N E P F

Nevada Educator Performance Framework

Southern NevadaRegional Professional Development Program

www.rpdp.net

Standard 4 Part 1Secondary Mathematics

TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS

STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 N ew Learn ing is Learn ing T asks have S tud en ts E ngag e in S tuden ts E ng age in A ssessm ent is C onnec ted to P rio r H igh C ogn itive M ean in g -M aking M etacogn itiv e In teg ra ted in to Learn ing and D em an d fo r D ive rse th rough D iscourse A ctiv ity to Increase Instruc tion E xperienc e Learners and O the r U nd ers tand ing o f

S tra teg ie s and R espons ib ility fo r T he ir O w n Learn ing

Indicator 1 Indicator 1 Indicator 1 Indicator 1 Indicator 1 T he teacher activa tes all The teacher ass igns tasks T he teacher p rov ides T he teacher and all s tudents T he teacher p lans on -go ing s tuden ts ’ in it ia l that purposefu lly em ploy all opportun ities for extended , understand w ha t s tuden ts a re learn ing opportu n ities based understand ings o f new studen ts ’ cogn itive ab ilities produc tive d iscourse betw een lea rn ing, w hy they are on ev idence o f all s tudents ’ concepts and sk ills and sk ills the teacher and s tudent(s ) lea rn ing it, and how they w ill cu rrent lea rn ing s ta tus

and am ong s tuden ts know if they ha ve lea rned it

Indicator 2 Indicator 2 Indicator 2 Indicator 2 Indicator 2 T he teacher m akes T he teacher ass igns tasks T he teacher p rov ides T he teacher s tructu res T he teacher a ligns connections exp lic it betw ee n that p lace appropria te opportun ities for all s tudents opportun ities fo r se lf- assessm ent opportun ities w ith p rev ious lea rn ing and new dem ands on each stude n t to create and in te rp ret m u ltip le m on ito red lea rn ing fo r all lea rn ing goals and concepts and sk ills fo r all rep rese n tations s tudents pe rfo rm ance crite ria s tudents

Indicator 3 Indicator 3 Indicator 3 Indicator 3 Indicator 3 T he teacher m akes c lea r the The teacher ass igns tasks T he teacher ass is ts all T he teacher supports all T he teacher s tructu res pu rpose and re levance o f n ew that progress ive ly develop all s tuden ts to use ex is ting s tuden ts to take actions based opp ortun ities to genera te learn ing for all s tuden ts s tuden ts ’ cogn itive ab ilit ies know ledge and prio r on the s tuden ts ’ ow n se lf- ev idence o f lea rn ing du ring

and sk ills experience to m ake m on ito ring p rocesses the lesson o f all s tudents connections and recogn ize re la tions h ips

Indicator 4 Indicator 4 Indicator 4 Indicator 4 T he teacher p rov ides all T he teacher opera tes w ith a T he teacher s tructu res the T he teacher adap ts actions s tuden ts opportun ities to bu ild deep be lie f tha t a ll ch ild ren c lass room environm ent to based on ev idence genera ted on o r cha llenge in itia l can ach ieve reg ard less of enab le co llabo ration, in the lesson fo r all s tudents understand ing s race, pe rce ived ab ility and pa rtic ipa tion , and a pos itive

soc io -econom ic s ta tus . a ffective experien ce fo r all s tudents

NEVADA EDUCATOR PERFORM ANCE FRAMEW ORK – IMPLEMENTATION PHASE 1

Standard 4 Module for Mathematics

Part I – What and WhyGoal 1: What is Standard 4?Goal 2: What are the indicators for Standard 4?

Part II – Implications for Mathematics Goal 3: What activities/instruction in the classroom

would provide evidence of them?Goal 4: What specific plans can be designed to

implement them?

NEPF – Standard 4

Students Engage in Metacognitive Activity

to Increase Understanding of

and Responsibility for Their Own Learning

Metacognition is an important-sounding word for a very everyday process. We ‘metacognize’ whenever we reflect upon our thinking process and knowledge.

Do I really want that bar of chocolate?Do I want to go out tonight?Am I aiming at the basket accurately? Will I hit it?

Metacognition

Thinking about thinking.

Or in our educational setting:

Learning how to learn.

Brief Intro to Metacognitionhttp://www.youtube.com/watch?v=mVE21QhY-lI&feature=youtu.beDr. Josh Walker, from the Center for Teaching and

Learning at The University of Texas at Austin, gives a brief preview of what learning scientists call metacognition -- thinking about thinking

1:48 length

Promoting MetacognitionOne of the first steps to

teaching metacognition will be to

teach students that their ability to learn is not a fixed

capacity.

