M
ETACOGNITION
&
P
URPOSE IS EVERYTHING
A teacher’s purpose affects
everything about learning. It
determines:
what’s important,
what’s remembered, &
what comprehension
strategy a student
uses.
I
NTRODUCING THE PURPOSE
FOR READING
/
LEARNING THE
CONTENT HELPS STUDENTS
:
1. Monitor their inner voice.
2. Monitor when they are confused.
3. Monitor their pace.
4. Monitor what’s important to the
I
NNER VOICE
Voice in head as
you read/learn
Monitors
comprehension
What you are
M
ONITOR YOUR PACE
•Mail: email vs. post office
•Driving: sunny day vs. snowy day
•Restaurant: McDonald’s vs. The Left Bank Contrary to what struggling students think,
“good” students don’t read/learn everything fast. “Good” students slow down when
MONITOR WHAT’S IMPORTANT
TO THE AUTHOR
•Each type of text has specific organizational patterns.
•Recognizing how a piece is organized helps determine what is important.
•When meaning breaks down, readers can stop and read the text features or think how the text is organized to help them
W
ITH
Y
OUR
Q
UAD
4 P
ARTNER
A
NSWER THE
F
OLLOWING
•What do you want students to be
“talking to themselves” about as they read/learn?
•What questions should students be
asking while they read/learn?
What daily clues do you give your
M
ETACOGNITION
M
ETACOGNITION
A conversation about the thinking processes that students and
teachers engage in as they read/learn.
It is both internal and
external.
It is not to be confused with
M
ETACOGNITION
Helps students understand
that reading/learning
happens in our minds and
not on the page of notes or
the text. . .
•Students must be apprenticed to read as historians, scientists, and mathematicians.
•Metacognitive strategies, modeled by the teacher and practiced by the student, make the invisible visible.
T
HINK
A
LOUD
Model w/ Developing Metacognition How I would use in my classroom
A T
HINK
A
LOUD
Is a way to . . .
Model the Complexities
&
Solutions of Reading
(Model Inner Voice)
T
TT
T A
CTIVITY
Read “Developing Metacognition”
• As you read the text, use your bookmark to Talk to the Text. During the reading draw the
symbol and finish the prompt where applicable or explain why you chose the notation. You may not use any prompt more than 2 times.
• When you get to the end of the text, count how
many prompts you used. Write the number on the following line ____________. I expect that through the document you will draw/respond to at least 8 prompts. At this point go back and read the document a second time searching for more opportunities to respond to the necessary number of prompts.
W
ITH
Y
OUR
Q
UAD
2 P
ARTNER
•Compare and Contrast the strategies
each of you utilized to talk the text.
•Similarities?
•Did your partner’s response require
you to think about the text differently?
Advantages of
Talking to the Text
•Allows students to feel safer and better prepared to discuss texts
•Allows time to analyze personal reading processes
•Engages students with the text
•Allows students to choose which comments to share
•Especially helpful for second language learners •Leaves an enduring record of the students’
Tips for Talking to the Text
• Be sure to have plenty of “white space” in which tohave students write.
• When copying is an issue, try using post it notes.
• Try using “pre-written” post it notes to save students from writing repeated comments.
• Try folding a piece of paper lengthwise for students to place next to the text with their comments.
• Set expectations for a variety and quantity of questions and comments.
• Allow yourself the luxury of taking time – It does take time for the students to use TttT initially.
D
OUBLE
-
AND
T
RIPLE
- E
NTRY
J
OURNALS
Links the “What and How” of
metacognition
Record quotes/ideas from the text in
the “What” column
Record observations, personal
connections, and comments about comprehension in the “How” column
D
OUBLE
-
AND
T
RIPLE
- E
NTRY
J
OURNALS
Examples:
What do I know / How do I know
I saw in the text . . . / I thought
(Evidence from the text) (Your understanding of the text)
List XXX / Details collected / Thoughts
(XXX could be Predictions, What you already know, Connections, Question You Have)
W
ITH
Y
OUR
Q
UAD
1 P
ARTNER
A
NSWER THE
F
OLLOWING
•How (what format) do you provide
notes to your students?
•What expectations, regarding
N
OTE
-T
AKING
:
MARZANO’S RESEARCH1. Verbatim note taking is not effective. 2. Notes should be considered a work in
progress.
3. Notes should be used as study guides
for taking tests. (Begin with the end in mind)
4. The more notes that are taken, the
N
OTE
-T
AKING
:
MARZANO IN PRACTICE Combination Notes- a 3 part strategy Left column an informal outline
Right column is for visual or graphic
reinforcement
Bottom strip is for a summary
C
ORNELL
N
OTE
-T
AKING
Process for:
• Taking notes during reading or
viewing
• Analyzing notes to form questions the
notes would answer
• Using notes and questions to
summarize the important ideas presented
C
ORNELL
N
OTE
-T
AKING
How does it work?
1. Provide
students a graphic
organizer or fold a piece of paper to allow for the 3 sections.
Que
stion
s
Class Notes
Summary of Notes:
C
ORNELL
N
OTE
-T
AKING
2. Model for students notes you would
take during class or while reading. Record on the right side of paper.
3. Go back through notes and develop
questions that the notes will answer.
4. Use the notes and questions to
summarize the main ideas in one or two sentences at the bottom of the page.
C
ORNELL
N
OTE
-T
AKING
5. Give students the opportunity to take
notes, develop questions, and
summarize using the Cornell system.
6. After the assignment has been
completed, give students the
opportunity to compare their notes to a peer’s notes.
7. Use the Cornell notes to focus class
M
Y
I
NTERACTIVE
N
OTEBOOK
A combination of “best practices” that
I adopted to suit my style Interactive Notebook Grading Rubric
Electronic copies are provided so you
W
ITH
Y
OUR
Q
UAD
3 P
ARTNER
A
NSWER THE
F
OLLOWING
Metacognitive Note-Taking is like
_______________________ because
