How does engaging metacognitive strategies help students? I can create a plan for helping students become aware of the importance of engaging in metacognitive practices.

2 What strategies can I use to help students develop the knowledge, skills, and motivation to engage in self- and peer- assessment? I can plan learning activities that help students learn how to assess themselves and each other in a way the feeds their learning forward.

Operational Definition Characteristics Examples Non-Examples Metacognition Individually fill out a Frayer Model for metacognition Discuss with your table group and add attributes to each of the four categories for metacognition.

Metacognition is the act of thinking about one's own thinking and regulating one's own learning. It involves critical analysis of how decisions are made and vital material is consciously learned and acted upon.

5 Are all the characteristics defined by your group present in this definition? Are there any additional characteristics?

1. Students ’ preconceptions about how the world works need to be surfaced before instruction begins. 2. To develop competence in an area of inquiry, students must: have a deep foundation of factual knowledge; understand facts and ideas in the context of a conceptual framework; organize knowledge in ways that facilitate retrieval and application. 3. A “ metacognitive ” approach to instruction can help students learn to take control of their own learning goals and monitor their progress in achieving them.

7 How does self and peer assessment connect with improving students ’ metacognitive skills? What other types of metacognitive activities should students engage in?

8 Dylan Wiliam Video on Metacognition bojaoVYrBmE What does Wiliam say about metacognition? What experiences from your context support/challenge his claims?

What peer and self assessment techniques are you already using? Put one technique per post-it note. Share one or two techniques with large group. 9

10 Think back on the week ’ s activities and the current state of your instructional practice: Self-assess with your TPEP rubric and identify 3 areas you are interested in improving.

Do you have any comments, questions, or concerns that you would like us to communicate to your principals tomorrow morning? 8:30 am to 9:30 am: Principal Meeting 9:30 am to 3:30 pm: Building groups

12 Resources for Peer and Self Assessment: Peers Embedded Formative Assessment by Dylan Wiliam Heidi Andrade articles- ask Shannon 100 Techniques