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Peer tutoring
Independent study
Multiple rubrics/assessments
Community mentors
Stations
Teams, games & tournaments

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Homework options
Books & materials choices
Reading buddies
Multiple prompts
Flexible seating
Think-Pair Share

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1. Content:  WHAT you teach.

Create learning targets from your standards, develop essential questions, highlight knowledge, skills, and understanding, and then differentiate the content based on student readiness.

Provide student choice, use a variety of instructional materials and resources, or use leveled resources.

2.  Process:  HOW you teach.

Have students teach one another and collaborate, lead guided practice, and have discussions about what you are learning.  Lecture alone is ineffective.

3. Product:  The end result of what you teach.

This is how we know that students understand what we have taught them.  Teachers need to identify the essentials of the content- what is it that students MUST know?  Products should be relevant, measurable, and observable.

Modify and differentiate multiple versions of the assignment for various levels of student readiness, interests, or learning profiles.

Decide on the scaffolded instruction you may need to incorporate- storyboards, timelines, revisions.

Coach for success! We want all students to succeed. Monitor the students and keep track of their pro

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Metacognition Strategies:  How can I use it in my classroom?

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Metacognition Strategies:  How can I use it in my classroom?

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1. Encourage students to ask questions
2.  Foster self-reflection
3.  Encourage self-questioning
4. Teach strategies daily
5. Promote autonomous learning- Encourage challenging learning experiences
6. Provide access to mentors- these can include peers who are more advanced
7. Solve problems with a team- Cooperative learning and problem solving
8. Think aloud- Encourage students to report on their progress
9. Self-explanation
10. Provide opportunities for making errors- learn from your mistakes

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Most researchers agree that there are two main divisions of metacognition: Knowledge of cognition and regulation of cognition.

1.  Knowledge of Cognition:
Knowledge of what factors influence your learning, what strategies work for you, and what strategies to use based on specific situations that occur.

2.  Recognition of Cognition:
Planning and setting goals, tracking your own learning, and self-evaluation.

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How should I plan for anchor activities?

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How should I plan for anchor activities?

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The expectations for an anchor activity should be clear. Prior to assigning the activity, you should teach the tasks and practice what students will need to know to complete it.

You need to decide how the activity will be monitored. Will there be a portfolio check, learning journals, teacher & student conferences, or peer reviews?

Decide how the activity will be graded.  How many points is it worth? It is a percentage of the students' final grade?  Will you create a checklist or a rubric to guide the students?

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You could have each student work independently on their anchor activity, but you can also use anchor activities to create groups in your classroom. While half of the class works on anchor activities, you can work with the other half of the class on another activity or more instruction. You could create as many groups as you want and rotate the tasks.

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Think of anchor activities as independent assignments that have an extended due date. Students complete these ongoing tasks throughout a unit, semester, or grading period.

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Metacognition involves learning the ways you learn, and the best strategies that will help you learn new things. It sounds complicated, but some even refer to metacognition as "thinking about thinking." With metacognition, you can become aware of how you learn and take charge of your own learning

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Do you know how to learn? Many people don't. Specifically, they don't know how to look inward to examine how they learn and to judge which methods are effective.

That's where metacognitive strategies come in. They are techniques that help people become more successful learners. Shouldn't this be a crucial goal of instructional design?

Improved metacognition can facilitate both formal and informal learning. It can improve the performance of new tasks on the job and help teams problem solve more effectively.

But let's start at the beginning. Here are some things learning professionals should know about metacognition.

What is metacognition?

1. Metacognition is often referred to as "thinking about thinking." But that's just a quick definition. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance.

2. Metacognition allows people to take charge of their own learning. It involves awareness of how they learn, an evaluation of their learning needs, generating strategies to meet these needs and then implementing the strategies. (Hacker, 2009)

3. Learners often show an increase in self-confidence when they build metacognitive skills. Self-efficacy improves motivation as well as learning success.

