Metacognition TIPR
Current Teacher Behaviors
1. Describe how the teacher is helping students develop metacognition and become more self-regulated learners. Include information about the type(s) of metacognitive knowledge being developed and address the metacognitive skills and/or the cycle of self-regulated learning.
The teacher in one of the history classes I've been observing has copies and encourages the use of Cornell notes for her students. At the beginning of every lecture she reminds them to get out their notes, and briefly reviews what their notes should include by that point in the unit. She also frequently, but not always, models notes on the whiteboard so students can follow along and write down the key points of her lecture. One thing I like is that she doesn't require they use Cornell notes, and tells them they can use any note-taking method they'd like, but to take notes in some way. She doesn't collect them or grade them either, but will occasionally have them complete writing prompts with them and pick students to share their work. This note-taking process is a learning strategy skill that is very important in metacognition.
Student Needs
2.What are these students' metacognition and self-regulation needs? What more could or should be done?
This teacher tends to lecture quite a bit, and ask questions of the students point-blank, which make acquiring these note-taking skills crucial to do well in her class. She also has them doing a lot of reading assignments individually or "popcorn reading" as a group. Since she requires many of these reading handouts to be annotated and frequently checks their accuracy, she has spent serious time teaching the students what she means by "annotating". One of the things she doesn't do very well though is to provide assistance to students when having them work on assignments with more complicated instructions than "annotate". There is never a PowerPoint for students to refer to during those activities, so many of them struggle with remembering everything they were supposed to do since she just told them orally one time. I see her repeating herself a lot during those lessons to individual students and groups since she gave them way too much to think about all at once. Some students just check out and I can understand why.
Plans for your Lesson
3. How will you address these needs when you teach your mini-lesson in this class?
The main thing I want to do is to help these students understand what the purpose of the lesson is, and post the instructions I expect them to accomplish so they don't seem so lost so often. Another thing I'd like to do is to provide a model of the final expectation so they can visualize what they are working on. During one class, the teacher wanted the students to work in groups to read a text, and then make an iMovie with images and music to be presented during class the next week. I feel she really missed an opportunity for the students to learn some great stuff about the text material they were given because they were so confused about how to make an iMovie. Most had never even used the program, and they had absolutely no idea that when she said "movie" she actually meant picture slides with explanatory text set to music. This experience showed me how important it is to be crystal clear when introducing new tech and activities so students can still get the benefits from learning the content, and not spend the whole class feeling lost and dumb.
1. Describe how the teacher is helping students develop metacognition and become more self-regulated learners. Include information about the type(s) of metacognitive knowledge being developed and address the metacognitive skills and/or the cycle of self-regulated learning.
The teacher in one of the history classes I've been observing has copies and encourages the use of Cornell notes for her students. At the beginning of every lecture she reminds them to get out their notes, and briefly reviews what their notes should include by that point in the unit. She also frequently, but not always, models notes on the whiteboard so students can follow along and write down the key points of her lecture. One thing I like is that she doesn't require they use Cornell notes, and tells them they can use any note-taking method they'd like, but to take notes in some way. She doesn't collect them or grade them either, but will occasionally have them complete writing prompts with them and pick students to share their work. This note-taking process is a learning strategy skill that is very important in metacognition.
Student Needs
2.What are these students' metacognition and self-regulation needs? What more could or should be done?
This teacher tends to lecture quite a bit, and ask questions of the students point-blank, which make acquiring these note-taking skills crucial to do well in her class. She also has them doing a lot of reading assignments individually or "popcorn reading" as a group. Since she requires many of these reading handouts to be annotated and frequently checks their accuracy, she has spent serious time teaching the students what she means by "annotating". One of the things she doesn't do very well though is to provide assistance to students when having them work on assignments with more complicated instructions than "annotate". There is never a PowerPoint for students to refer to during those activities, so many of them struggle with remembering everything they were supposed to do since she just told them orally one time. I see her repeating herself a lot during those lessons to individual students and groups since she gave them way too much to think about all at once. Some students just check out and I can understand why.
Plans for your Lesson
3. How will you address these needs when you teach your mini-lesson in this class?
The main thing I want to do is to help these students understand what the purpose of the lesson is, and post the instructions I expect them to accomplish so they don't seem so lost so often. Another thing I'd like to do is to provide a model of the final expectation so they can visualize what they are working on. During one class, the teacher wanted the students to work in groups to read a text, and then make an iMovie with images and music to be presented during class the next week. I feel she really missed an opportunity for the students to learn some great stuff about the text material they were given because they were so confused about how to make an iMovie. Most had never even used the program, and they had absolutely no idea that when she said "movie" she actually meant picture slides with explanatory text set to music. This experience showed me how important it is to be crystal clear when introducing new tech and activities so students can still get the benefits from learning the content, and not spend the whole class feeling lost and dumb.
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