Hi. Looking forward to co-modding tonight's #bcedchat on Metacognition Strategies. I am a math educator and sessional instructor from the Sunshine Coast. I hope you can join us.
Welcome Geoffrey. I am in year 28, now a secondary special ed teacher but started my career as a primary teacher. What you do is incredibly important. Thanks for choosing to be a star. #bcedchat
A1: Metacognition is thinking and knowing what you are thinking and how you are thinking. It expands your understanding not only of the learning, but the process of learning. #bcedchat
A1: Metacognition is thinking and knowing what you are thinking and how you are thinking. It expands your understanding not only of the learning, but the process of learning. #bcedchat
A1: Metacognition is the awareness of how we understand ourselves and how we learn. It is sometimes the 'why' behind our learning. #learningtolearn#bcedchat
A2: in my role as admin, this is more about being present and conscious of listening to those I connect with to make those relationships. My thinking about my thinking is about relationships. I think. Still working on this thought. #bcedchat
A2: Each art project has ācheckpointsā, designated stops where students have to answer Qs about their process, ideas, creative strategies, & risk-taking. #bcedchat
A2: in my role as admin, this is more about being present and conscious of listening to those I connect with to make those relationships. My thinking about my thinking is about relationships. I think. Still working on this thought. #bcedchat
A2: By evaluating lessons/activities throughout the day and then, when I am being too hard on myself, thinking about why I am looking at the negatives and not the positives. #bcedchat
A2 The most common phrase in my math class is "this is how my brain sees it, how does your brain see the work " I am always trying to figure how we all see the solns #bcedchat
Similar to the three questions I ask students about their thinking when they are in my office, for many reasons. What did you do? What were you thinking? What might you do differently? #bcedchat
And make sure they/we understand that there is value in the process - design thinking & makes spaces are as much about the thinking and processing than āgetting to the finished projectā #bcedchat
For me, it's about building stronger relationships. Sometimes it's difficult to create those conditions to build those relationships. the end goal is to create better opportunities for learning. #bcedchat
A2: Provide different ways for students to connect to content. Provide discussion time so students can communicate (and honour) their different approaches. Discuss similarities or connections to their life -- and how they can apply that skill, idea, or way of thinking. #bcedchat
A3. In terms of making space for metacognition... I think of time. Making time for students (and self) for metacognition. What do you do for your students (or staff)? #bcedchat
A3: I provide time for students to experiment/play with the materials. To chat with peers or do a walk about for inspiration. I hold small demonstration/lectures that do not exceed 5 minutes. #bcedchat
That is a very tough concept for secondary students. It takes a while to get them to believe that work is about the process not tge final profuct #bcedchat
In reply to
@technolandy, @nathan_stevens, @bcedchat
A3: I provide time for students to experiment/play with the materials. To chat with peers or do a walk about for inspiration. I hold small demonstration/lectures that do not exceed 5 minutes. #bcedchat
Itās true for all ages. Even I want to just get to the finished product, but I know that there is value in the journey, not just the destination #bcedchat I try to model that reflection with students and on my days-of-Learning blog
https://t.co/8OMeVTEFOi
In reply to
@rilmcknight, @nathan_stevens, @bcedchat
A3: Create a classroom where all answers to questions are respected and to say to students throughout the day "That is an interesting idea, can you tell me how you were thinking that?" #bcedchat
Q4 is out... #bcedchat
Some of us may have commented on this as Q2 (which was about your metacognition as a teacher practitioner)... but what do you do with your students. You can mention what you do again or elaborate. This is the time to share.
A3: Sometimes it might be a question written on the board. Sometimes an insightful video. Sometimes a group share activitity (ex. mindmap). It depends on the content and/or the culture of the classroom. #bcedchat
A1 Take the temperature of my class in the morning, scale of 1-10 emotional check, before starting a task focus why we are learning it and why is it important... end of the lesson what did your learn, name thinks you have learn and one think that is not clear #bcedchat
Modelling metacognition is a good point. It's almost invisible... so describing what it is and how it may look or feel (i.e. make visible) would help students to learning what it is and hone this skill. #bcedchat
Itās true for all ages. Even I want to just get to the finished product, but I know that there is value in the journey, not just the destination #bcedchat I try to model that reflection with students and on my days-of-Learning blog
https://t.co/8OMeVTEFOi
In reply to
@rilmcknight, @nathan_stevens, @bcedchat
A3: Much of the metacognitive exercises our kinders engage in are through conversation. During writing workshop we might ask them to talk about their thinking & identify strategies that helped them in their writing. Also I often say, āWow, explain your thinking.ā #bcedchat
Definitely. I've seen teachers use @FreshGrade to have students reflect and show their thinking around their work. #bcedchat Need to look closer at @my_Blueprint
In reply to
@technolandy, @rilmcknight, @jfprovencher27, @nathan_stevens, @bcedchat, @FreshGrade, @my_Blueprint, @FreshGrade, @my_Blueprint
A3: Sometimes it might be a question written on the board. Sometimes an insightful video. Sometimes a group share activitity (ex. mindmap). It depends on the content and/or the culture of the classroom. #bcedchat
Agreed. Super challenging when forced into the still-existing box for marks. Hard for secondary Ss to trust. Two steps forward, one step back.