4. Metacognitive skills are generally learned during a later stage of development. Metacognitive strategies can often (but not always) be stated by the individual who is using them.

5. For all age groups, metacognitive knowledge is crucial for efficient independent learning because it fosters forethought and self-reflection.

The Two Processes of Metacognition

Many theorists organize the skills of metacognition into two complementary processes that make it easier to understand and remember. According to theory, metacognition consists of: 1) the knowledge of cognition and 2) the regulation of cognition.

1. Knowledge of cognition has three components: knowledge of the factors that influence one's own performance; knowing different types of strategies to use for learning; knowing what strategy to use for a specific learning situation.

2. Regulation of cognition involves: setting goals and planning; monitoring and controlling learning; and evaluating one's own regulation (assessing results and strategies used).

Metacognition and Expertise

1. Many experts cannot explain the skills they use to elicit expert performance. This is considered tacit knowledge. (See Strategies for Tacit Knowledge Transfer.)

2. Metacognitive strategies often separate an expert from a novice. For example, experts are able to plan effectively on a global level at the start of a task-a novice won't see the big picture.

3. Some adults with expertise in one domain can transfer their metacognitive skills to learn more rapidly in another domain.

4. On the other hand, some adults do not spontaneously transfer metacognitive skills to new settings and thus, will need help doing so.

Examples of Metacognition Skills You May Use

Successful learners typically use metacognitive strategies whenever they learn. But they may fail to use the best strategy for each type of learning situation. Here are some metacognitive strategies that will sound familiar to you:

1. Knowing the limits of your own memory for a particular task and creating a means of external support.

2. Self-monitoring your learning strategy, such as concept mapping, and then adapting the strategy if it isn't effective.

3. Noticing whether you comprehend something you just read and then modifying your approach if you did not comprehend it.

4. Choosing to skim subheadings of unimportant information to get to the information you need.

5. Repeatedly rehearsing a skill in order to gain proficiency.

6. Periodically doing self-tests to see how well you learned something.

Metacognitive Strategies

Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities and other formal or informal learning experiences.

1. Ask Questions. During formal courses and in post-training activities, ask questions that allow learners to reflect on their own learning processes and strategies. In collaborative learning, ask them to reflect on the role they play when problem solving in teams.

2. Foster Self-reflection. Emphasize the importance of personal reflection during and after learning experiences. Encourage learners to critically analyze their own assumptions and how this may have influenced their learning. (Read about transformative learning.)

3. Encourage Self-questioning. Foster independent learning by asking learners to generate their own questions and answer them to enhance comprehension. The questions can be related to meeting their personal goals

4. Teach Strategies Directly. Teach appropriate metacognitive strategies as a part of a training course.

5. Promote Autonomous Learning. When learners have some domain knowledge, encourage participation in challenging learning experiences. They will then be forced to construct their own metacognitive strategies.

6. Provide Access to Mentors. Many people learn best by interacting with peers who are slightly more advanced. Promote experiences where novices can observe the proficient use of a skill and then gain access to the metacognitive strategies of their mentors.

7. Solve Problems with a Team: Cooperative problem solving can enhance metacognitive strategies by discussing possible approaches with team members and learning from each other.

8. Think Aloud. Teach learners how to think aloud and report their thoughts while performing a difficult task. A knowledgeable partner can then point out errors in thinking or the individual can use this approach for increased self-awareness during learning. Another approach to thinking aloud is the working out loud approach. Listen to this interview with Jane Bozarth about working out loud.

9. Self-explanation. Self-explanation in writing or speaking can help learners improve their comprehension of a difficult subject.

10. Provide Opportunities for Making Errors. When learners are given the opportunity to make errors while in training, such as during simulations, it stimulates reflection on the causes of their errors.

