metacognition and the common core

Metacognitionand the Common Core

Abner OakesMENA Common Core Conference

Nov 1 & 2, 2013Dubai, UAE

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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.

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Multiple strategytraining

• Have students share multiple strategies to solve a problem and compare and contrast the effectiveness of these strategies.

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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

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Metacognition

• What do you understand to be metacognition?

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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.

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Self talk/inner speech

• Let students become more aware of their thought processes in general and their cognitive decision-making in particular.

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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.

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Metacognition& the Common Core

• Why make the connection?

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Balancingthe Topple Board

Environment

Instruction

Curriculum

Assessment

CCSS

Created by Modern Red SchoolHouse

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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)

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Common Core’spedagogical shifts

• Mathematics

– Focus– Coherence– Fluency– Deep understanding– Application– Dual intensity

(For more information, see www.engageNY.org)

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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…

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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.

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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.

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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).

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Back at school

• Commit to metacognitive classrooms– Get a baseline of practices– If need be, provide PD & coaching– Assess effectiveness & revise, if need be

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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.

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Walk throughsMetacognition Beginning (1) Developing (2) Accomplished (3) Exemplary (4)

Metacognitive modeling by the teacher

The teacher solves a problem for or explains an issue to her students but does not explain her thinking.

In one instance the teacher explains her thinking when solving a problem for or explaining an issue to students.

The teacher regularly explains her thinking when solving a problem for or explaining an issue to students.

The teacher regularly explains her thinking when solving a problem for or explaining an issue to students and solicits student input and reaction.

Evidence

Metacognitive modeling by students

Students do not share their thinking when solving problems or explaining issues.

In one instance students share their thinking when solving problems or explaining issues.

Students regularly share their thinking when solving problems or explaining issues.

Students regularly share their thinking when solving problems or explaining issues and during this process answer questions asked by the teacher and peers.

Evidence

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Metacognitivestrategies

• Think aloud• Read aloud• Make and break• Graphic organizers• Inductive reasoning

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Further next steps

• Pull apart the standards• Look for direct & indirect metacognitive

moments– A metacognitive scope and sequence

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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.

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Balancingthe Topple Board

Environment

Instruction

Curriculum

Assessment

CCSS

Created by Modern Red SchoolHouse

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The Common Core& instruction

• What other instructional strategies and approaches do you want to make common in your school?

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Practicemetacognition

• What will be hard for you in this work? Why?• What will be hard for your school in this work?

Why?

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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

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Lastly

• What did you learn?• What surprised you?• What was I missing?

Abner Oakes, PrincipalOakes Educational Consulting

Aoakes4@gmail.com