1. Focus: All Students 21st Century Ready
Nevada Educator Performance Framework Developing Teacher Expertise Teacher Standard 4
Focus: All Students 21st Century Ready

3. Goals – Standard 4
Define Teacher Standard 4
Evidence of Practice

4. Leading for impact Developing teacher Expertise Standard 4

6. Learn and Talk – Boss of My Brain

7. What the Research Says…
Metacognition is…
Thinking about your own thinking.
“We need to develop an awareness of what we are doing, where we are going, and how are we going there; we need to know what to do when we do not know what to do. Such self-regulation, or meta cognitive, skills are one of the ultimate goals of all learning.”
Source: Visible Learning for Teachers: Maximimizing Impact on Learning. Hattie, 2012

8. Research shows…….
According to the work of Dr. John Hattie, metacognition has an effect size of 0.69 with .60 being considered a “large” impact.
Share the effect size of metacognition.

9. What the Research Says…
Metacognition …
When students are metacognitive, they understand..
themselves as learners,
a given task,
a variety of strategies and how to use them in a variety of situations.
Nokes and Dole (2004), Adolescent Literacy Research and Practice

10. What the Research Says…
What Metacognition Means …
becoming aware of one’s own actions and their effects, posing internal questions to find information and meaning,
developing mental maps, pictures, or plans, monitoring plans throughout a process and revising plans when they are not working, self-evaluating a completed plan.
Source: Costa (2008) “The Thought Filled Curriculum”

11. Supporting Student Reflection
Teaching students to think about thinking and learn how to learn.

12. Dylan Wiliam on Metacognition
Video Clip
Show the video clip by Dylan Wiliam which helps define and tell the importance of metacognition.
After viewing have each person turn to a partner and tell the most valuable point (MVP) he/she learned as a result of watching the video and why.

13. When presented with a complex task a student uses metacognition.
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?
Complex Task or Assignment
Key Points ***Metacognition occurs before, during and after learning and/or doing. ***Metacognition compliments or enhances the learning and/or doing process.
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 Monitoring During Learning
The graphic shows how metacognition compliments or enhances learning and doing when presented with a complex task.
When presented with a challenge, a metacognitive student asks him/herself the questions as shown on the slide.
During the process of trying to meet the challenge, the metacognitive student self-monitors him/herself in relation to the learning target by asking the questions shown on the slide. When the challenge is complete the metacognitive student reflects on the process by asking him/herself the questions shown on the slide. The answers arrived at during the final reflection should carry over and be used by the student in future learning when confronted with a similar task.
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 University of MO-Columbia.

14. Supporting Student Metacognition

15. Why is metacognition important?
Shapes active rather than passive learners
Gives students a sense of control over learning
Promotes “deep learning”
Makes students aware of their own thinking
Source: Dr. Sara McElwee, University of Oxford
Share the importance of teaching students to become metacognitive individuals.
Although not mentioned on this slide, research shows metacognition also increases student motivation because students feel more in control of their own learning.

16. Source: Jana L. Scott, University of MO-Columbia 2013.
Metacognition is important because it is a key component of Assessment for Learning in that it…
Requires students to become involved in their own assessment through self-regulation and monitoring,
helps students and teachers remain focused on the learning target and success criteria throughout the learning process,
requires students to think about their successes, needs and next steps in relation to mastering the learning target.
Source: Jana L. Scott, University of MO-Columbia 2013.
This slide explains why metacognition is considered to be a key component of “Assessment for Learning”.
Source: Jana L. Scott, University of MO-Columbia, December 2013.

17. “Metacognition is essential for effective learning
in complex situations.”
Jana L. Scott, University of MO-Columbia, 2013.

18. Benefits to Students When Using Metacognition
Changes the fixed versus growth mindset.
Increased motivation/effort
Increased student ownership of learning
More positive attitudes
Improved performance
Source: Marsha C. Lovett, Ph.D.
According to Marsha Lovett, the benefits for students.
Changes the fixed versus growth mindset about students’ ability to learn.
Increased motivation/effort in daily work and on assessments.
Increased student ownership of learning and students taking control over their own learning.
More positive attitudes in relation to school and learning.
Improved performance not only academic but also in relation to behavioral performance.

