Teach so students will have meaningful learning experiences Learning is often not the outcome of all our teaching Standard 4 Module for Mathematics Part I – What and Why Goal 1: What is Standard 4? Goal 2: What are the indicators for Standard 4? Part II – Implications for Mathematics Goal 3: What activities/instruction in the classroom would provide evidence of them? Goal 4: What specific plans can be designed to implement them? rpdp-logo.tif N E P F Nevada Educator Performance Framework Southern Nevada Part 2 Secondary Mathematics Demonstrating Evidence STUDENTS In student work: What artifacts demonstrate self-reflection tools? Are students making margin notes, reorganizing information creating representations, or seeking assistance? Are students clear about learning goals and performance criteria? In class (student talk): How are students interacting, responding and engaged in the tasks and activities? Are students seeking assistance, conducting investigations, or revising learning strategies based on their own evaluation? Demonstrating Evidence TEACHERS In teacher planning: What plans do teachers make to include communicating goals, performance criteria, and purpose of the lesson? Do lesson plans show a variety of strategies (or specific strategies) to guide students to think about thinking? In class (teacher talk): Does teacher provide instruction to students in self-monitoring strategies? Is the teacher providing time for student strategy use, talking to students about what/why they are doing the lesson, discussing what to do next, sharing strategies with class? Main sources of evidence include: Mandatory Direct evaluator observation Plus at least one from other sources Other Sources Teacher pre/post conference Lesson plans Student classroom interviews Student work Student feedback (e.g., survey, writing) Teacher notes NEPF: Evidence Indicators NEPF Standard 4 Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\03O67FUJ\MC900089056[1].wmf Teacher structures opportunities for self-monitored learning for all students. 2 Teacher and all students under-stand what students are learning, why they are learning it, and how they will know if they have learned it. 1 Teacher supports all students to take actions based on students’ own self-monitoring processes. 3 Math Anxiety When people worry about math, the brain feels the pain. Brain scans show that in those with high levels of math anxiety, the same areas of the brain that react to pain, react in anticipation of doing math. The buzz in the fear center interferes with problem solving and critical thinking. http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd =&cad=rja&docid=ubuCns39068kdM&tbnid=7UU09M_nDNEbhM:&ved=0CAUQjRw&url=http://www.salon.com/2013/ 04/15/obamas_brain_gets_hammered/&ei=GFYGU_qBBYnTqgG4_YGoAQ&bvm=bv.61725948,d.b2I&psig=AFQjCNEuy x4xQxr02VWI6Ww8pEoli2H8oA&ust=1393010308220748 http://media.salon.com/2013/04/ brain_on_fire.jpg Resources: Students can shape their own intelligence. Have students: Read the article “You Can Grow Your Brain” http://www.maryparker.org/mparker/statwaymaterials/Statway%20Cu rriculum/Module%201/Students/PDF/Lesson%201.1.1%20Extension%20Supplement%201%20-%20version%201.5 .pdf Investigate mindset (see following slides) Watch TED video “The Power of Belief” http://www.youtube.com/watch?v=pN34FNbOKXc Reflect on the Michael Jordan Nike commercial http://www.teachertube.com/viewVideo.php?video_id=219855 Discuss Math Anxiety Responses to Many Situations are Based on Mindset Fixed Intelligence Mindset Response Growth Intelligence Mindset Response Challenges Avoid Embrace Obstacles Give up easily Persist Tasks Requiring Effort Fruitless to try Path to mastery Criticism Ignore it Learn from it Success of Others Threatening Inspirational From Research to Practice For students to understand themselves as learners: Teach students that their ability to learn is not a fixed quantity—they can shape their own intelligence Help students to understand their learning style(s) and look at the intelligences 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 (Jetton & Dole, 2004) 1 Teachers need to be explicit in communicating: Learning goals (What) Purpose of the lesson (Why) Performance Criteria (How students will know if they have learned it) 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 (Jetton & Dole, 2004) 2 From Research to Practice For students to understand themselves as learners: Teach own intelligence. Help students to understand their learning style(s) and look at Gardner’s multiple intelligences. Possible Resources (Refer to Standard 2 different “intelligences” How do we help students overcome math anxiety? http://www.youtube.com/watch?v= G57qemxBVoM Michael Serra gives a talk called "How to Teach Math Anxiety" at Key Curriculum Press' Ignite event at the CMC-North Asilomar conference. Who Wants to be a Millionaire? http://www.collegehumor.com/video/5507076/patricia-heaton-fails -at-math-on-celebrity-millionaire When watching the video, watch for A contestant exhibiting math anxiety The host modeling math “think aloud” The nature of the game is metacognitive! Contestants are asked to assess how confident they are in their knowledge: Yes (I’m sure that I know the answer) Phone a friend/Ask the audience/50:50 (I am not positive about the correct answer ) Understanding a task Engage students in establishing target and setting goals using: Questions for students to ask themselves as they plan, monitor and evaluate their thinking Wrappers Evaluation of test results After - When you are evaluating the plan of action ask yourself: How well did I do? Did my particular course of thinking produce more or less than I had expected? What could I have done differently? How might I apply this line of thinking to other problems? Do I need to go back through the task to fill in any "blanks" in my understanding? Adapted from Strategic Teaching and Reading Project Guidebook. (1995, NCREL, rev. ed.).   