METACOGNITIVE

ESSAY

Metacognitive Essay
Comps
Amy Armstrong
University of Oklahoma


As I come to the completion of my Masters Program and reflect on the
program as a whole, I am in awe how different the program was from what I
thought it would be, but how much I have learned. What I learned comes directly
from my coursework and how I was stretched. In the fall of 2013 when I began my
program I sat in my first class and listened to the teacher go over the syllabus. One
of our requirements was to write a literature review; in my mind a literature review
was studying a variety of novels and writing a paper. I thought it was odd we were
studying novels in a research class but soon learned I had a completely wrong
perspective of literature reviews. My ignorance of literature reviews was only one
example of how little I knew when I started my masters at the University of
Oklahoma.
My expectations included the idea of learning specific technologies and very
specific ideas for ways to integrate technology into the classroom. Instead of a
narrow focus I expected, I learned very broad concepts that can be applied with
current technology as well as technologies in the future. I have gained an
understanding and relatedness to my students. Rationales and research guide most
educational practices but as a teacher we do not always see those. After completing
most of my coursework, I see the value in both and have a better understanding of
why education works the way it does. Through the instructional design class I
acquired specific skills to guide me as I seek to advance my career. The things I
learned in OUs graduate program will help in my future endeavors and goals.

Learning & Growth

Being A Student

When you are a student yourself, it gives you a new perspective and
appreciation for your students. Over the past two years I have learned many things
about being a student. Understanding what it is like to be a student came from
many different emotions I experienced while sitting in classes. Besides experiencing
being a student, the different motivation classes I took gave me insight into
students needs, behaviors, and reasons for engagement. Having homework and
sitting in class allowed me to connect and relate to my students on a different level
than before. I saw how the through the relationships based on mutual
understanding of homework motivated the students to work harder. After taking
motivation, I saw this was directly connected to Deci and Ryans self-determination
theory (Ryan & Deci, 2000).
Sitting in multiple classes I felt as though I was inadequate and did not have
the background knowledge to meet the requirements. There was one class
specifically during my graduate work that each week I left feeling stupid or five

METACOGNITIVE ESSAY

steps behind. This was partly due to the lack of clear expectation for each
assignment but also due to the daunting tasks. After leaving class one day and
sharing my feelings with my classmate, she tried to encourage me and tell me I was
getting good grades and doing well. Honestly, it didnt matter what she said nothing
could change my mindset. As I thought about this that evening and reflect back to it
now, it becomes important to me as a teacher to make sure my students are not
feeling this same way. Taking the needs I had as a student allows me to meet some
of the needs of the children in my class. Giving clear expectations and structure for
the tasks in class lead to more achievement and engagement (Jang & Reeve, 2010).
Taking two motivation classes has lead me to evaluate the needs of students
out of class and within the class. Both motivation courses allowed me to evaluate
extrinsic and intrinsic motivation in relationship to my students at school.

Rationales and Research

Many of the course requirements were similar to what I do daily at my job;
design jobs, evaluating assessments, evaluating the needs of learners, and so much
more. Each one of these tasks within my graduate work added an element I was not
familiar with doing as a teacher. A requirement was to provide the rationale for
each component of the different tasks. Working on finding the research to back my
argument was difficult for me because as a teacher we do what administration tells
us to do or we use common sense.

As I have studied throughout my coursework at the University of Oklahoma, I
have gained an understanding for why we do some of the things we do. For
instance, Marzano (our teacher evaluation system in Putnam City) requires us to
show students their growth and track the growth of mastery. Having a student
track success and look forward to future goals, gives them ownership in their
learning and provides goals for students to meet. Although there are a variety of
goals, goals can drive motivation (Maehr, 1984). Another example for a specific
Marzano domain is using informational, noncontrolling language when talking with
students (Reeve, 2006). These two examples are among many I have gained an
understanding of over the past two years. The importance of finding the rationale
behind things done in schools gives teachers reasons and justification. In the same
way we look to motivate our students with the purpose of activities, it is important
to communicate value and provide rationales for teachers (Reeve, 2006).

To have this justification and rationales, I have learned the value of being
doing quality research. Although research was a part of each class in some form, it
was not until Spring 2015 I felt I had the competence to actually do quality research.
During Action Research, I had to complete my third literature review; Dr. Cullen sat
down and walked me through the purpose of an annotated bibliography, as well as
the way to use it to guide my research. She taught me tricks to track my keywords
and follow leads. Learning how to research and keep track with an annotated
bibliography gave me the confidence to research more as well as excitement as I
studied areas of interest. Not only have I used the research skills I learned in other
classes, it has also helped in my career as I look for rationales and justification for
technology use in my classroom or school wide. I will continue to use this skill as I
pursue a career in district technology leadership.