19. Steps in Teaching Metacognition Jana L
Steps in Teaching Metacognition Jana L. Scott, University of MO- Columbia, 2013
Step 1: After assigning a complex task, ask students a few reflection questions such as: Have you ever had a learning target(s) like this one/these before? What might be the best way to accomplish your assigned task? Have you completed a task like this before? If so, what approach did you use then? Did it work? If not, why not? Can you tweak that approach and try it again? Make a plan for the best way to go about accomplishing this task and to meet your target(s).
Step 2: As students work on the complex task, remind them to monitor their progress in relation to their learning target and success criteria. Ask students a few reflection questions such as: How is your learning going so far? How are you progressing? Where are you in relation to the learning target and success criteria? Do you need to change your plan or strategy? If you keep going as you are, will you be successful at the task and master your learning target(s)?
Step 3: At the completion of the complex task, ask students a few reflection questions such questions as: Did you accomplish your target(s) and success criteria? If yes, explain why. If not, explain why, and what actions need to be taken to close the gap? What worked well? What did not work well? What needs to be done differently next time if given a similar task or assignment?

21. 3-2-1 Summary Minute Paper
What are three ideas that have captured your attention from today's class?
What are two questions that you are still thinking about related to these topics?
What one thing will you remember long after this class is over?
Minute Paper
Please answer each question in one or two sentences:
What is the most useful, meaningful, or intriguing thing you learned from today's class discussion?
What questions do you have about today's discussion that you would like answered before we move on?
Can be used at various grade levels.

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

23. It’s “Hip” to be metacognitive! Hip is in……
Before learning ask yourself…..
During learning ask yourself…..
After learning ask yourself….
What is my goal?
What is the best way to reach it?
Have I done a task like this before?
Will that same approach work this time?
If not, what is the best plan for doing this task?
How is my learning going so far in relation to the learning target and success criteria?
Do I need to change my strategy?
If I keep going like I am, will I be successful?
Did I reach my learning target? Why or Why not?
What worked well in doing this task? Why? What did not work well? Why?
If given a similar task in the future, what will I do differently?
Can be used with various grade levels.

24. Key Ideas in Standard 4
Resources
Theory
Indicators
Description Notes

25. Discuss what Standard 4 looks like in the classroom.
Learn & Share
Metacognition – The Gift that Keeps on Giving
Discuss what Standard 4 looks like in the classroom.
What is the teacher doing/saying?
What are students doing/saying? 39

26. Practice…

27. Recording Evidence from Observation of Standard 4
Take notes
What is the task(s)?
What is the teacher doing/saying?
What are the students doing/saying?

28. Focus on student-centered evidence
Strategies for Collecting Evidence…
Focus on student-centered evidence
Capture evidence of impact of teacher’s behavior on student learning
Record evidence, not judgment
Quotations, observed actions or movements by teacher and students, literal descriptors, etc. – No scoring during observation
Be an efficient note-taker
Capture evidence aligned to the Standards - Establish abbreviations - Think note-taking not scripting
Slide Template

29. Types of Evidence
Direct observation of teacher practice occurs when the evaluator is physically present in the classroom or venue where the teacher is present and teaching.
(Mandatory Evidence)
Additional Evidence supporting teacher practice that includes but is not limited to lesson plans, student work, teacher notes, and student feedback.
(Confirmatory Evidence) 34

30. Videos:

31. What specific evidence did you see during the observation?
Think & Share
What specific evidence did you see during the observation?
What confirmatory evidence did you collect/review during the observation?

32. How can you expand on this evidence and log in your notes??
Think & Share
What confirmatory evidence could you collect/review during the reflection conversation?
How can you expand on this evidence and log in your notes??

33. COMPARE EVIDENCE YOU COLLECTED TO EVIDENCE IDENTIFIED BY THE EXPERTS
LOGGING
EVIDENCE
For each indicator…
write
1– evidence
OBSERVATION
1 – evidence
CONFIRMATORY
Closing Slide

34. More practice…

35. Turn and Talk How do I become more effective with Teacher Standard 4?
What support do I need? 43

36. EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!