Thinking About Your Thinking/Different Learning Styles/ Making Connections/ Graphic Organizers. Wed Oct 16, 2013 Wendy Klassen , Anne MacLean Faculty of Education, UBCO. GOALS. Make your students’ thinking visible: primarily for themselves, but also for you - PowerPoint PPT Presentation
Metacognition: - awareness and understanding of one's own thought processes - active control over the cognitive processes engaged in learning
Thinking About Your Thinking/Different Learning Styles/Making Connections/Graphic OrganizersWed Oct 16, 2013 Wendy Klassen, Anne MacLeanFaculty of Education, UBCO
GOALSMake your students thinking visible: primarily for themselves, but also for youEncourage students to think more deeplyPast the superficial, passive, filling a vessel notionEnrich students conceptual understandingPersonalize the learningMake connectionsThink criticallyInclusive Practice for a Wide Range of Student NeedsWhy? Colleen LindsaySchool PsychologistStudent Support ServicesSD 22 Vernon, BCWhy? This Task May Illustrate This QuestionTake out a blank piece of paper.Draw a picture of a pig.You will be presented with the completely nonscientific analysis of your drawing.InterpretationIf the pig is drawn:Toward the top of the paper, you are positive and optimistic.Toward the middle of the paper, you are a realist.Toward the bottom of the paper, you are negative and pessimistic.If the pig:Faces left, you believe in tradition.Faces right, you are innovative and active.Faces forward (looking at you), you are direct and forthright.Faces the rear, seek counseling immediately. (Thats a joke.)If the pig is drawn with:Many details, you are analytical.Few details, you are a risk taker and sometimes commit before analyzing an entire situation.Fewer than four legs showing, you are living in a time of major personal change.Four legs showing, you are secure and sometimes stubborn.More than four legs showing, seek professional help. (Another joke.)The size of the ears indicates how good a listener you are the bigger the better.The length of the tail indicates the quality of you love life. The longer the tail, the more fulfilling your love life.Did you even draw a tail?TYPES OF KNOWLEDGEType of knowledgeHow Assessed?Examples What our students learnContent knowledge: What to know- facts, vocabulary, concepts etc.Procedural knowledge: How to knowledge- skills, strategies, techniques, procedures etc. Formative or SummativeWork samples or portfolios with feedback /responseRubrics Quizzes/tests Free writingPerformance tasks with criteriaInterview or other personal communication How our students learnTacit knowledge: Soft skills that help students acquire knowledge: for example, how to...take notes, read a textbook, pace yourself in the allotted timeorganize to begin a taskbe attentive to details, ask for helpFormativeObservation self-checking strategies To do listsContractsTemplates and graphic organizersModellingFeedback What motivates our students to learn Self-knowledge: For example-Learning profile: our preferred modes of engagement when learning such as...Learning styleMultiple Intelligences (MI)Affect: students attributes that directly affect a students motivation to learn and predispose them to behave in academically and socially productive (or unproductive) ways such as...InterestsAttitudes/AnxietiesAspirations & Efficacy FormativeObservationQuestionnaires or surveys (Learning Style, MI, Interest, Attitude)Free write: journals, metaphors, poetryVisual representation: drawing, sculpting, model creationMetacognition:
- awareness and understanding of one's own thought processes- active control over the cognitive processes engaged in learningAssessment AS LearningTeachers work with their students to bring them into the assessment process so that the students learn to understand how they are learning as opposed to what they are learning.
Self-Assessment: An on-going process whereby students reflect on their learningAssociation for Achievement and Improving for Learning13
Students take responsibility for their learningAssociation for Achievement and Improving for LearningActivities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Metacognitive strategies include mnemonic devices, problem-solving routines, self-monitoring skills, and the use of graphic organizers. Graphic organizers are designed to assist students in representing patterns, interpreting data, and analyzing information relevant to problem- solving in order to assess their own learning.
What did you have for dinner last Sunday?
Learning is contextual!!Prior Knowledge PromptRelates new learning to existing knowledgePromotes learning by helping students retrieve relevant information and learn with awarenessMnemonic DevicesStrategies that students and teachers can create to help student remember content. The verbal information promotes recall of unfamiliar information and content.Examples??Please Excuse My Dear Aunt Sally
My Very Educated Mother Just Served Us Nine PizzasK-W-L or K-W-H-LKWLKWHLBefore introduction of a topic, students write down and discuss, what they know (K) (or think they know) and what they wonder about or want (W) to learn about the topic. They may also include how (H) they are going to find the information.Graphic or Visual Organizershttp://www.enchantedlearning.com/graphicorganizers/
PMI Plus, Minus, Interesting
Graphic or Visual Organizershttp://www.enchantedlearning.com/graphicorganizers/
GOALS REVISITEDMake your students thinking visible: primarily for themselves, but also for youEncourage students to think more deeplyPast the superficial, passive, filling a vessel notionEnrich students conceptual understandingPersonalize the learningMake connectionsThink critically