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Office of School ImprovementDifferentiated Video Series

Differentiation of Instruction, Part III of III: Metacognition & Self-Directed Learning

Dr. Jane J. Baskerville, Vonnie Kunkel,& Steve DeGaetani

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The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students.

- Dr. Sam Redding

Differentiation of Instruction

Session 1— Personalized/Tiered/Differentiated Instruction

Session 2—The Learning Plan Grid

Session 3—Metacognition and Student Self-Directed Learning

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Differentiation of Instruction Series

The sessions are designed to be used by individuals or in a group setting.

The sessions are sequential.

The PowerPoint and all other materials or references may be downloaded from the VDOE Web site.

Additionally, there is a viewer’s guide.

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PurposeSeries: To exact a laser focus on differentiated instruction that is tiered

and personalized, including the Instructional Team’s design, implementation, and assessment of learning tasks informed by individual student performance data.

Today’s session: To examine a comprehensive strategy that combines (a) a

hierarchy of differentiated learning tasks that supports individual student needs, (b) the opportunity for teacher development of student self direction, and (c) the opportunity for formative assessment via checking for understanding. In addition, an example of descriptive feedback (that is requisite to effective formative assessment) will be shared.

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Today’s Agenda

1. Research: What does the research say about the development of metacognitive processing and self-directed learning, as well as checking for understanding with descriptive feedback?

2. Wrap-Up Activity/Discussion: Self--Assessment Inventory.

3. Reflections: Any “ah-hah!” moments on implementing tiered/personalized/differentiated instruction in the classroom.

Quote of the Day: On Differentiation and The Brain

Differentiation

emphasizes shared

responsibility

between teacher and

student, because the

brain that does the

work is the brain that

learns (Sousa &

Tomlinson, 2011, p.3).

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What the Research Says

Developing student metacognitive processing is THE critical link to self–directed learning (Hattie, 2007; Marzano, 2003; Wenglinsky, 2002). What is metacognition? (Livingston, 1997)Exercising higher order thinking or the learner’s analysis of his/her own thinking (“thinking about thinking”) that involves the learner’s strategic control over his/her thought processes in achieving a goal (e.g., to define author’s purpose). It involves the learner’s being able to sort through a list of strategies that he can apply.

Step 1: Developing a plan of action to accomplish a goal (Which strategy should I use to accomplish this goal? What information do I already have? What steps can I take to accomplish the goal?

Step 2: Monitoring the strategy/plan of action (Is this working for me? If not, what could be my next “go to” strategy?).

Step 3: Evaluating the plan of action/use of the specific strategy (Did my plan of action help me accomplish my goal? What did I learn from this experience that I can apply next time? Will I begin by using a completely different strategy when I have a similar goal next time?

What the Research Says--Continued

Why:

Per Hattie (2007), Marzano (2003), and Wenglinsky (2002):

“When students are taught to think about their own thinking, they gain knowledge and control of factors that affect learning--the self, the task at hand, and strategies to be employed.”

“Research strongly suggests persistent, positive effects regardless of student age, achievement level, nationality or ethnicity.” (Having analyzed 395 research studies, Marzano asserts that the primary vehicle for student learning is metacognitive thinking.)

“Metacognitive skills transfer to other learning situations and are retained over time.”

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What the Research Says--ContinuedHow:Q: What is the difference between teaching a strategy* and teaching (or modeling) to develop the metacognitive process?

A: Explicitly teaching a strategy and its use are essential to developing metacognitive processing. A learner needs to have a wealth of strategies from which to choose as s/he tries to determine the strategy that will work for him/her (e.g., in determining author’s purpose or solving a word problem)—in accomplishing the goal.

However, the teacher is NOT developing metacognition until s/heincorporates “modeling” how learners can (1) make/develop a plan/choose a strategy, (2) monitor the plan/strategy, and (3)evaluate the plan/strategy to accomplish the goal,

(Fogarty, 1994; NCREL, 1995). *Examples: KWL; Frayer Model; Making Connections to Self, Text, &/or the World; Visualizing; Synthesizing; Marzano’s Strategies; use of Mnemonics, etc.

