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

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EXIT CARDS Easy Strategy for Assessing Student Understanding When students leave, have they understood the instruction? How will you use this information to ... – PowerPoint PPT presentation

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


1
Skills, Strategies, and Metacognition Joyce
E. Stone, Partially adapted from Kristina Doubet
2
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

3
On-going Formative Assessment Supports Strategic
Teaching and Learning
  • FOCUS!

on Student Understanding by anchoring instruction
and connecting students to content.
4
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

5
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

6
Ongoing Formative Assessments
  • Why must I discover where students are in
    relationship to my instructional goals?

7
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
8
Ongoing Formative Assessments
  • How can I discover where students are in
    relationship to what I am teaching?

9
Easy Strategy for Assessing Student
UnderstandingWhen students leave, have they
understood the instruction? How will you use this
information to promote learning?
EXIT CARDS
10
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.

11
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?

12
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?

13
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?

14
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

15
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

16
Another Alternative.to Exit Cards. A way to
pre-assess Prior
Knowledge.
ENTRY CARDS
17
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.

18
Metaphor Lesson
  • ENTRY CARD
  • Name ____________ Period_____
  • What is a metaphor?
  • Give at least two examples.
  • Explain why song-writers and poets use metaphors.

19
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
20
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
21
Economics Example
Free Enterprise System
DEFINE IT
GIVE IMPORTANCE
LIST EXAMPLES
LIST NON-EXAMPLES
22
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
23
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
24
Students generate questions and hypotheses in
Think-Pair-Share
?
pair

think
share
25
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
26
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

27
Teachers and StudentsWhich learning strategies
have you experienced? Which would you like to try?
Think Tank
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