In summary, metacognition is a set of skills that enable learners to become aware of how they learn and to evaluate and adapt these skills to become increasingly effective at learning. In a world that demands lifelong learning, providing people with new and improved metacognitive strategies is a gift that can last forever.
References:

1. Hacker, Douglas J., John Dunlosky and Arthur C. Graesser (Eds.). Handbook of Metacognition in Education, 2009.

2. Pashler, H. et al., Organizing instruction and study to improve student learning. IES practice guide, 2007. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf

3. Smith, Cecil M. and Thomas Pourchot. Adult Learning and Development: Perspectives From Educational Psychology, 1998.

4. White, Barbara and John Frederiksen. A Theoretical Framework and Approach for Fostering Metacognitive Development. Educational Psychologist, 40(4), 211-223, 2005.

5. Wilson, Arthur L. and Elisabeth Hayes, Handbook of Adult and Continuing Education by American Association for Adult and Continuing Education.

6. Handbook of Metacognition in Education Douglas J. Hacker, John Dunlosky and Arthur C. Graesser (Eds.).

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Metacognition And Learning: Strategies For Instructional Design

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Do you know how to learn? Many people don't. Specifically, they don't know how to look inward to examine how they learn and to judge which methods are effective. That's where metacognitive strategies come in. They are techniques that help people become more successful learners. Shouldn't this be a crucial goal of instructional design?

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Student-Led Groups:  How can I use them?

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Student-Led Groups:  How can I use them?

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Students control how the group functions and make decisions. They encourage students to take responsibility for their own learning. Student-led groups model "real life" situations and allow students to collaborate to solve problems, use social skills, and develop confidence in their own abilities. There are three types of student-led groups:

1.  Collaborative Groups
Team effort motivates students to share with one another and help one another. Collaborative group options:  Circle Sharing and Four Corners.

2. Performance-Based Groups
Students are grouped based on similar needs, not performance levels. They are used to develop certain skills or concepts with students.  Performance-based group options:  Group Study and Interview for Options.

3. Student Dyads or Pairs
Students work with a peer.  Student Dyad or Pairs options:  Partner Turns and Think, Pair, Share.

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Teacher-Led Groups:  How can I use them?

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Teacher-Led Groups:  How can I use them?

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Teacher-led groups are the most common type of grouping used in classrooms today. Teacher-led groups are efficient for introducing content and making conclusions. You can also give individual attention or instruction to the entire classroom based on the findings of smaller groups.  There are three types of using teacher-led groups:

1.  Whole-Class Instruction
This can help identify students' prior knowledge and set a baseline for learning.

2.  Small-Group Instruction
Small groups can help teachers work with students who have similar needs.

3.  Students Working Alone in Teacher-Directed Activities
Individual work can help students refine their responses.  Then, they can share their work in a group.

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When teachers are flexible with grouping, students are grouped and regrouped based on specific goals, activities, and individual needs.

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How can I use it?  Three Types of Grouping.

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How can I use it?  Three Types of Grouping.

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1. Problem-Solving Partnerships
There should be two to three students working in a small group together. The assignment should be short and shouldn't take longer than one or two class periods.  The assignment should have multiple correct solutions, allowing students to discuss their choices and any misconceptions.  New ideas and concepts are shared between students in the group and the whole class.

2.  Cooperative Teams
There should be three to four students in the group. The assignment should take several days or up to a few weeks to complete. Each student should equally contribute to the group assignment and have a clear task within the group.  The group should be fully aware of expectations and cooperate with one another.

3. Collaborative Groups
There should be anywhere from three to six students in each group. The assigned work can take a few short days or up to an entire month to complete. The project can be open-ended and cover a large span of material. Student roles within the group are more flexible and communication between group members is important. Suggestions for improvement and peer evaluations are useful.

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1. Each member of the group has to be included.

2. Each member of the group should have their own job.  The task assigned to them is vital to completing the assignment.

3.  Each member of the group must work to complete the task.

4. Each member of the group is held accountable individually, and each group is accountable collectively.

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Scaffolding is not differentiation, but they work well together. Scaffolding is the first step to instruction- what you do to follow up on instruction is differentiation. This can include modifying an assignment or providing an alternative assignment.