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What the Research Says--ContinuedTo increase opportunities for learners to demonstrate competence in learning for mastery, it is not enough just to provide differentiated instruction and ongoing assessment. Per Stiggins et al. (2006), remarkable achievement gains are the result of Formative Assessment/Assessment for Learning that involves the students themselves and their teachers who provide descriptive rather than evaluative feedback—after checkingfor understanding.

Descriptive feedback helps the learner understand what needs to be done to close the gap between actual and desired performance. The teacher’s feedback should address (a) the student’s strengths relative to the task: “What did I do well?” (b) areas for improvement: “What did I do incorrectly?” and(c) suggestions for improvement: “What can I do to improve?” (Teach First, 2010).

Hattie (2007) also addresses effective feedback in terms of developing self-directed learners. He relates that teachers who provide effective feedback help studentsanswerthese three questions: Where am I going? How am I going to get there? What do I need to do next?

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What the Research Says--Continued

So, what does descriptive feedback look like per Teach First (2010)

and Hattie (2007)?

(Marvin is solving a word problem in math class):

“Marvin, I can see that you are on the right track in making your

plan. Didn’t you also make the observation last week with me that

when you don’t “show your work” (plan/strategy that has helped in

the past) that you run into problems. You need to show your work so

we can see (monitor the plan) if it helps you to find your mis-steps

before you get far along into your computations. Then we can make a

judgment about what to do next time (evaluate the plan/strategy).”

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Question of the DayQ: What one strategy can we employ that will help us to accomplish our

goals to Provide differentiation to meet diverse learner needs? Develop metacognition that will help learners become self directed by

using “assessment as learning.” Provide assessment for learning to increase individual mastery of

objectives--by checking for understanding? Provide descriptive feedback routinely during Work Time?

A: Use of a Work Station that encompasses a document such as

Blossoming with Bloom’s. See document that is annotated with

Components of the Metacognitive Processing Cycle.

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Wrap-Up Reflection Activity: Respond with T for True or F for False. Be prepared to justify your response.

Differentiated Instruction during Work Time

1. At its best is responsive/prescribed/informed instruction resulting initially from student performance as it relates to pre-test criteria for mastery.

2. Can be implemented effectively during Work Time focusing on the needs of learners who have been identified since the beginning of the year as Prerequisite (P), Target (T), or Enhanced (E) performers.

3. May be implemented by teaching P, T, and E performers the same lesson in different groups.

4. Can address all levels of Bloom’s for all learners (P, T, and E).

5. Is a strategy through which teachers can effect student engagement.

6. Is supportive of developing metacognitive processing as it focuses on the individual learner and his/her using “assessment as learning”—finding out which strategies work for him/her for accomplishing certain goals (e.g., determining author’s purpose or solving a word problem, etc.).

7. May be implemented in a Blossoming with Bloom’s Work Station (that facilitates the teacher’s checking for understanding and providing descriptive feedback) or a work station as simple as a Word Wall activity.

Bonus: (T or F) Here is an example of descriptive feedback: Jason, you were making such good progress recently. What happened? I will still give you full credit if you take this home and do it again and turn it in tomorrow.

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Learning Plan Grid Standard/Benchmark Code: _5.5 b & c_**These SOL have been taught separately first.Assessment Level Code: U Target Objective Code: Red Enhanced Objective Code: Yellow Prerequisite Code: Green

Using the Character & Plot Chart, Target group will justify choices made in the student-directed group.

SOL 5.5 b & cALC: U

Independent Computer BasedStudent-Directed

GroupTeacher-Directed

GroupHomework

Enhanced: TSW read & demonstrate comprehension of fictionb. Describe character development in fiction and poetry selections.

c. Describe the development of plot and explain how conflicts are resolved.

In your journal: Write why and how you might have changed the character development of the main character in the play, The Catch of the Day ORWrite why you would not have changed it.

With a partner at the computer station, choose two fiction selections (one poem) and compare how the authors developed the main character and the conflict and how s/he resolved the conflict. **Character vs. Character?*Character vs. Society?*Character vs. Nature? Self?

In your 12 noon cooperative group (interests), use the Character & Plot Development Rubric to write and present a skit that portrays a character & plot similar to those in the play, The Catch of the Day.

The 12 noon cooperative group will review the rubric and expectations with the teacher before writing the skit as the student-directed activity.

Be prepared to defend or criticize how the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions.

Targetb. Describe character development in fiction and poetry selections.

c. Describe the development of plot and explain how conflicts are resolved.

In your journal, write two strategies that you would use in developing someone’s character. Explain whyyou would use those strategies.

At the computer station read poem # 5, and tell how or if the author resolved the conflict of the main character. (Teacher has bookmarked selections from Using PX Books to Teach Plot Conflict for students to use as references.)

In your 12 noon group, review the play, The Catch of the Day, list the five most important actions that develop the plot. Justify choices & list them in the Character & Plot Chart to discuss with teacher.

Be prepared to discuss how you or the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions.

Prerequisiteb. Describe character development in fiction and poetry selections.

c. Describe the development of plot and explain how conflicts are resolved.

From the assignment you completed with your partner at the computer, illustrate in sequence the actions that lead to resolution of the conflict.

At the computer station, review with a partner your choice of a story (in TITYS folder) that shows how the author develops a character, a conflict, and a resolution of the conflict. Using the Character & Plot Chart, list in sequence the important actions that lead to the resolution. From Using PX Books to Teach Plot.)

In your 12 noon cooperative group, compare what you wrote/discussed with your partner with what the other members of the group wrote/discussed with their partners.

The group will review with the teacher ways that an author might develop a fictional character and conflict and resolve the character’s conflict.(See Using Picture Books to Teach Plot Conflict; Conflict Map.

Be prepared to defend your illustration – why you represented the characters the way you did, why you sequenced the actions the way you did, etc. Talk about how the media might do the same type thing.

Character Plot/Action

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What was one idea I learned during today’s webinar that I

plan to share with teachers at my

school?

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Questions?

1. We just do not have the time to model metacognition very often because we have to teach the basics and all those Standards Of Learning!

2. I have students who could not handle those three steps for metacognitive thinking no matter how often I model them! Isn’t this process mainly for the above-average learners?

3. Having students that are self-directed would be wonderful, but many of my students would get off task quickly or disturb others if I give them too much freedom.

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Questions?

If you come up with a question today, or even later please contact the Office of School Improvement staff at osita@doe.virginia.gov or call 804-225-2865.

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Additional Resources

Blossoming with Bloom’s Document Annotated with Components of the Metacognitive Processing Cycle for Self Regulation/Self Direction Instructional Team Planning Guide/Template

Redding, S. (2006). The mega system. Deciding. Learning. Connecting. A handbook for continuous improvement within a community of the school. Lincoln, IL: Academic Development Institute.

Sousa, D., and Tomlinson, C. (2011). Differentiation and the brain: How Neuroscience supports the learner–friendly classroom. Bloomington, IN: Solution Tree Press. Teacher’s Self Assessment for Differentiating Instruction (may be used as a tool for the

assignment; may be used by the principal as appropriate) The Learning Plan Grid (aka An Instructional Team’s Toolkit for Differentiating Instruction) Virginia Support for School Improvement: Effective Teaming & Instructional Planning (2008);

Session Manual Three, pp. 17-22 (Whole Class Instruction) pp. 48-49 (Bloom’s Taxonomy). Wise Ways: Center on Innovation & Improvement (2008); available at www.Indistar.org