacher Am I asking students to stretch?
• Draw the earths orbit around the sun.
• Briefly explain what causes the seasons. Use
  illustrations, if necessary.
• How have your opinions about this topic changed?
  What questions do you still have?

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Exit Cards British Literature

• Teacher Why this task?
• Student I am making connections to other
  works of literature.
• What is a conceit?
• Briefly explain the conceit apparent in The
  Flea
• In what other works that weve read did you
  notice a conceit?

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Exit Cards History

• Teacher I am asking students to compare and
  contrast, to examine the context.
• Name 3 factors that contributed to the United
  States involvement in WWII?
• Briefly explain what you believe to be the most
  significant of these factors and tell why?

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Exit Cards Algebra

• Teacher I am providing models and options.
• Draw a graph label the x and y axes
• Graph a line with the endpoints (3,5) (7,2)
• Graph a line with the endpoints (-3,-5) (7,2)
• Provide two ways of writing the equation for a
  line

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3-2-1 CardsMetacognition Students need to know
what they learned and why.

• 3 things I learned today about entrepreneurship
• 2 questions I still have/ am confused about
• 1 thing I would like to learn more about

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Another Alternative.to Exit Cards. A way to
pre-assess Prior
Knowledge.
ENTRY CARDS
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Spiral Learning Strategy Concept Metaphor

• Students will know the definition of metaphor,
  stanza, simile, etc.
• Students will be able to describe themselves
  using metaphors
• Students will understand that
• Metaphors allow us to communicate ideas that
  literal language cant
• Metaphors help readers picture things in their
  minds.

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Metaphor Lesson

• ENTRY CARD
• Name ____________ Period_____
• What is a metaphor?
• Give at least two examples.
• Explain why song-writers and poets use metaphors.

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Two Tasks Embedded Strategy

• ME Metaphor Poem
• Choose something to compare yourself to. It can
  be something in nature, a machine of
  sorts, a song, a force, and animal, a colorthe
  only thing it CANT be is another person.
• Strive for at least 4 stanzas (line lengths in
  stanzas can vary).
• (Advanced Understanding Complete assignment
  independently)

A

• ME Metaphor Poem
• Write a poem describing yourself using a series
  of metaphors and similes. You can describe both
  what you are and what you are not.
• Try using couplets and strive for about 5-7
  couplets. See page 314 an 315 for more
  information.
• (Basic understanding Assignment follows
  mini-lesson on metaphors)

B
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Frayer Diagrams are useful graphic organizers.
You can change the category titles to suit your
instructional needs.
TOPIC or CONCEPT
DEFINE IT
GIVE IMPORTANCE
LIST EXAMPLES
LIST NON-EXAMPLES
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Economics Example
Free Enterprise System
DEFINE IT
GIVE IMPORTANCE
LIST EXAMPLES
LIST NON-EXAMPLES
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Teacher Hook Strategy in literary
analysis.Student Self-assess and assess others.
POWER
Where Do you have it?
Where do you lack it?
Shrew Characters who had it
Shrew Characters who lacked it
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Teacher StrategyThe Matrix
Combine Understandings
In each square, list something that the leader in
the two coordinate boxes share that the other two
leaders do not. Where a person intersects with
him/herself, you must list something unique to
only him/her.
Jefferson FDR Kennedy G.W. Bush
Jefferson Something else JFK and Jefferson share that FDR and Bush dont
FDR
Kennedy Something JFK and Jefferson share that FDR and Bush dont
G.W. Bush Something unique to Bush
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Students generate questions and hypotheses in
Think-Pair-Share
?
pair

think
share
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Windshield Check A feedback Loop for Teacher
and Students.

• CLEAR I get it!
• BUGS I get it for the most part, but I still
  have a few questions.
• MUD I still dont get it.

Alternative Method Thumbs-up/Wiggle palms/Thumbs
down
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Help Cards/Stations Teacher intervenes.
Students self-assess, collaborate, and support
one another.

• In one study, high school students attributed
  increased success to an atmosphere which
  encouraged students to ask for help, as well as
  opportunities to do so.
• Help cards hold up at designated times, or as
  needed
• Self-Help Groups Students self select to hear
  info another way or to work with a new application

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Teachers and StudentsWhich learning strategies
have you experienced? Which would you like to try?
Think Tank