SESSION 9

S E L F - A S S E S S M E N T A N D VA L U E S I N T E G R AT I O N I N T H E L E A R N I N G PLAN

The ability of a student to observe, analyze, and judge her performance on the basis of criteria and determine how she can improve it.

Promotes

Encourages

Develops

Can Enhance

Promotes students abilities to assume more responsibility for their own learning

Encourages selfreflection

Develops their thinking skills and help them to become reflective learners

Can enhance students understanding of their own progress

Have your students tried doing this?

1. Make a circle on the continuum below to signify where you think you are now (today).

6
I havent started yet, thus I have no clue of my true ability

5
I cannot do (or understand) even 1/3rd of the material in this unit (in class and the hw)

4
I can do about 1/3rd of the material done in class and hw but much of it is confusing

3
I can do and understand about of the questions asked in class and in the hw

2
I can do and understand more than of questions and explanations in class and in the hw

1
I can do and understand the vast majority of things done in class and in the hw including the wordy

METACOGNITION

Metacognition literally beyond knowing, knowing what one knows and doesnt know promoting a students ability to self-monitor levels of understanding and predict how well (s)he will do on a particular task. Self-regulation students monitoring their own comprehension and assessing their own abilities without teacher help

Reflecting on how ones learns

Thinkingknowinglearningcontrol

Most closely associated with a teachers instructional practices. The teachers metacognitive practices, if done effectively, can lead to student selfregulation

Students without metacognitive approaches are essentially learners without direction or opportunity to review their progress, accomplishments, and future directions.

HOW TO DO METACOGNITION: Make students aware they are responsible for their own learning State objectives or learning outcomes Provide practice tests and homework Provide guided practice before homework Have students participate in complex tasks such as presentations and report writing

INSTRUCTIONAL STRATEGIES Monitor students progress; provide feedback Distinguish deep and surface learning Promote reciprocal teaching and reading Provide info about reading techniques Teach content in multiple contextsreading, discussion, lab, demos, presentations Provide abstract representations

INSTRUCTIONAL STRATEGIES Address preconceptions Identify relevant knowledge and skills Explicitly define and characterize metacognitive and self-regulatory approaches Teach mastery skills provide information about study skills, time and effort Set high expectations for student performance

INSTRUCTIONAL STRATEGIES Use mnemonics informal assessment should focus on making students thinking visible to both teachers and students Encourage reflection and revision Provide timely and useful feedback Planning for instruction should include an analysis of required knowledge and skills required for problem solving

SELF-REGULATORY STRATEGIES

Compare performance against a set of performance standards Compare performance against stated objectives Predict outcomes on various tasks Reciprocal reading Reciprocal teaching

SELF-REGULATORY STRATEGIES

Note failures to comprehend Practice tests Planning ahead apportion time and memory Promote active listening Analysis of problem solving explain what was done and why

SIMPLE STRATEGIES

Planning Monitoring Evaluating Resourcing Grouping Note-taking Pre-testing Complex tasks

Summarizing Deduction / Induction Concept mapping Peer instruction Elaboration Socratic Dialogues KWL structures Graphical organizers