During - When you are maintaining/monitoring the plan of action, ask yourself: How am I doing? Am I on the right track? How should I proceed? What information is important to remember? Should I move in a different direction? Should I adjust the pace depending on the difficulty? What do I need to do if I do not understand? Before - When you are developing the plan of action, ask yourself: What, in my prior knowledge, will help me with this particular task? In what direction do I want my thinking to take me? What should I do first? Why am I doing this problem? How much time do I have to complete the task? traffic_light_-_caution METACOGNITION consists of three basic elements: Developing a Plan of action Maintaining/monitoring  the plan Evaluating the plan   Self-Monitoring Strategies A New Tool: Wrappers Accurate self-monitoring is quite difficult. Many students are over-confident. A Wrapper is: a tool for teaching self-monitoring behavior. an activity that surrounds a pre-existing learning or assessment task and fosters students’ metacognition. a tool that can be built around (wrapped around) any pre-existing part of a course (lecture, homework, test). C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\OK7XKWFJ\MC900412796[1].wmf Exam Wrappers How they work: Upon returning a graded exam, students completed exam reflection sheet in class Report study strategies, analyze errors, identify new approaches as needed Before the next exam, sheets returned to students for review and consideration, and students make a study plan Wrapper Results Students’ responses for “key ideas” in the lecture increasingly Lecture Wrappers How they work: Before lecture, present tips on active listening After lecture, students write 3 key ideas from lecture on index cards Instructor gives his list of 3 key ideas for students to self-check Why Wrappers Work Time efficient (students and faculty will use them) Students are doing the task anyway Wrapper only adds a few minutes of time Metacognition practice is integrated with the task Student are self-monitoring in the context where it is needed Feedback on accuracy can be built in Wrapper support can be gradually faded Research shows even minor interventions that frame a task in a new way can significantly change behavior Homework Wrappers How they work: Instructor creates self-assessment questions that focus on skills students should be monitoring Students answer questions just before homework Students complete homework as usual After homework, students answer similar self-assessment matched the instructor’s (across 3 successive lecture wrappers): 45%, 68%, 75% Most students identified the homework wrappers as helping them to see the value in effort. It was also noted by the overconfident student that there was the need to do more. Students self-identified new approaches for exam preparation. 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 (Jetton & Dole, 2004) 3 Students Understand a Variety of Strategies The teacher should explicitly teach different strategies for “how to learn” in the following areas: Organizing information Comprehending information/Finding the important information Studying information Finding information Thinking about information Resource: Learning How to Learn Resource: Learning How to Learn Teach for the transfer of learning Pause for reflection & discussion When Teaching Metacognition Always model your own thinking Embed the strategies in the learning activity Scaffold the thinking Summary Another Strategy: Post Exam Reflection After students take exam and receive their grades, they take a few moments for reflection See the resource “Post Exam Reflection” under NEPF secondary math resources at www.rpdp.net Try to associate study habits with exam performance Encourage students to figure out what they don’t know and how to study in more effective ways Another strategy: Testing Choices Let students pick a few questions on the quickly and easily can you solve similar problems…?” Responsibility for Their Own Learning NEPF - Standard 4 C:\Users\SNRDPD\AppData\Local\M icrosoft\Windows\Temporary Internet Files\Content.IE5\03O67FUJ\MC90 0089056[1].wmf Teacher structures opportunities for self-monitored learning for all are learning it, and how they will know if they have learned it. 1 Teacher supports all students to take actions based on students’ own self-monitoring processes. 3 What, Why, Goals Opportunites and actions for student self-monitoring Learn How To Learn selecting that question: “I don’t remember the material” or “I was able to narrow it down to two possibilities, but not one” or “I didn’t study this” or “I’m not confident of my answer”.