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After concept development.
Cornell Note Form
-Lucas

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I have students check their grades and incomplete assignments frequently and set goals for themselves

-DMD

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From a given prompt, students would go to the appropriate corner (agree, strongly agree, disagree and strongly disagree) and discuss their reasoning with the group.Then they will share out with rest of class. Sometimes after discussion, students will change their position.

-Lori Wray

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While I draw in class, I reflect on problem solving the drawing activity out loud and reiterate the need to trust my thinking and self reflection

https://www.teachervision.com/think-aloud-strategy

-Jaipriya Kaur

ART Teacher

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students read and highlight/annotate as they read a complicated text in particular to words they may not know. Then they collaborate with a partner on what they highlighted. Then as a pair, they communicate and answer questions based on what they have read/wrote/highlighted.

-Crystal “Louie” Luera

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Students attempt a warm-up exercise from a past unit in blue ink pen. We then review the correct solution and make corrections in a green ink pen. After error analysis students reflect in complete sentences about their level of mastery and plan on how to avoid that particular mistake in the future.

Matthew “H-Dawg”

Heberer

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Have students reflect on how well their current strategies are working to improve their understanding of the current topic, and make suggestions on how to improve that understanding.

-Eric

“G-Man”

Gipson

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As students read through a text they are actively engaging with the text by writing what they think as they read.

https://docs.google.com/drawings/d/1o_ltx_kyS3leC0C2g94C6exPDPIAxJPpz-qHULUt8Go/edit

https://docs.google.com/document/d/1cCoQYpP2MprTvVSgIcU2MjTzXBHszajoqKh3unc0nOg/edit

-Hortencia Bueno

👧☎️

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At the beginning of the unit, students go through and answer four essential questions for the whole unit.  This is called the prethought and should be before they have learned much about the unit.  It should not be researched.  At the end of the unit, students answer the questions with a final answer using notes and whatnot to make it as full as they can.  Then they compare the two and consider what they learned that allowed them to get the right answer now.

-Tyler Lanford

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Current Assignment: Business letter.Students are given a template of a business letter, but they are given a topic that is to be shared with patients of their medical practice.While creating this letter, students should be asking themselves who their audience is, why their creating this letter, what is the purpose of the letter, and how can they best organize their ideas.Once they finish their letter, I want them to ask themselves if it looks professional and understandable enough to trust your health with this medical practice.Then students would edit and adjust their letter to meet the qualities of an effective business letter.
-Dan Brown

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Students create a question after having a passage read to them. They are asked to create a test question about the material and also a question about what additional information they would like to learn.

-Cathy Hew

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Daily Journal writes.

“Discuss Now” …..in Journal

Friday or end of week:

This week I learned….

Self-assessment

Next week I can do better on….

-Mark Beyer

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Checklist: which evidence (student’s work) shows they understand the standard or goalRubrics: step-by-step example Essay APA Format 3 ring Organizers: students background knowledge goes in first circle. 2nd circle (larger around the first circle) after lesson taught what they learned. 3rd circle-what changed? Pair-share in group.

-Rodia Montgomery-Gentry
MSHS

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Have students think about the visual image.  Have them describe what they see, what they feel, what they smell, what they taste  through the visual image that they are seeing in their mind.  Validate the image as it will be different for all of your students.  The image will vary according to the experiences of the student and their  understanding.  Works well with fiction, poetry, lyrics,.....

-Anonymous

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Students go and vote or answer where they are with the lesson, utilized before assessments.

-Anonymous

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Have students work in groups of 3-4 to come up with solutions to specific problems or scenarios. Have students do classroom presentations (exit ticket for each student at the end of presentations)

-Anonymous

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If the topic of class was a skill or procedure I would ask them to summarize it and develop their own example.
-Anonymous

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I give students a quiz of 3 questions before and after class (different problems) and ask them to answer questions about the difference in their scores.
-Anonymous

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At beginning of each unit, we discuss what we are going to accomplish in time for the district exam.  A list of targets are provided to the student as aid to their goal setting.

-RG Iniguez

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The students are asked to create a reflective paragraph at the end of an art lesson.  This year I had them come up with criteria that they would use to evaluate a work of art and explain why they made their choices.  Then they critique their own work utilizing the criteria that they mentioned in the first paragraph.

-Sheila Kincade

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Reflective-  Questions to ask after completion of a project

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Reflective-  Questions to ask after completion of a project

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After a major project, the students are asked to look back and see how they approached the task and how they used the elements of art and principles of design to solve the visual arts question.

L. Reyna

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At the beginning of a rehearsal, ask, “What are the qualities of an effective rehearsal?” Ask them to share with each other and the room. At the end of a rehearsal, ask the students to write out, “did we have a productive rehearsal today?” and “How can we make the next rehearsal more effective?”

This can be done with a white board at the beginning and an exit ticket at the end.

-Jonas Anderson

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I have my students the first day of each quarter write down their grade goal and what strategies they are going to use to achieve that goal. I have them do this again the week Progress Reports come out and again at the end of the Quarter.

I have them write in a composition book and turn it in.

-Emilyann Simmons

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https://drive.google.com/file/d/0B-hsJwVaZ-8uVmdZTjhqQjY0a1U/view?usp=sharing

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Metacognition Sample Questions for Planning, Monitoring & Evaluating 

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Metacognition Sample Questions for Planning, Monitoring & Evaluating 

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https://docs.google.com/document/d/15_h9DUfmjoRaHfkNaeU87HcYHNhLfqgeWrieNZ_WeGw/edit

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https://www.pinterest.com/pin/567101778061124233/

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https://www.pinterest.com/pin/AUYsecCS_Hecs1ACYxO5e6BTKs7FuUjoe-lfDX21JZUnLt_mspcboO4/

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An overview introducing the idea of meta-cognitive strategy use in ESL. For a little more information and links to relevant reading, go to: http://ingweron.edublogs.org/2016/10/23/an-introduction-to-metacognition-in-second-language-learning/

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Incorporating Metacognition Strategies into the Classroom

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Incorporating Metacognition Strategies into the Classroom

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Incorporating Metacognition Strategies Into The Classroom

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Dr. Saundra McGuire discusses "Incorporating Metacognition Strategies Into The Classroom". Visit http://www.innovativeeducators.org for more information.

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https://www.pinterest.com/pin/486881409697443287/

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Metacognition And Learning: Strategies For Instructional Design

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Metacognition And Learning: Strategies For Instructional Design

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http://theelearningcoach.com/learning/metacognition-and-learning/

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Questions to Promote Metacognitive thinking during reading, writing and speaking 

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Questions to Promote Metacognitive thinking during reading, writing and speaking 

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What is the most useful or interesting thing you learned during this lesson?

What questions do you have about today’s lessons that you would like answered before we move on? What feedback did you get about your learning today?

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This week, I was learning:

Next week, I am going to focus on:

I would like help with:

This is what I still do not know:

My self-assessment of how well I learnt this week

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1. What are you trying to achieve?

2. What strategies are you using?

3. How well are the strategies working?

4. What else could you do?

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What are three ideas that have captured your attention from today's class?

What are two questions that you are still thinking about related to these topics?

What is one thing that you will remember long after this class is over?