Important we keep trying! And modeling! #bcedchat
In reply to
@rilmcknight, @jfprovencher27, @technolandy, @nathan_stevens, @bcedchat
A4: I always answer student questions with a question. It challenges them to think what works best for their own project. I also do the āaccordionā times when I push & times where I pull back. Ss need time to creatively struggle with things. #bcedchat
YES... Same for older students. It could just be a conversation. Metacognition does not have to be a formal process. LOVE IT. "Wow, explain your thinking." #bcedchat
A3: Much of the metacognitive exercises our kinders engage in are through conversation. During writing workshop we might ask them to talk about their thinking & identify strategies that helped them in their writing. Also I often say, āWow, explain your thinking.ā #bcedchat
I tend to use wikis and google class site for reflections as well as our design process analysis of each stage. Working but still a big concept #bcedchat
In reply to
@nathan_stevens, @technolandy, @jfprovencher27, @bcedchat, @FreshGrade, @my_Blueprint, @instructables
Hi Lynda... good to see you at #bcedchat. Agreed. Metacognition is a skill that needs to be introduced, practiced, and explicit. Keep modelling and emphasizing it's value. #bcedchat
In reply to
@lyndasuelew, @rilmcknight, @jfprovencher27, @technolandy, @nathan_stevens, @bcedchat
Kathleen... you are rocking it tonight. Love that you answer a question is a question. The metaphor of an accordion is brilliant. The creative struggle. #bcedchat
A4: I always answer student questions with a question. It challenges them to think what works best for their own project. I also do the āaccordionā times when I push & times where I pull back. Ss need time to creatively struggle with things. #bcedchat
A4: Creating a safe classroom where what you think and how you think are valued. Giving students time to come up with their own learning activities so that they know their voice and thoughts are valued. Setting up play-based learning activities. #bcedchat
A4: I like how kids share their thinking using @explainevrythng or @Seesaw. When they know they have an authentic audience (usually their parents) they love to explain their thinking. #bcedchat
I use metacognition skills this year in two ways, I put the curricular competencies down and I ask the kids to prove to me that they know this... second I ask student to talk about their learning, things they are working on during parent teaching interview.#bcedchat
A4: I like how kids share their thinking using @explainevrythng or @Seesaw. When they know they have an authentic audience (usually their parents) they love to explain their thinking. #bcedchat
A5: A challenge is having students view these activities as more than just a school-based activity. And having students trust that mistakes are integral to this process #bcedchat
A5 usually the stumbling block is parenrs who are unsure if this is really the way to teach math... Why not do what they used to do. My students are always on board if they find success #bcedchat
Good point. Varying skillset. I wonder if this is more prominent at the secondary level. How do you think this is working with #bccurric Core Competencies? #bcedchat
Q5: I feel as if kindergartnersā thinking and actions are quite pure and unfiltered. They have a keen ability to explain their thinking. They arenāt hitting their thoughts up against a lot of fear or prejudices. #bcedchat
A5: My students are in gr.1/2 and already had an awesome kindergarten year where thinking is valued so can't think of any challenges right now. It is important to remember that metacognition skills are a process. #bcedchat
Yes. Marks and perceived school-based activity can create barriers to the metacognitive process. There are no mistakes, really. Agreed. It is part of the process of learning and thinking about our thinking. #bcedchat
A5: A challenge is having students view these activities as more than just a school-based activity. And having students trust that mistakes are integral to this process #bcedchat
A5: Some students become very uncomfortable using their words or writing to describe their perceptions, processes or perspectives. Some students only care if the answer is right -- and expect a simple direction to achieve it. #bcedchat
A5: Some students become very uncomfortable using their words or writing to describe their perceptions, processes or perspectives. Some students only care if the answer is right -- and expect a simple direction to achieve it. #bcedchat
I wish that we would do this more often. Explaining our math thinking. This would normalize mathematics and metacognition as partners in learning. #bcedchat
In reply to
@kthomas4808, @rilmcknight, @lyndasuelew
Thatās also the tricky part of āthe anxiety brainā - as my son has out it: he can think of multiple answers but struggles sorting it to āoneā - and especially the one the teacher wants....and why I love PBL & Design Thinking which promotes multiple answers #bcedchat
A6: Oooh I forgot. My class designed a "chat cafe" where we make drinks and snacks and "chat" about what and why we think certain things. It is a kid's version of Starbucks. #bcedchat
A7: I've taught Science and Maths for a long time and there are so many opportunities to get to the 'thinking about thinking'. And now, it so connects with the core competencies. I have always given opportunities to show their thinking. #bcedchat
A6: Oooh I forgot. My class designed a "chat cafe" where we make drinks and snacks and "chat" about what and why we think certain things. It is a kid's version of Starbucks. #bcedchat
Itās really fun to capture their math thinking. On @explainevrythng they can use the magic wand to point to what they are talking about as they record the explanation. Parents love it. So do I. This then goes into their electronic portfolios. #bcedchat
In reply to
@ChristineYH, @rilmcknight, @lyndasuelew, @explainevrythng
A7: I ask students what & how they would like to learn. It then provides them with a voice in the classroom/curricular programming while providing me with insight into their thinking. #bcedchat
Give some examples Bryn. Agreed. There are many opportunities in math and science to be metacognitive. #bccurric#corecompetencies make it even a better opportunity to do so. #bcedchat
A7: I've taught Science and Maths for a long time and there are so many opportunities to get to the 'thinking about thinking'. And now, it so connects with the core competencies. I have always given opportunities to show their thinking. #bcedchat
Yes...it is kind of addicting. We have been talking about different types of errors in math -computational and conceptual. Love it when students realize they understand the process and need to adjust a small calculation error.
#bcedchat
A7: @joboaler is brilliant teaching how to pull in metacognition throughout any math workshop. We use it with our math rack check in chart every morning. Kids are always asked how they figured out the answers. #bcedchat