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Grouping by Ability: Heterogenous Groups and their Expectations

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Grouping by Ability: Heterogenous Groups and their Expectations

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Group work should be both challenging and meaningful. Students should each have a role in the group and work cooperatively. Teachers should observe all groups and monitor progress.

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How do I decide which type of grouping to use?

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How do I decide which type of grouping to use?

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First, think about the purpose of the activity. Do you want struggling students to get help? Heterogenous groups are best. Do you want students at the middle ability level to work at a high standard? You should use homogeneous groups for that.

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Heterogenous Grouping vs. Homogeneous Grouping:  What does it all mean?

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Heterogenous Grouping vs. Homogeneous Grouping:  What does it all mean?

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Homogeneous groups consist of students who are all on the same level of ability.
Example: A group of students who have a "B" average in their Algebra class working together.

Heterogeneous groups consist of students who represent each level of ability in the classroom.
Example: A group of 3 students work together on a group project in their English class. One student has an "A" in the class, the second has a "B," and the third student has a "C" average.

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Whether to form groups with students of similar or mixed ability depends on the purpose of the learning activity.

©Shutterstock.com/Syda Productions

"OK, kids, we're going to be learning in groups today. Each group needs a math checker, a presenter, a writer/editor, and an illustrator. You decide who does what. You'll be reviewing the best ways to solve polynomial problems. Please pull out the instructions and the rubric for this assignment. As a group, your task is to create a one-page, step-by-step process that someone could follow to arrive at a solution. You have 15 minutes to complete this task according to the rubric that I have handed out. Ready, set, go!"

The teacher who gives these instructions then spends the next 15 minutes roving about the classroom, reviewing the progress of each group and asking probing questions to help the individual groups clarify their thinking.

Grouping sounds so easy. What we don't see in the above example is how the teacher has organized students in the groups in order to achieve the best results. Some educators firmly believe that a teacher must mix the groups so that students of all levels are represented in each group (heterogeneous grouping of students), while others believe that a teacher must organize the students by ability levels (homogeneous grouping of students). Robert Marzano, Debra Pickering, and Jane Pollock explain in Classroom Instruction That Works (first edition) that there are advantages to both methods, depending on what the teacher wants to do.

Identifying Purposes

If the purpose of the group learning activity is to help struggling students, the research shows that heterogeneous groups may help most. On the other hand, if the purpose is to encourage medium ability groups to learn at high levels, homogeneous grouping would be better.

I learned this as a teacher when one of my gifted and talented students told me in confidence that she really hated being in heterogeneous groups (she said it differently, of course) all the time because by default, the other members of the group expected her to be the leader, organize things, and do all the work.

This was a tipping point for me, because it made me realize that I wasn't grouping students for increased learning. I was using grouping mainly as a discipline management tool, and in actuality my attempt to increase student engagement had completely backfired. By always making sure that the "smart" students and the struggling students were equally divided in the groups, I was actually limiting the student participation to the de facto leaders of the groups.

Deciding Which Is Best

Because of this epiphany, I remember vowing that I would further differentiate my teaching by also seeking ways to give the upper-level students challenging and engaging learning activities. I promised to stop using the "good kids" in the hope that some of their "goodness" would rub off on the other students. An interesting thing happened when I grouped the students by ability. New leadership structures formed, and students who had never actively participated in groups before all of a sudden demonstrated skills and creativity that I never knew they had.

Students are smart and can easily figure out what we're really doing. Students, in our classrooms, know when they are being grouped to mainly tutor and remediate less capable students and... most of the time they resent it. We can also tick them off when we form groups solely for discipline purposes by placing the calm, obedient students in each group to separate and calm down the unruly ones. My daughter Mercedes, who falls in both categories above, said that when teachers do this to her, she doesn't learn and it's not fun for her or the other students. Perhaps more often than not, students are savvy enough to play along when they recognize that the grouping is nothing more than a routine way to spend the time and has no real learning purpose at all.

