Metacognition & Confidence

Metacognition & Confidence

Strategies for Learning in a New DecadeMichelle Kedzierski

shellkedzi@gmail.com

What is Metacognition?Strategies utilized by readers to improve

their overall comprehension and self monitoring.

Self awareness of both comprehension strategies combined with the ability to know when to utilize them (Tracey & Morrow, 2006)

Interaction between text, reader’s skill, and processing of text (Snow, 2002)

Benefits of Strategy InstructionDecreased classroom disruption Enhanced Academic SkillsEnhanced EngagementGreater FluencyReduced need for special

education teacher support in an inclusive environment

(Boekaerts & Corno, 2005; Rock 2007; Rooney & Hallahan ,1988)

Who Benefits Specifically?

Younger readers have less metacognitive awareness than older students.

Poor readers utilize less metacognitive strategies than skillful ones.

Explicit strategy instruction benefits all readers; with the greatest impact on less skilled readers.

(Eilers & Pinkley, 2006; Tracey & Morrow, 2006)

Overview of the StudyThis study took place over a 6 week time period

in 7th and 8th grade classrooms.The Study Skills program is offered as an elective

in addition to regular language arts classes.Positive gains were found in strategy awareness

and self confidence. There were also positive correlations between strategy instruction and improvements in core classroom grades.

Although research was gathered for the 6 week period, strategies were taught all year long to increase comprehension in content area classes.

What does Metacognition look like in the classroom?

PredictingQuestioningSummarizing VisualizingSelf

monitoringRe-readingGoal setting

Taking it to the classroom! Making Predictions

Book BitsSpeedwritingAnticipation

Guide/OpinionaireVocabulary Self

AwarenessPAS strategy

Book BitsGrade Level: AllStudents receive excerpts of the literature.

Students read the excerpt and make a prediction on what the story will be about. Each student can have an individual excerpt, then share findings with the group to determine a larger prediction.

Sample Upper GradesLooking for a hot date? The girl died on the way to the hospital.  There had been no candles on the table. Nearby objects such as curtains, paper, and chairs were left untouched.  She was reduced to a small pile of ashes. I regard it as the most amazing thing I’ve ever seen.  The facts of the case are scary enough to make the hairs on anyone’s neck

bristle. She was dressed in her nightgown, black satin slippers, and a housecoat.

Sample Primary GradesMamma lifts a listless vine and sighs.And that’s when I see it coming.She is nearly senseless in the sizzling heat,

kneeling over the hot rump of a melon.May I wear mine too?It freckles our feet, glazes our toes.Our barelegged mammas dance down the

steps.We head home purely soothed, fresh as dew

turning toward the first sweet rays of the sun.

SpeedwritingGrade Level: AllAsk students to write for one minute

everything they know about a topic to be covered in a piece of literature.

After they write, share predictions and correct any misconceptions.

Sample Upper Grade SpeedwritingIn one minute write everything you know

about FULL MOON.Student responses:

Sample Primary Speedwriting

In one minute write/share orally everything you know about George Washington…

Anticipation Guide/ OpinionaireGrade Level: Middle and

upStudents are given a

series of prompts related to the text to analyze without any additional background knowledge. After reading, students analyze their answers based upon new knowledge from the text.

Grade Level: Middle and up

Students are presented with a series of questions before reading. They are asked to state their opinion, then revisit their opinion post reading to determine how the passage has shaped their opinion.

Sample Upper Grade Anticipation Guide

The Wave: Have you ever been so involved in a subject

that you spend all of your free time immersed in it? Describe a topic that completely captures your attention. Use complete sentences. In this chapter a main character shows some obsessive behaviors, read to identify him/her.

Sample Primary Anticipation Guide

Completed OrallyLilly’s Purple Plastic PurseHow do you feel when you are getting ready

for the school day?Have you ever had really exciting news to

share in class, but it wasn’t show and tell day? How did you share your big news?

Sample Upper Grade OpinionaireAnswer yes or no for each question. Review your answers after reading.

It is possible to physically hurt someone you love.

When you are sleeping, you are not a threat to anyone.

