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The ability to examine how you process feelings and thoughts is empowering. This ability is paramount for students to understand how they LEARN best....not how to get the GRADE but how to LEARN! Developing a self-awareness...

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In studying and going through the different forms for helping students with metacognition, I like the self -assessment and goal setting.  They both naturally led a student to metacognition.  I know that with my students a lot of times metacognition happens informally without recognition or evidence because of the nature of technical teaching it just happens.  It must to accomplish the assignments.   These forms and practices help build evidence that metacognitions
is happening

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I liked learning some strategies like setting SMART Goals, Use an Exit Tickets weekly, FlipGrid activities to focus on the process of learning and then on-going self assessments using specific documents can be powerful tools we could use to get students and even teachers thinking about their learning.

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I love the idea of having students set goals at the beginning of a grading period (next Monday!) and then giving them weekly opportunities to assess themselves on those goals. The Ongoing Self Assessment & Learning Log looks like a great way to see where students are on certain standards, and weekly exit tickets are a great idea to get students thinking about their progress over the past week. They would also give me information to incorporate into the next week's instruction.

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Knowing why, how, and where  to get there are important. Students need to be able to self-monitor, figure things out, and make a plan (like a SMART Goal) if they are to effectively learn anything. As students embrace knowing where they are, where they are going, and how to get there I think they will increase their learning. Everyone learns different. These are the key building blocks to metacognition in my opinion.

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Learning one's own thought process helps with evaluating my teaching strategies.  In my 27 years of teaching I do not think I have taught the same thing twice.  I reevaluate lessons each year, each unit, each lesson or every day. If it didn't work during 2nd period, it's time to reevaluate and change things up for 3rd period. Asking students to evaluate the lesson through using an exit ticket helps them reflect, but also helps me understand my teaching strategies.

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I think using this and teaching it to students as we work through their smart goals and academic / occupational plans will be very helpful.  I'm sure students will start to hone in the metacognitive and reflection skills with all of the teachers focusing on it too.

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I think using this and teaching it to students as we work through their smart goals and academic / occupational plans will be very helpful.  I'm sure students will start to hone in the metacognitive and reflection skills with all of the teachers focusing on it too.

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It is very evident that goal setting and metacognition are related and you can't have one without the other. No pressure!

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This sounds awesome. It really pushes me to re-evaluate how I deliver, assign, and assess my curriculum. In math I think students need to engage with their work daily. I think most of them do without even knowing it. But showing students what this looks like and how understand their progress or understanding on their own will take some time. Once in place it will be awesome, but their does need to be a system as to how this looks and works. So I am a little overwhelmed by this one.

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WOW, how incredibly powerful would this be if each student had a standard template, shared with each of his teachers, set goals, and regularly evaluated and revised those goals in each course throughout the term. One uniform place for each student to keep track of his learning. Uniformity so that it is easy to use for students and teachers. Imagine the possibilities and the powerful impact this could have on our students' learning and ability to regulate their own thinking/learning and adjusting it accordingly.
We need to figure out how to pace and manage our goal cycles so that it is sustainable and meaningful for all students.

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I plan on having my students make SMART goals at the beginning of each unit.
I then plan on doing a ticket out the door every Thursday where I will ask questions that make the students reflect on their learning and their progress toward reaching their SMART goals.

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It may not work for everyone, but I have learned that students really need a direction to go rather than coming to school just to comply.  Once students are driven by their own goals, learning will be more meaningful.

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Metacognition is something very valuable for students.  I have been working hard this year to get them to think about their learning.  However, I have not been doing it regularly.  I feel this is important enough that I need to incorporate it once a week.  I really like the idea of the End of Week Exit Ticket, and FlipGrid is also very intriguing...I need to learn more about it so I can use it.  But before I can do it well, I need to work on goal setting with them.  

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Metacognition is something very valuable for students.  I have been working hard this year to get them to think about their learning.  However, I have not been doing it regularly.  I feel this is important enough that I need to incorporate it once a week.  I really like the idea of the End of Week Exit Ticket, and FlipGrid is also very intriguing...I need to learn more about it so I can use it.  But before I can do it well, I need to work on goal setting with them.  

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I really think getting students to think about their learning is important. Many student say their stupid or can't do something, but I tell them just because you don't know something make you stupid. Then we all are stupid, there is something for all of us to learn and getting students to have a growth mindset is critical to their success. If they don't know, they can learn it.

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As I read through the articles, my brain wanted to make a breakthrough, but either the M&M’s were too strong, or my drink was too tart because the connections were just not made. However, I did see the glow of the idea and believe I can get there eventually.
The direction my thinking was taking me was inspired by the idea of having students rewrite the standards. I’ve heard this before, but in context with what I just finished working on in class, this struck a chord. Then, combine this with the idea of having students work on activities that show their mastery of a standard, I am starting to get a better sense of how I can make this work in my classroom next year.

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I learned that using the ongoing self-assessment for students will help them obtain more ownership in their learning and in turn it will help guide the educator in seeing where they are at in their own learning process. 

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I learned that using the ongoing self-assessment for students will help them obtain more ownership in their learning and in turn it will help guide the educator in seeing where they are at in their own learning process. 