If given a choice, students prefer to learning in groups of their peers and friends (homogeneous groups), but they also appreciate getting to know and learn from other members of the classroom. This requires that we trust students to make good decisions and hold them accountable for following the norms of learning in groups.

According to Marzano, Pickering and Pollock, effective learning in groups must have at least the following elements:

The work must involve every member of the group.

Each person has a valid job to perform with a known standard of completion.

Each member is invested in completing the task or learning goal.

Each member is accountable individually and collectively.

Remember that the desks are not attached to the floor-we can mix things up in heterogeneous and homogeneous groups in interesting and creative ways: eye color, left- or right-handedness, preferred pizza toppings, number of siblings, music preferences, gender, nationality, hair length, shoe laces, genetic traits, learning styles, etc.

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Student Learning Groups: Homogeneous or Heterogeneous?

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Whether to form groups with students of similar or mixed ability depends on the purpose of the learning activity. ©Shutterstock.com/Syda Productions "OK, kids, we're going to be learning in groups today. Each group needs a math checker, a presenter, a writer/editor, and an illustrator. You decide who does what.

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How can I apply this to my own teaching? Six strategies to make a note of:

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How can I apply this to my own teaching? Six strategies to make a note of:

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1. Show & Tell:
Demonstrate what you are teaching. Provide a visual.

2. Tap Into Prior Knowledge:
Ask students to share their experiences or ideas.  Help make the content relevant to their lives.

3.  Give Time to Talk:
Students need time to process information and share it with others.

4. Pre-teach Vocabulary:
Introduce vocabulary to students through photos, and in context of things they are interested in. Don't use dictionaries until you've given the students a chance to be introduced to vocabulary and discussed it with them.

5. Use Visual Aides:
Graphic organizers, pictures, and charts are very helpful.  These are NOT products, but tools used to learn.

6.  Pause, Ask Questions, Pause, Review:
Check for understanding.  If students struggle with answering questions, give them time to discuss with their neighbors and then review.

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When you scaffold instruction, you're breaking it down into pieces and teaching piece-by-piece. Each piece has its own tool or activity to pair along with it.

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How will I apply this to my own teaching?

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How will I apply this to my own teaching?

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We can use students' prior educational and personal experiences, interests, readiness levels, and motivations to differentiate instruction.

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6 Scaffolding Strategies to Use With Your Students

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6 Scaffolding Strategies to Use With Your Students

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What's the opposite of scaffolding a lesson? Saying to students, "Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday." Yikes! No safety net, no parachute-they're just left to their own devices.

Let's start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go. With differentiation, you might give a child an entirely different piece of text to read, or shorten the text or alter it, or modify the writing assignment that follows.

Simply put, scaffolding is what you do first with kids. For those students who are still struggling, you may need to differentiate by modifying an assignment or making accommodations like choosing a more accessible text or assigning an alternative project.

Scaffolding and differentiation do have something in common, though. In order to meet students where they are and appropriately scaffold a lesson or differentiate instruction, you have to know the individual and collective zone of proximal development (ZPD) of your learners. Education researcher Eileen Raymond says, "The ZPD is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance."

So let's get to some scaffolding strategies you may or may not have tried yet. Or perhaps you've not used them in some time and need a gentle reminder on how awesome and helpful they can be when it comes to student learning.

1. Show and Tell

How many of us say that we learn best by seeing something rather than hearing about it? Modeling for students is a cornerstone of scaffolding, in my experience. Have you ever interrupted someone with "Just show me!" while they were in the middle of explaining how to do something? Every chance you have, show or demonstrate to students exactly what they are expected to do.

Try a fishbowl activity, where a small group in the center is circled by the rest of the class; the group in the middle, or fishbowl, engages in an activity, modeling how it's done for the larger group.

Always show students the outcome or product before they do it. If a teacher assigns a persuasive essay or inquiry-based science project, a model should be presented side-by-side with a criteria chart or rubric. You can guide students through each step of the process with the model of the finished product in hand.