It is impossible to commit a murder and be innocent.

Killers are always angry, vengeful, and mean.Sleepwalkers never achieve sleep in a REM state.

Vocabulary Self Awareness

Grade Level: 2 and upStudents preview vocabulary from a piece of

writing based upon their ability to define it and give an example. Words that consistently come up within a class are fully defined and reinforced by the classroom teacher.

Sample Vocabulary Self-Awareness

Word + - * Definition ExampleThreadbare

~

Canal ~ A type of waterway Panama Canal

PAS StrategyP review the textA ccess prior knowledgeS et the purpose for reading

Students scan text for sequencing transition words or phrases while under pressure from a timer. They use their own graphic organizers to determine text structure and create a purpose for reading.

Taking it to the Classroom!During Reading Engagement

Text ConnectionsConfirming

Predictions10 Important WordsSplit Page Note-

taking

Text ConnectionsGrades: AllBy engaging students throughout the reading

process, overall comprehension is enhanced. Making personal connections to the text helps students stay focused and on task.

10 Important WordsGrades: Middle and UpperAs students are reading, they select the 10

most important words to the main ideas of the passage.

When the entire group is finished, lists are shared to find common themes and ideas.

Split Page Note takingGrades 2 and upStudents fold a sheet of paper in half

vertically.On the left column, students record main

concepts from the text.On the right column, students record

important details related to main concepts.

Taking it to the classroom!Post Reading Strategies

Text ConnectionsInferencing author’s

purposeVisualizationSummarizationSDQRGIST Strategy

Questioning the AuthorGrades: AllThis activity is done as a post read to monitor

comprehension. Students develop questions to ask the author related to the work. By attempting to clarify with the author, overall comprehension is monitored. This activity becomes even more meaningful if actual conversation with an author is an option (www.skypeanauthor.com) or a possible author visit. If the real person is not optional, students can investigate through the internet to check on their facts.

Sample Questioning the AuthorUpper grade:What is the author trying to say?What does the text mean, why does the

author choose that word?Did the author state that clearly, what do we

need to figure that out?

VisualizationGrades: AllUse visualization to encourage students to

see it in their minds. Students can draw a scene summary, create an artistic project illustrating a facet of a book, take a picture walk to preview, etc.

Sketch to StretchSketch the Scene Stretch your drawing into a sentence or two.

SummarizationGrades: All Lesson Ideas

Students summarize what they have read and compare to their earlier predictions and pre-reading activities.

Write a new endingKWLExit SlipsRAFTStory Mapping

RAFT Sample Upper GradesOn a separate piece of paper, create a written response to one of the three prompts below. Use evidence from the text to support your position. Responses will be evaluated on interpretation of character point of view, effective use of evidence from the text, and overall written competency.

Role:Laurie SaundersAudience: StudentsFormat: Editorial in the school newspaperTopic: Influence of the Wave on student

behavior and social patterns

SDQRStudents complete the following chart post

reading to summarize and make connections (Gallagher, 2006)

Says Doesn’t Say

Question Reflections

Students record:

Students record:

Students record:

Students record:

•Facts learned•Facts confirmed

•What is not said/omitted•Inferential thinking

•Questions that arise

•Thoughts •Connections

GIST StrategyGenerating Interactions Between Schemata

and TextAfter reading, students create a 20 word

summary of a passage. To further challenge students, the word count can be reduced.

Parent Testimonials“Strategy instruction provided my child with

the necessary tools to succeed in high school.”

“Strategy instruction showed my child how to approach reading textbooks.”

“Because of the skills taught in Study Skills, my child is more successful as a freshman.”

Post-study parent comments

Does Direct Strategy Instruction influence ISAT performance?

In the study conducted, 74% of seventh graders increased ISAT scores from 2008-2009.

78% of eighth grade study participants increased ISAT scores from 2008-2009.

None of the participating students scored below state standards for the 2008-2009 tests.

Links to find more informationhttps://sites.google.com/site/metacogs

trat/http://www.fcrr.org/http://www.readwritethink.org/http://www.projectcriss.com/http://www.readingrockets.org/article

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