Today’s Theory: Mindset MattersThe distinguishing feature of geniuses is their passion and dedication to their craft, and particularly, the way in which they identify, confront, and take pains to remedy their weaknesses (Good, Rattan, & Dweck, 2008)IN OTHER WORDS:It’s not what you are born with that matters; it’s your mindset that matters.

Brain Capacity is DynamicThe brain is like a muscle that gets stronger

and works better the more it is exercised.Too often students believe the brain is static,

leading them to think talent and giftedness are permanent, unchanging personal attributes that automatically bring later success.

Every time you work hard, stretch yourself and learn something new, your brain forms new connections, and over time, you actually become smarter.

What is metacognition?“Thinking about thinking”Knowledge and understanding of what we know and how

we think, including the ability to regulate our thinking as we work on a task

PlanningWhat is the nature of the task?

What is my goal?

What kind of information and strategies do I need?

How much time and resources do I need?

MonitoringDo I have a clear understanding of what I am doing?

Does the task make sense to me?

Am I reaching my goals?

Do I need to make changes?

EvaluatingHave I reached my goal?

What worked?

What didn’t work?

Would I do things differently the next time?

Metacognitive students…1. Understand themselves as learners

2. Understand a given task

3. Understand a variety of strategies and how to use them in a variety of situations.

(Jetton & Dole, 2004)

Research?1. Knowledge of one’s capacity to learn2. Knowledge about the nature of what is to be

learned3. Knowledge about the action one can take to aid

one’s thinking(Flavell, 1979)

Why haven’t most students developed metacognitive skills?

Metacognition is not often explicitly taught.

It’s not just what you know—it’s what you know about what you know.

Anytime a student learns, he or she has to bring in two kinds of prior knowledge:

(1) knowledge about the subject (like math).(2) knowledge about how learning works.

Teachers are pretty good at imparting the first kind of knowledge. We are comfortable with that.

Research shows we are hit or miss with the metacognitve aspects of learning.

Spectacle of Poor Metacognition

We can witness people exhibiting poor metacognition on television.

For example, America’s favorite spectacle of poor

metacognition:

American Idol!

American Idolhttp://www.youtube.com/watch?v=lUyKpfbB9M8

Start at 1:55 – 3:02

How is it related to our study? Students, especially the weakest, have an inability to accurately judge their own level of skill or knowledge.

Another Look at Poor Metacognition

Dr. Stephen Chew, Samford UniversityCreated a set of Videos on “How to Get the Most Out of Studying”This excerpt is from Part 1 of 5 “Beliefs That Make You Fail…Or Succeed”. Dr. Chew shows results of comparing students’ estimate of their test grades with the actual grades. Show results graphically. (Students that are over-confident and under-prepared.) http://www.youtube.com/watch?v=RH95h36NChI&list=SP85708E6EA236E3DB

Start at 3:58-6:04

NEPF Standard 4

Students Engage in Metacognitive

Activity to Increase

Understanding of and

Responsibility for Their Own Learning

Teacher structures opportunities for self-monitored learning for all students.

2

Teacher and all students under-stand what students are learning, why they are learning it, and how they will know if they have learned it. 1

Teacher supports all students to take actions based on students’ own self-monitoring processes.

3

How can teachers communicate….• the learning goals?• performance criteria?• purpose of the lesson?

What is meant by “students understand what they are learning, why they are learning it, and how they will know if they have learned it ”?

Indicator 1How can teachers . . .

and all students understand what students are learning, why they are learning it, and how they will know if they have learned it?

How do teachers …• get students to be reflective about their own thinking?• structure opportunities for students to be reflective

about their own thinking?• provide instruction to students in self-monitoring

strategies?• provide self-reflection tools for students to use?

What is meant by “opportunities for self-monitored learning”?

Indicator 2How can teachers . . .

structure opportunities for self-monitored learning for all students?

What is meant by “actions based on self-monitoring”?

Indicator 3How can teachers . . .

support all students to take actions based on students own self-monitoring processes?

How can teachers …• provide time for student strategy use?• talk to students about what/why they are doing the lesson?• discuss with students what to do next?• provide time for students to share strategies with

classmates?• suggest actions students may include/use?• get students to revise their learning strategies based on

their own evaluation of how they are progressing?

NEPF – Standard 4Students Engage in Metacognitive

Activity to Increase

Understanding of and Responsibility

for Their Own Learning

Summary

Next Steps . . .Part 2• What are some current learning activities that can

be altered to effectively implement this standard?

• What might this look like in your classroom?

• Where will evidence of Standard 4 be found in our individual practice?

• How might effective implementation of Standard 4 affect student outcomes?

For additional NEPF resources rpdp.net

Select NEPFSecondary

Math