Use think alouds, which will allow you to model your thought process as you read a text, solve a problem, or design a project. Remember that children's cognitive abilities are still in development, so opportunities for them to see developed, critical thinking are essential.

2. Tap Into Prior Knowledge

Ask students to share their own experiences, hunches, and ideas about the content or concept of study and have them relate and connect it to their own lives. Sometimes you may have to offer hints and suggestions, leading them to the connections a bit, but once they get there, they will grasp the content as their own.

Launching the learning in your classroom from the prior knowledge of your students and using this as a framework for future lessons is not only a scaffolding technique-many would agree it's just plain good teaching.

3. Give Time to Talk

All learners need time to process new ideas and information. They also need time to verbally make sense of and articulate their learning with the community of learners who are engaged in the same experience and journey. As we all know, structured discussions really work best with children regardless of their level of maturation.

If you aren't weaving in think-pair-share, turn-and-talk, triad teams, or some other structured talking time throughout the lesson, you should begin including this crucial strategy on a regular basis.

4. Pre-Teach Vocabulary

Sometimes referred to as front-loading vocabulary, this is a strategy that we teachers don't use enough. Many of us, myself included, are guilty of sending students all alone down the bumpy, muddy path known as Challenging Text-a road booby-trapped with difficult vocabulary. We send them ill-prepared and then are often shocked when they lose interest, create a ruckus, or fall asleep.

Pre-teaching vocabulary doesn't mean pulling a dozen words from the chapter and having kids look up definitions and write them out-we all know how that will go. Instead, introduce the words to kids in photos or in context with things they know and are interested in. Use analogies and metaphors, and invite students to create a symbol or drawing for each word. Give time for small-group and whole-class discussion of the words. Not until they've done all this should the dictionaries come out. And the dictionaries will be used only to compare with those definitions they've already discovered on their own.

With the dozen or so words front-loaded, students are ready, with you as their guide, to tackle that challenging text.

5. Use Visual Aids

Graphic organizers, pictures, and charts can all serve as scaffolding tools. Graphic organizers are very specific in that they help kids visually represent their ideas, organize information, and grasp concepts such as sequencing and cause and effect.

A graphic organizer shouldn't be The Product but rather a scaffolding tool that helps guide and shape students' thinking. Some students can dive right into discussing, or writing an essay, or synthesizing several different hypotheses, without using a graphic organizer of some sort, but many of our students benefit from using one with a difficult reading or challenging new information. Think of graphic organizers as training wheels-they're temporary and meant to be removed.

6. Pause, Ask Questions, Pause, Review

This is a wonderful way to check for understanding while students read a chunk of difficult text or learn a new concept or content. Here's how this strategy works: Share a new idea from discussion or the reading, then pause (providing think time), and then ask a strategic question, pausing again.

You need to design the questions ahead of time, making sure they're specific, guiding, and open-ended. (Even great questions fail if we don't give think time for responses, so hold out during that Uncomfortable Silence.) Keep kids engaged as active listeners by calling on someone to give the gist of what was just discussed, discovered, or questioned. If the class seems stuck on the questions, provide an opportunity for students to discuss in pairs.

With all the diverse learners in our classrooms, there is a strong need for teachers to learn and experiment with new scaffolding strategies. I often say to teachers I support that they have to slow down in order to go quickly. Scaffolding a lesson may, in fact, mean that it takes longer to teach, but the end product is of far greater quality and the experience much more rewarding for all involved.

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6 Scaffolding Strategies to Use With Your Students

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What's the opposite of scaffolding a lesson? Saying to students, "Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday." Yikes! No safety net, no parachute-they're just left to their own devices. Let's start by agreeing that scaffolding a lesson and differentiating instruction are two different things.

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Why do we need differentiated instruction?

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Why do we need differentiated instruction?

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There are multiple ways for students to reach a goals and master content. As teachers, we have to realize that students are different and not all students learn the same.  We need differentiated instruction to reach out to all the unique needs students in our classes.

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck