1. Metacognition and the Common Core Abner Oakes MENA Common Core Conference Nov 1 & 2, 2013 Dubai, UAE

2. 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. aoakes4@gmail.com @aoakes42

3. Multiple strategy training Have students share multiple strategies to solve a problem and compare and contrast the effectiveness of these strategies. aoakes4@gmail.com @aoakes43

4. 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 aoakes4@gmail.com @aoakes44

5. Metacognition What do you understand to be metacognition? aoakes4@gmail.com @aoakes45

6. The Clock, Dennis Driscoll With only one story to tell, the clock strikes a monotonous note, irrespective of how musical the bell, how gilded the chimes its timely conclusions report through. Time literally on hands, it informs you to your face exactly where you stand in relation to your aspirations, stacks up the odds against your long-term prospects, leaves your hopes and expectations checked. Keeping track of time to the last second, it gives the lie to all small talk about your reputedly youthful looks, sees through the subterfuge of dyed hair, exposes the stark truth beneath the massaged evidence of smooth skin. aoakes4@gmail.com @aoakes46

7. Self talk/inner speech Let students become more aware of their thought processes in general and their cognitive decision-making in particular. aoakes4@gmail.com @aoakes47

8. 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. aoakes4@gmail.com @aoakes48

9. Metacognition & the Common Core Why make the connection? aoakes4@gmail.com @aoakes49

10. Balancing the Topple Board aoakes4@gmail.com @aoakes410 Environment Instruction CurriculumAssessment CCSS Created by Modern Red SchoolHouse

11. Common Core’s pedagogical 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)www.engageNY.org aoakes4@gmail.com @aoakes411

12. Common Core’s pedagogical shifts Mathematics – Focus – Coherence – Fluency – Deep understanding – Application – Dual intensity (For more information, see www.engageNY.org)www.engageNY.org aoakes4@gmail.com @aoakes412

13. Standards for Mathematical 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… aoakes4@gmail.com @aoakes413

14. Metacognitively direct 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. aoakes4@gmail.com @aoakes414

15. Metacognitively indirect 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. aoakes4@gmail.com @aoakes415

16. 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). aoakes4@gmail.com @aoakes416

17. Back at school Commit to metacognitive classrooms – Get a baseline of practices – If need be, provide PD & coaching – Assess effectiveness & revise, if need be aoakes4@gmail.com @aoakes417

18. 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. aoakes4@gmail.com @aoakes418

19. Walk throughs MetacognitionBeginning (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 aoakes4@gmail.com @aoakes419

20. Metacognitive strategies Think aloud Read aloud Make and break Graphic organizers Inductive reasoning aoakes4@gmail.com @aoakes420

21. Further next steps Pull apart the standards Look for direct & indirect metacognitive moments – A metacognitive scope and sequence aoakes4@gmail.com @aoakes421

22. Metacognitively direct 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. aoakes4@gmail.com @aoakes422

23. Balancing the Topple Board aoakes4@gmail.com @aoakes423 Environment Instruction CurriculumAssessmentCCSS Created by Modern Red SchoolHouse

24. The Common Core & instruction What other instructional strategies and approaches do you want to make common in your school? aoakes4@gmail.com @aoakes424

25. Practice metacognition What will be hard for you in this work? Why? What will be hard for your school in this work? Why? aoakes4@gmail.com @aoakes425

26. 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 aoakes4@gmail.com @aoakes426

27. Lastly What did you learn? What surprised you? What was I missing? Abner Oakes, Principal Oakes Educational Consulting Aoakes4@gmail.com aoakes4@gmail.com @aoakes427