The Mega Task Demand: Metacognition...Oh, We are Thinking About Thinking, I Think…

 By Heather Pfrunder, M.A.Ed.   SDC Teacher and Education Specialist

September 20, 2021

It’s a mantra in my SDC classroom where I am verbally redirecting students on how to work attentively: “looking eyes, listening ears, eyes on paper, moving pencil on paper, thinking about your work,...no, try first then I can help you”...and repeat. And repeat.  I should auto-record myself, make a playlist, and hit the numbered response.  Ew, that last thought was not so stellar. But hey, in my humanness, it snuck in there.  And if you have ever taught students with metacognition challenges maybe you, too, have winced over such a thought.  So, I must ask myself: Am I really teaching thinking about thinking?  When I started this article, I was pretty sure the answer was, “Yes!  Graphic organizers and I are friends!” I can do amazing things with BoardMaker!” [For my Gen Ed teacher friends, this is a program where you create learning tools with picture icons matched with words for visual learners]. But here’s the thing about writing, you really have to research and self-reflect.  So, I’ve come face-to-face with this large mental image of a K-W-L chart.  So let’s break it down:

What we know is that metacognition in its simplest form is simply an “awareness or analysis of one's own learning or thinking processes”  (thank you Merriam-Webster).  For students with sensory processing issues, I find that often they want to focus on their own little inner worlds to find that slice of happiness, bringing them back to the uncomfortable reality of learning challenges can feel like stopping a tsunami from the shoreline.  

What we want to know is how to make this relevant for our a-typical students. 

What I learned is:

 1.) “Assign explicit instruction that addresses not just what you are learning, but how you are learning.” 

However, applying it to a lesson for an a-typical learner, often this means a visual model, a check-list of expectations, and repeat practice. Which is great (and essential for many of our visual learners with cognitive delays), but it may not be self-reflective. Instead what we often find is cognitively passive behaviors: “I counted the dots (TouchMath) and wrote the answer, I earned my tokens (my class reward system), got my i-Pad time (SDC earned time with a favorite item - the i-Pad)…”  So often it feels like a compliance check -- not actual thinking about thinking.  Learning this way is gradual, but for our non-verbal learners visual checklists of looking between the cue and the task is not merely to complete the task, but to “regulate performance and verify accuracy” through “self-monitoring” and to “signal task completion.” (Richie, G. 2005). So to be effective metacognition tools our lists cannot just be generalities, but more specific with careful thought about the actual thought process required to learn a task.

This is one of my more general in-task directions for functional skills.  

Relevant, but not specific to meta-cognition.

2.) “They must be taught the concept and its language explicitly.”

This, I believe, is the golden ticket.  If it is connected to previous skills and taught over time

we can get students thinking about what they understood or didn’t.  Not just a simple exit ticket,

but “What did I understand?” and “What doesn’t make sense?”  

Examples of this:

• “I answered the question by finding the key words in the question and underlining my text evidence”

• “I decoded while reading”

• “I recognized story sequence”

• “I counted all”

• “I regrouped”

Yup, those “I Can…” statements attached to those state standards.  However, we explicitly reflect “I did” or “I did NOT” understand.  Now we have active participants in the meta-cognition process.

When I go back into my previous check lists, they are still pretty relevant for functional skills.  However, I am looking forward to continuing on looking at objectives and having my students exit by answering self-reflection learning questions (for that last token on their token boards).  And rather than reinvent the wheel, I am going to initially have my students reference the anchor charts at my centers to reflect on their learning. 

This is a how-to process visual, but not totally self-reflective. 

I will have to add a process to this.

This is great for setting expectations, but not specific meta-cognition.

This is much better for explicitly teaching the learning process!

This anchor chart has the thinking process and the self-reflection embedded into it.

 I am looking to really celebrate learning!  And just maybe, it will be my students saying,  “looking eyes, listening ears, eyes on paper, moving pencil on paper, thinking about my work, try it first…”

********************************

Join me in upcoming blog posts where I put these strategies into place and share resources!

References:

Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. Retrieved 9/20/2021 from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/.

Richie, G. (2005). Two Interventions that enhance the metacognition of students with disabilities: Cognitive Cue Cards and Correspondence Training.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ914572.pdf

Worry is Just Wasted Energy

How can we help students cope with stress when they have to take a district benchmark?  Recently, my students had to take our Reading Inventory assessment which is a reading comprehension diagnostic tool.  My fourth graders understand how this test works and that will measure their current Lexile level used to determine reading proficiency.  Of course, students can do well, struggle, or even score lower than the last time they took it. 