METACOGNITIVE ESSAY

In my computer lab today, I see the value in teaching students how to
research. In as early as first grade, my students are learning how to access
information and summarize it into their own words. My understanding of doing
quality research has given me the ability to relate to my students and feel connected
as we both do research on varying levels. I enjoy teaching the students how to
research because I feel confident and I now see value.

Rationales and research have caused me the greatest grief throughout my
time at OU but I have learned more through the painstaking hours of trying and
failing than anything. Using my research skills to find rationales will definitely help
me as I am working with school and district technology initiatives in the future.

Instructional Design

One specific class that the content has proven to be beneficial in my career is
Instructional Design. As a teacher, I am constantly writing and planning out
curriculum for my students. In fact, I am one of a kind in my district and have not
been provided curriculum to follow. It is vital I evaluate my learners and the tasks I
want them to do as I prepare my lessons. I also sit on district committees that write
curriculum for whole grade levels. The application of the work in this project has
prepared me for future endeavors of writing professional development curriculum.
As I worked through the class, my understanding of designing instruction deepened
and I was able to take the knowledge back to the classroom, applying it immediately.

Out of all of the Instructional design components the task analysis stood out
as something new and most beneficial. During the task analysis process I learned
how to break down a task in enough detail to scaffold lessons and ensure students
had the appropriate background knowledge. Since this class, I have applied skills
and strategies not only within my classroom but also to technology instruction for
teachers.

Grant Writing

Technology leaders have to be able to persuade district administration along
with the community and outside donors technology is needed in the classroom.
Once persuasion happens, it is easier to convince people the funding is needed.
Many times this process is done in the form of grant writing. My class in grant
writing successfully helped to fund two grants I wrote. I was also able to apply my
skills to a school wide grant for a behavior program. The class provided tips and
techniques as well as structured environments to write our own grants. It was
through the structured environments I received two grants. Although all the skills
are applicable to my current job as well as the future job I hope to one day have,
grant writing is among the most value.

Justification & Portfolio Explanation


Putnam City has recently moved to using Weebly as the district website
platform. Teachers were given the opportunity to attend a website training where
they were given the choice between Weebly and Smores. Since Weebly was free, I
chose it to create my classroom website. It did not take me long to find the user-

METACOGNITIVE ESSAY

friendly ways of Weebly and to familiarize myself with the site. Throughout the
summer semester, I used Weebly for a Virtual Learning Community in another class
as well as a hosting site for professional development. It only made sense to use
Weebly for my online portfolio. It had the capabilities I needed and I was familiar
with it. Because of some of the requirements, I have learned even more of the
websites features.

Throughout my website you will find examples of work from the past that I
would change based on my learning, as well as current work. The program at OU
has provided many opportunities to stretch myself and show me the great need for
rationales and research. The rest of the portfolio will focus on other small items I
learned. Most every example in my portfolio exemplifies work I hope to someday be
involved in as I head up a district technology department. I will need to apply all
that I have learned to be the best technology leader I can be.

Conclusion


Coming to the end of my program at the University of Oklahoma has left me a
better person. My time even though it was not teaching and inspiring me to use new
technology in my class, was well spent and taught me valuable lessons. I have
learned to be a lifelong learner and research in order to justify or find a solution. An
important component of autonomy for teachers and children alike is to have
rationales and to see the purpose in learning what is presented (Reeve, 2006). I
will take what I have learned in the program here and use it as I continue to teach
and later move into a district technology leader.

METACOGNITIVE ESSAY

5
References

Jang, H., & Reeve, J. (2010). Engaging Students in Learning Activities: It Is Not
Autonomy Support or Structure but Autonomy Support and Structure.
Journal of Educational Psychology , 102 (3), 588-600.
Maehr, M. L. (1984). Meaning and Motivation: Toward a theory of personal
investment. In a. R. C. Ames, Research on Motivation in Education: Student
Motivation (Vol. 1, pp. 115-144). New York: Academic press.
Reeve, J. (2006). Teachers as Facilitators: What Autonomy-Supportive TEachers Do
and Why Their Students Benefit. The Elementary School Journal , 106 (3).
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of
Intrinsic Motivation, Social Development, and Well-Being. American
Psychologist , 55 (1), 68-78.