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When I start a lesson, I always post the learning intentions I have for them. If we are doing a 5E lesson plan, or remixing a Madeline Hunter lesson design, I always include my learning intentions. As students begin the mastery tracker, I have them create their own learning intention based off of the teacher one. By allowing students to 1. Write it in their own words, and 2. Have them decide what a realistic deadline and amount of minutes spent practicing, they are then able to reflect on their progress.

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The MMT was designed to help students learn how to self-assess before, during, and after the learning phase. This is a critical lifelong skill that starts out as a strategy, then over time and ample feedback, becomes a habit. Self-assessment has an Effect Size of 1.33, which is equivalent to tripling learning productivity!

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To help develop monitoring strategies:  ask kids if seeing rubrics and discussing plans is helpful; go from assessing outcomes to improvements for future learning; practicing skills of selecting, and recording relevant info about the topic of study; 

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To help develop monitoring strategies:  ask kids if seeing rubrics and discussing plans is helpful; go from assessing outcomes to improvements for future learning; practicing skills of selecting, and recording relevant info about the topic of study; 

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By evaluating their efforts in achieving a task, they are metacognating, connecting with themselves, their choices and evaluating how these choices may or may not have enhanced their learning.  This then is the first step, to learning how to learn.  And improve on their next try.

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During staff gatherings; collaborative team meetings - both grade level and vertical teams.

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During staff gatherings; collaborative team meetings - both grade level and vertical teams.

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Basically, students need to know where we are headed via the teacher telling them their learning goals. Then students need to determine which learning strategy they need to get there. For younger students, I think it is important to offer a few learning strategies (or maybe even teach them the procedural understanding of whatever the learning strategies are: studying, questioning, etc.) Learning and meta-learning needs to be sequenced to get them to mastery.

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This is a rubric that can be used to help students plan, monitor, and self-assess before, during, and after the learning phase. This scale is built into the MMT.

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Teachers need to see it- whether it is data or a demonstration, teachers will not change what they are doing if they themselves can't see it. Maybe they need a learning goal and rubric with support just like our students.

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I've got to start doing more T3 TikToks!

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Students learn to articulate about their learning through the short reflections.

Concerning the article, each learning had beginning, middle and advanced learning,
showing Depth of Knowledge.  Very similiar to the Mastery Tracker, 1, 2 3,  But what is key, is mastery meant understanding not only the task, but how the student arrived at learning about the task.

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Depending on the learning, students needs to be consistent in giving a reflection. Similar to self talk, students need that time to reflect on their strengths and their progress. Peeling back the layers of discovery, new road blocks or opportunities may arise. They should document this to keep themselves in line with the end goal/

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This is a self assessment rubric. But what I thought was interesting, was how it started with young children, using the STEAM design process...Question, imagine, plan, create, improve