As any concerned teacher, I continuously try to find new ways to encourage my students to relax as much as possible and to do their best.  I came across a new strategy at a recent conference I attended and wanted to try it out.  It is quite simple to implement:

1.  Talk to students about what stress is and how it affects us during performance-type assessments.  Let them vocalize their concerns first. I described worry as just wasted energy.  If you allow it to take over, you won't get far in whatever task you have in front of you.

2.  Hand out a half-sheet of lined paper.  Give students 3 or 4 minutes to write down what worries them about the assessment they are about to take.

3.  While they are writing, place two trash cans at opposite ends of the classroom.  As soon as the timer is up, ask students to read what they wrote to themselves one more time.  At a determined signal, have students roll up their paper into a ball and toss it into a basket.

4.  When my students threw their "worry balls" into the baskets, I could feel the tension released.  There were a few cheers as well.  Do NOT pick up the rolled up worry balls.  Leave them right where they landed.  I told my students that if they begin to stress out they could simply look towards everyone's concerns on the floor or in the basket to remind them that the act of worry is just wasted energy. 

5.  Needless to say, reading gains were MUCH more than I had expected.  Of course, these gains are not exclusively because of this strategy but I hope it relaxed them enough to get through it with confidence!

Happy Writing!
Gustavo Macuil

Come One, Come All!

Come One, Come All! It's Open House Season

So, it pretty much goes a little like this: First, I stress about opening up the year with my new batch of students. Next, I worry about testing and making sure I covered ALL of the standards necessary to ensure my student's success on the state test... then, just when I think my stress level has maxed out... Open House comes skipping around the corner and reminds me that it is GAME TIME! Yes, this is when my anxiety level peaks.

It's Just One Day

Look, I completely understand the argument that many will make. It's only one day?... Why stress over a one-hour showcase? But, truth be told, this one day out of the year is truly important to both my students and me. We work really hard all year to master our goal standards. So, on this one day, we get to, in essence, "show-off" all the goals we have met in the most creative way possible. I like to see it as the Met Gala of the year and everyone comes wearing (showcasing) their very best. 

"Put your heart, mind, and soul into even your smallest acts. This is the secret of success." - Swami Sivananda  

Put YOUR Best Foot Forward

Here are some tips on how to ensure your students (and you) are successful and showcase their very best on this one night:

1. Be Creative: There are so many standards-based projects out there that are fun to do and full of opportunities for our students to be creative. Search the web for these resources, and you are sure to find something that fits your timeline and budget. An excellent resource for projects is a website like Teachers Pay Teachers,  that allow you to filter classroom goodies by grade, subject, and even budget. 

2. Plan Ahead: Start planning your projects throughout the year- not right before Open House (I am completely guilty of that.) If you get a bit done as you complete a unit of study, you will have plenty to showcase for our parents at the end of the year.

3. Only the Best: Accept only the best that each student can give you and nothing less. This may not look the same for every student, but you know your students better than anyone else, and you can see when they have put forth their best effort. Show them the following video, Austin's Butterfly- Building Excellence in Student's Work, and perhaps it will motivate them and remind them of the true potential that lies within every one of them.

And now, as I part ways with you (our readers), I give you some photos of our 2019 Open House Exhibit. Feel free to leave all the lovely comments you wish for our kiddos to read and enjoy, as we celebrate their hard work.

Putting her best foot forward, 

Yvonne Milian 

Aztec Civilization Report

Ancient Civilization Biography

 Earth's Biomes

 Novel/Film Critique 

 Personal Narrative 

 Poetry

 Ancient Civilization Report Card 

 Ancient Civilization 3-D Model (Scarab Beetle- Ancient Egypt)

 Math- Fish Tanks Volume/ Surface Area

 

What do you hope your students remember?

Another year of teaching is almost over! Whether you've been in the classroom for a year or 20, you likely reflect on the past year as you prepare for the last day of school.  I am sad.  I love my kiddos and am dreading letting them go.  As I reflect on my year, I want my students to not only take the academic strategies they have learned but most importantly the life lessons.  

What do you hope your students remember? 

As I look back on this school year, I think about where my students were when they came to me and where they are now.  I am beyond proud of their growth academically but most of all socially and emotionally.  I was a little surprised that my top 4 things I hope they remember from my class were not academically based concepts.  I care most about their growth as humans, as young people who are members of a community, of a team.  I hope I showed enough grace, modeled enough grit, and taught enough perseverance.  Did I teach them to be kind, to have courage, to demonstrate empathy?

If my students remember anything from my class, I hope it's__________. 

Okay, I couldn't pick just one so I narrowed it down to my top 4!

Courage

Mistakes are when learning happens.  Before anything else, my students must know school is a safe place to make mistakes.  We have our greatest learning experiences from making errors.  I want my students to always remember to work hard, be okay with failure and to get back up and keep trying.  I know it was a successful year if my kiddos leave with confidence and courage to step out of their comfort zone.  

Kindness

I must say daily "Be a kind person."  I hope my students leave with mutual respect and understanding for the opinions and cultural differences of others so they can continue to open their minds to learning and make this world a better place for everyone.  I hope they take their kindness and spread it to not only the class they end up in next year but also to their families, friends, and community.  I hope I have taught them that it is small acts of kindness that will bring them happiness.  

Love

I love my students.  I am proud to be their teacher.  Each one of them will always hold a special place in my heart.  I hope they ALL know that I care about them, and have been excited by every achievement they have made. I hope that they take the support and guidance I have given them to continue in their passion for learning and continue to succeed throughout their lives.  Most of all I hope they remember that above all they must love themselves first because they are important and can do great things.

Confidence 

Confidence is key!  I have seen some of my students transform with just a little boost of confidence.  I hope they are aware of their importance, aware of their gifts, aware of everything around them every day so that life will bring them the best as they give their best.   These kids are capable of being a force of change at school and in the community, and I hope they realize they hold a significant place in this world.  They are our future.  My wish for them is that they understand that within them lies something that NO one else can offer.  I hope that they seek their dream, conquer it and share it.  

This year has been a memorable one.  My class and I made a difference together.  I became a better teacher.  My students became lifelong learners.  It's a win-win in my eyes.  So excited for the what the future brings.  Have a wonderful summer break!

  

      Positively Teaching,   
Randi Muehlen
                           

Keeping Students Motivated at the End of the Year

Keeping Students Motivated at the End of the Year

It's hard to believe that we are heading into our final month of the school year. As a write to you, my students are finishing up our last week of state testing. There is an atmosphere of excitement in my classroom as we celebrate completing state assessments. Students have been working hard for the past three weeks showing what they have been learning all year long. As we head into the next few weeks, it's easy for students to feel like the school year is over. While students (and maybe teachers too) may have a countdown to summer, the truth is that there is still a lot of learning to be had for the next few weeks. So how do keep students engaged after state assessments are over? Here are a few tips to help the remainder of the school year go smoothly.

"Learn from yesterday. Live for today. Hope for tomorrow." - Albert Einstein

Keep Routines

It’s important to keep routines  and schedules the same to encourage positive behavior in the classroom.  We will continue to keep our schedule the same until the end of the school year.  This will help to keep behavior problems to a minimum and also help students know what is expected of them.  

Kinesthetic Learning

Students in my classroom have been sitting quietly for three weeks during assessments.  Now is a great time to try out a few new Kagan strategies to get students moving as they learn. Try quiz, quiz trade to review math and grammar rules.  You can also use this strategy to learn new material too.  We are currently studying the gold rush in my classroom.  Students are using this strategy to learn new vocabulary used during this time in California history.

Project Based Learning

A while back, I wrote about the GATE Gala that takes place at my school every year.  This event will be happening next week and we couldn't be more excited to share what we have learned so far.  Students are currently working on presentations about the countries they are researching, models of famous landmarks, creating board games with country facts, and more.  

In addition to this event, I have a few more activities to keep students motivated.  For example, in math we will be working on creating a map of a gold rush town that includes area and perimeter. 

Technology

While we use technology throughout the school year. Now is a great time to introduce students to new technology. Green screen, stop motion, slideshows, and coding are great ways to have students showcase what they have learned this year.

"How lucky am I to have something that makes saying goodbye so hard." -A.A. Milne

Whatever you have planned for the remainder of the school year, I hope that you keep in mind how much of an impact you have had in your classroom this year. For me this is such a bittersweet time of the year. My heart overflows with pride and joy as I see how much my students have learned. We have become a family. Now I have to prepare myself and them for the next school year. It will be difficult to see them move on to the next grade, but I am excited to see them develop as learners.

Learning and Teaching with Grace,

Alina

New Teacher... Always!

New Teacher?... Always! 

My first year as a teacher, I sat with my principal Arturo, in his office, who shared with me some advice on what he believed to be the secret to happiness. He shared, "If you want to be happy every day, the secret is to choose a career that brings you joy. In turn, you will take that joy home and never feel like you have worked a day in your entire life." I have to say that 13 years later that is still the best advice I have ever received.

The path that my career has taken me on has not been an easy one. I came into teaching at a time when there were no permanent positions available, and I was labeled a 'New Teacher' for the first ten years of my career due to my Temporary status. 

As a new teacher, back in 2006, I bounced around from one elementary school to another hoping to catch an assignment each year. As a new teacher, I soon learned that to be successful, I had to be as nurturing as possible and 'feed' my career daily. Now 13 years later, I can look back and appreciate all the obstacles I had to overcome to get here, and more importantly, all that I have learned because of it. 

What I Learned...

The first thing that I learned was that I was here for our kids. I chose a career that asked that I put the needs of my students before mine every day. I was here to make a difference in their lives and only to make choices that would, in turn, benefit my students. 

The second thing I can honestly share that I learned was that I had to go above and beyond, raise my learning curve with every opportunity provided, try my best to be the hardest working person in the room, and in turn my students would directly benefit from this.  

Finally, I learned to get involved! I find that this can sometimes be the most difficult to master, yet it is the one that has given me the most in return. I had to be part of as many projects as I could on campus. I had to be in the trenches helping make decisions that would directly impact our students. I wanted to help lead committees and run enrichment programs that my students would benefit from.  

"There is no magic to achievement. It's really about hard work, choices, and persistence." -Michelle Obama 

How Can You Do This...

1. First, LOVE what you do. For myself, it has proven to hold true that if you love what you do, you will never feel like you have a worked a day in your life.


2. Raise your learning curve daily. We encourage our students to do this- so why not do the same! Learn something new, try something new; become that lifelong learner we so eagerly work for in our classrooms.


3. Get involved! There are so many committees and projects happening at each of our school sites, and they are waiting for people just like you who are excited to be a part of them! Ask your site principal to help you choose the project which will be the perfect fit for you! 

Finally, I have to share that the most important thing I have learned is that I will always strive to be an expert learner in what I do. Now, this by no means should be interpreted as me being an expert at anything (seriously insert LOL) what it means is that I will always strive to be the best, just as I did when I first came into teaching because that is what our students deserve... the best.

Your lifelong learner,
Yvonne Milian

Yes! by Randi

Yes

I am always searching for ways to improve my classroom community, classroom management, teaching strategies, and relationships with kids. These are the invaluable skills we teachers must have, the glue that holds it all together.  A tool I have found to be influential is the use of the word "yes" in my class.  I realize some of you might be saying "She's crazy!" but the reality is, you can say "yes" to most things and still get the outcome you are seeking.

  Have you ever thought about the negative energy that goes into the word "no"? 

Some kids might hear "no" all too often.  To some kids the word "no" can trigger a fight or flight response.  Getting kids to do what you need rarely requires a "no." Think of the positive energy that could be happening when you use the word "yes."  Words can be powerful stuff.  Since starting to use "yes" as often as I can, I have seen the culture of my classroom become even more positive than it already was.  Children, in general, are excited to ask their teacher questions.  They should be able to approach their teacher without any feeling of fear.  Of course, kids need to be taught appropriate times to ask specific questions and to be respectful and raise their hands during a lesson, but I never want to discourage their inquiries.  When questions are academic-related, I require that they ask their partner before me, but I understand why they are seeking answers from me-I'm their teacher. I let them know I am here for them and asking me questions is okay. As long they are using their strategies, and respectfully approaching me, I will always allow it in my classroom.  But this is my choice and style.  In my class, it works.  We have a relaxed, but structured atmosphere. 

"Say Yes and you'll figure it out afterward." 

-Tina Fey

How can I successfully use "yes" in my classroom?  I have included some ideas below. Give these strategies a try!

• May I use the restroom? Yes. In 5/10/15 minutes.

• Will you help me with this activity? Yes. After you read the directions and ask your partner for help. (I rarely get asked again.)

• Will you help me solve this problem? Yes. Read me the question. Usually, the student says OHHHH! and now they understand.  

• Will you help me read this word? Yes. After you sound it out and then ask your partner.

• May I have a band-aid? Yes. You know where they are. Quickly help yourself to one.

• I am sick. May I go to the nurse? Yes. But first, go to the restroom and get a drink of water and let me know if you need to still go after that.

• May I talk to ______about_______? Yes. As soon we are finished with_______, you may.

• May I help you with___________? Yes. (Why not? I take the help if it's an appropriate time.)

