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My AP students read the assigned chapter before coming to class; then in class we will do activities/labs/etc. to help understand the topic better. We can do a before and after reflection (before: identify "muddiest point" and after: explain how their thinking or understanding about the topic has changed over the course of the lesson).
-Amy Dickmann

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Show students that you use metacognitive strategies like working through a problem (ex: Punnett square) with a pencil and paper, not just in your head. (ie "demonstrate how to think like a biologist")
-Amy Dickmann

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After an assessment, students write about what study/learning strategies worked well for them and  what did not; identify what they would change. Then they should reread before the second test and follow up afterwards-did I follow my own advice? Finally share strategies with peers and identify at least 2 new ones that you can try.
-Amy Dickmann
http://www.lifescied.org/content/11/2/113.full

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I looked at the Anchor Charts article, and I think I could use some of these ideas in my class. I especially liked the idea of creating an essay/paragraph structure anchor chart to help students in constructing their writing.

-Sarah

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Interactive Modeling > Traditional Modeling

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Interactive Modeling > Traditional Modeling

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With Interactive Modeling, children create clear, positive mental images of what is expected of them. https://www.responsiveclassroom.org/what-is-interactive-modeling/

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1.  Be sure
(task)......articulate a task that needs to be focused on
2.  Modeling - I do, You do, We do - Feedback
3.  Self Assess using rubrics - Conferencing

Natalie

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Reinforcing language that promotes metacognition

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Reinforcing language that promotes metacognition

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"“Look at all of the math thinking we did as a class today! What’s one thing that helped you persevere?”

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“Before we get started, what are some ideas you have for what to do if you get stuck?”

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acronym for a problem solving process which includes assessing the answer (necessary for units and correct digits in AP Chem)
The first four are planning stages
I-identify the problem
D-diagram/dissect/define
R-recall
E-explore alternatives
AM--apply and monitor the plan
A-assess solution
https://www.academia.edu/9929558/Metacognition_in_Science_Teaching_and_Learning
Margaret Guderyon

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I really like the article about Anchor Charts linked in the Metacogition Resources document.  In Spanish class we often follow processes that follow a specific format, such as writing.   I think it'll be a great idea to have these posted around the room to help students to refer to concepts that we've learned in class.  Additionally, I enjoyed seeing this example of a student E-Folio.  I think that this type of tool will be useful to help transition my students to a more metacognative style of learning as well as create a sense of community in my classroom.  I am sure that parents will want to see what their children are doing in class to further their learning.  Lastly, I really enjoyed seeing this self reflection rubric to ensure that the students are understanding where they are at in the learning process.

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1) Monitoring Learning
2) The Muddiest Point
3) Link (University of Nebraska-Lincoln)
4) Utilize this strategy to receive feedback regarding a lesson, assignment, and/or summative at the end of class.

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A behavioral goal setting chart.
https://www.edutopia.org/pdfs/blogs/edutopia-desautels-SEL-rubric.pdf
To help students set a goal to improve their behavior.

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"never question ability, always improve strategy"
--change mindset from what students cannot do, but how they can accomplish the goal

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Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University.
The topic of metacognition can seem quite abstract -- a complex concept for students to embrace. But it is worth the effort to develop a metacognitive mindset in setting goals for learning and in monitoring progress toward achieving those goals. For teachers empowering students to think about their thinking with the aim of improving learning, it can be truly inspiring when they see the resulting changes in students' motivation, resilience, and learning gains.

A 2014 study by Veenman and colleagues suggests that metacognition, or "cognition about cognition," may account for some 40 percent of the variation in learning achievement across a range of outcomes. One of the major benefits of guiding students to become more metacognitive is in the context of goal setting and the impact on their motivation when they take charge of learning goals.

Let's consider a common scenario.

Learning With -- and Without -- Metacognition

A student of average motivation (he understands the importance of academic performance and wants to do well in school) has set a goal to get a good grade on an upcoming test. In preparation, he spends 30 minutes the night before the test reading the textbook. He is disappointed when he scores poorly on the test. The student might interpret his low test results to mean that he lacks the ability to learn the material, and consequently begin to disengage from the subject. Discouragement and declining motivation could set in.

Instead, let's say his teacher uses the test results (the student in our example was not the only one who did poorly) as the foundation of a lesson on metacognitive and cognitive strategies to improve study habits. The teacher suggests that, instead of just reading the textbook the night before the exam, the students will spend class time brainstorming strategies for more effective test preparation. From this discussion, the student in question begins to incorporate these new practices into his study habits:

Reading key material before the classroom lesson and discussion on the topic

Reflecting on his thinking as he reviews his notes to identify what information is clear and what might be confusing

Creating index cards with concepts that he wants to retain for additional review

Checking his understanding as he reads, and rereading to clarify

Reviewing the index cards in different locations -- at home, in the school library, and with friends in a study group -- to tap into "location memory"

Noticing how his understanding of what he read the night before evolves during a classroom discussion

Asking for clarification from the teacher

Thoroughly reviewing his class notes, index cards, and the textbook again the night before a test

"Rehearsing" his developing knowledge by explaining key concepts to himself or to a peer (in effect, thinking from the perspective of a teacher as well as a student)

As a result of thinking more consciously about his learning and setting, and more effectively working toward a learning goal, the student will be much more likely to achieve or even exceed his aims. That success in turn fuels motivation to continue employing metacognition and honing the use of metacognitive and cognitive strategies that will serve him well in school and beyond.

Goal Setting and the Brain

When teachers help students connect to classroom goals in a way that has personal meaning for them, there is a much greater chance that they will be motivated to engage in the sometimes hard work required in learning. As we noted in a previous post, the prefrontal cortex has been identified as the seat of metacognition, but this area of the brain relays input to another region in the basal forebrain (at the front and lower part of the brain) called the nucleus accumbens. This region is known as the brain's "reward circuit," part of a pathway that stimulates the production of the neurotransmitter dopamine in response to rewarding experiences -- such as celebrating success in achieving a learning goal. Dopamine is involved in many brain functions and is known for its role in important aspects of learning, including motivation, memory, and attention.

In our graduate studies and live events, a central concept is never question ability, always improve strategy. By communicating that learning ability can be improved, teachers can emphasize how monitoring their thinking during learning will help students to:

Set learning goals

Choose the most effective learning strategies

Reflect on what they know and what they need to find out

Adjust strategies accordingly

Learn from experience

This process can be quite inspiring for students. Marcus recalls an interaction with a student while he was leading a statewide initiative in Florida on brain-based teaching. As part of this project, Marcus spent time in classrooms modeling thinking strategies. During one of these sessions, a student said to him, "Thanks for helping me to see that it's up to me to get smarter and smarter." This has been our experience as well on both a personal and professional level: Becoming more metacognitive has been a game changer for us as learners, speakers, and authors!

How might setting learning goals underscore that students are in charge of their thinking and learning? What metacognitive strategies have proven useful for your students?

Notes

Veenman, M. V. J., Hesselink, R. D., Sleeuwaegen, S., Liem, S. I. E., & Van Haaren, M. G. P. (2014). "Assessing development differences in metacognitive skills with computer logfiles: Gender by age interactions." Psychological Topics, 23(1), 99-113.

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Inspiring Progress Toward Learning Goals | Edutopia

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Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. The topic of metacognition can seem quite abstract -- a complex concept for students to embrace.

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1) Modeling Learning
2) Interactive Learning
3) Concordia Language Villages' Can Do Statements
一期一会

いち  ご   いち  え

This meeting, this moment will never happen again!  (Always do your best effort)
Love the Graphic Organizer Website

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Prompts to guide students into Metacognative Thinking

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Prompts to guide students into Metacognative Thinking

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The Life Science Education Website has several tables with prompts to help students think about their thinking. Like, "What questions are arising for me during the class session? Am I writing them down somewhere?" and "How confident are you in your answer? Why? What else would you need to know to increase your confidence?"
http://www.lifescied.org/content/11/2/113.full

Muddiest Point; having students articulate something that is confusing and why vs. "I don't get it."
http://www.unl.edu/gradstudies/current/teaching/muddy

Katherine Meyer

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1. Identify PLANNING, MONITORING OR ASSESSING
2. What is the resource?
3. Where did you find it?
4. How would you use it?