Feedback-Driven Metacognition
"Metacognition, a term coined by John H. Flavell (1976) is thinking about your own thinking." (McGuire, 2018)
"Metacognition, a term coined by John H. Flavell (1976) is thinking about your own thinking." (McGuire, 2018)
Feedback-Driven Metacognition is the practice of giving the student the ability to know what (s)he does and doesn't know by thinking about their thinking. There are four aspects of Flavell's original definition: 1) think about your own thinking, 2) be consciously aware of yourself as a problems solver, 3) monitor, plan, and control your mental processing, and 4) accurately judge your level of learning. (McGuire, 2018)
Four Steps of Metacognition, (Agarwal & Bain, 2019)
Summary: Before completing any assignment, students pause to judge how well they know the answer to each question.
Step 1: Examine Knowledge - If they know the answer, put a star next to the question. If they don't know or are unsure, put a question mark next to the question. Students do not write down any answers during this step.
Step 2: Retrieve - Students write down the answers for any starred questions.
Step 3: Students use their books/notes to answer the questions they were unsure about.
Step 4: Students use their books/notes to verify the answers for the questions they had starred.
Printable Sign of the Four Steps
Breathe and Retrieve (Agarwal & Bain, 2019)
Summary: Students take a deep breath and circle "Nailed It!" or "Not Sure!" next to retrieval questions or quiz questions. *Great to use on Beyond Textbooks formatives.* In this moment students are thinking about how well they know the material. Encourage students to explain to themselves "How does this relate to what I've already learned?" or "How does this question spark new ideas?". If used on a quiz, give students time after the quiz is returned to look at the correspondence between what they thought they knew and what they answered correctly.
Students Do Something with the Feedback
Summary: Ask students to respond to feedback by answering questions like "What surprised you about the feedback?" ; "Why do you think you got something correct or incorrect?" or "What is your next step after seeing your feedback?"
Corrective Answer Feedback
Summary: Students find out immediately whether the answer is correct or incorrect. You could use computer options like Google Forms, Khan Academy, or other quiz formats that provide students with knowledge of correct or incorrect answers. Alternately, every student could write down answers on whiteboards, hold up colored index cards, or use A/B/C/D cards to answer, then you reveal the correct answer.
Teach Students About Bloom's Taxonomy
Summary: Hang a poster of Bloom's Taxonomy in your classroom in an easy to reference location. Teach students about the levels of learning and practice according to Bloom's. When students are about to do a task ask them to categorize it according to Bloom's. Use the levels to differentiate instruction.
Retrieval Cards, (Agarwal & Bain, 2019)
Summary: Think flashcards improved to include retrieval and metacognition! Index cards (or boxes on a regular paper for their binder) include a blank and a definition. Students use the Four Steps of Metacognition* before trying to fill in each blank. Bonus: Students are motivated because they can't fail using the Four Steps of Metacognition. Challenge: How could you differentiate a retrieval card page?
VIDEO LINK:
Retrieval Card Template & Examples
Metacognition Line Up (Also movement) (Agarwal & Bain, 2019)
Summary: 1) Students begin at one side of the room. The teacher calls out a term, concept, or word and students silently try to recall as much as they can about it. 2) Students move along a designated spectrum based on their metacognition. One side of the room is "Confidently Retrieved It" while the opposite wall is "Not Sure". 3) Students pair with someone closest to them to pair and share what they know or don't know. 4) Students pair with someone as far away from them as possible to pair and share. 5) Students who were originally "Not Sure" share what they learned; students who were originally "Confident" share common misunderstandings they noticed.
VIDEO LINK:
Make It Three Things, (ALSO SEL, SPACED/Interleaving) (Agarwal & Bain, 2019)
Summary: Students write down two things about a previous topic. Next, students swap papers and add one more thing to the list, then pass the paper back.
VIDEO LINK:
Example:
Metacognition Sheets (An improved way to review), (ALSO SEL, SPACED/Interleaving) (Agarwal & Bain, 2019)
Summary: This tool is used for a student to review their learning (for example: after a unit to prepare for quizzes or tests). Each sheet has 4 columns. 1) A star 2) A question mark 3) Item to Know (filled in by teacher) 4) Space to write answers. Students complete the review sheet by first marking whether they know the topic (star) or are unsure about the topic (question mark), then students retrieve and write down everything they know about each "Item to Know" they starred without using a book or notes. Then students open their book/notes to find the answers for items they were unsure about. Finally, students use their book/notes to verify their retrieved answers.
VIDEO LINK:
Metacognition Sheets Template & Examples
Elaborative Feedback
Summary: Elaborative feedback is when we go further than telling a student if an answer is correct, and we explain why an answer is correct. Because this takes longer, it is often written and delayed feedback. However, class discussions can provide immediate elaborative feedback.
VIDEO LINK:
Quick Note: Classroom research has shown similar benefits for both immediate and delayed feedback. Give feedback when it works for you! If you already give immediate corrective feedback, try giving delayed elaborative feedback in addition to add spacing.