• Can you help me with ____________? Yes. (If a student has a conflict in the class or in general, and they ask me to help them, I will 100% make it a priority to help them work out a conflict.)

These are examples of common questions in my classroom.  Some of my students need to hear "yes" once in a while.  I could say "no," or I could say "What are you going to do to solve this problem?"  But instead, I say "yes" and then follow it up with a statement that allows me to have control of the situation.  I let them know that I am always available to help while allowing them time to solve problems on their own.  I have found that this strategy has increased the level of respect amongst all in the room.  

  

      Positively Teaching,   
Randi Muehlen
                           

Welcome to the World of Teaching! How Can I Take Your Order? (Part 2) by Kim Reza

Welcome to the World of Teaching! How Can I Take Your Order? (Part 2)

Help! I have IEPs to write, lessons to develop, meetings to attend, the list goes on and on…Plus, I need to collaborate with the general education teachers. How do I manage it all?

To be honest, as a special education teacher, collaboration with general educators tends to be one of the hardest parts of the job. Over the last few years, the expectations for the amount of time special education students spend in the general education classroom has increased significantly. These adjustments have impacted me greatly. Not only do I have to control what is going on in my classroom; but I also need to implement support for my students mainstreaming in other classrooms.

On my previous blog,( Tips for collaboration among teachers and parents. Click here: Welcome to the World of Teaching! How Can I Take Your Order? (Part 1), I compared collaboration with team members to my experience as a waitress. The parents are the "customers"; our colleagues are the other "severs" on the floor. As a waitress, there were often times I felt overwhelmed by the customers' demands. In order to satisfy the customers, I would have to rely on the other servers to help pick up the slack. At first I took their help for granted, assuming it was our job to support one another. This assumption,lead to bitterness and reluctance to help from the other waiters, when I needed it the most. I quickly realized I needed another approach in order to get the support I needed. I started to build relationships. I learned to collaborate and communicate. We would voice our struggles and come up with a plan. I would look for opportunities to help others (bus tables, drop of drinks/ food, write orders, pick up shifts). I showed appreciation (shared tips, did extra side work, spoke highly to the manager).  By simply implementing these tips into my daily routine, I developed genuine relationships with my colleagues. I was confident with the service we provided, as a result, the customers left happy and wanted to come back.

To best support “OUR STUDENTS”, now, more than ever, collaboration between special education teachers and general education teachers need to take place in a meaningful way. I can see the challenges from both perspectives, having filled both positions during my teaching career. To promote collaboration between these equally important groups, here are some tips that I've learned from being a waitress that I hope will help.

1.       Build Relationships: I personally believe, in order to build strong foundations for collaboration, effort needs to be made outside the classroom. My first year of teaching, I would eat in my classroom because I was overwhelmed by the work that needed to get done. Over time, I began to see the negative effects of isolating myself. No one really knew me, so it was harder to approach the general education teachers for collaboration. Once I began putting in more effort to make connections outside the classroom, (like joining the staff during lunch, making small talk while making copies, acknowledging all with greetings, etc.), it became less intimidating to initiate collaboration.

2.       Collaborate and Communicate: When working with a large team of professionals, communication is key. Although we all work with the same student, each one of us is working through a different lens. Communicating the student’s strengths, needs, and growth is so important when working with the general education teacher. Collaboration is also crucial. We can work together to plan instruction, services, aids, and supports for the student. The special education teacher and general education teacher are each experts in their own area, and collaborating can benefit not only your students with an IEP, but all of our students.

3.    Bring something to the table: When collaborating with general educators, I try to never come “empty handed”. When I mainstream a student, I find ways throughout the year to best support the general teacher. Here are some examples: My instructional aides and I have used our prep to administer the Wonders’ Fluency Test in the general education classes, make copies, provided extra support, opened my classroom for any of their students, monitored and gave strategies for students of concern. Warning- There is a fine line between support and being taken advantage of, so only provide what you feel comfortable with.

4.       Show Appreciation: I truly appreciate the general education teachers I collaborate with. I try to show them my appreciation throughout the year with simple reminders. Here are some simple ways to show thanks: random notes of praise throughout the year, before Thanksgiving break and during teacher appreciation week, I ask my mainstreamed students to come up with ways to show appreciation, shout outs during meetings, a smile paired with a thank you, samples of student improvement, etc.

“The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives” –Robert John Meehan

I humbly admit successful collaboration with general education teachers is still a skill I constantly struggle to maintain. Please add any additional tips to this blog.

At the end of the day, we are severing the same "customers".

For the Love of Teaching,

Kim Reza