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IF YOU CAN VIEW ONE ELEMENT ON MY PAGE-VIEW #6:
1. Metacognition by Nomadmda 5/5
I am just beginning to understand the brain power each of us has as we come to the realization; "This is how I think~This is how I learn."
A powerful video! Stay with me here; this video demonstrates the impact a "teacher" may have on a student~ and it really is one student at a time.



2. Nature by Numbers by Cristobal Vila 5/5
An Introduction into Metacognition: How we view the world is often how we learn.
Sit back and enjoy! I have enjoyed this video the last couple years and it draws me in as well. I am a student from the 70s when girls were not expected to learn mathematics and seldom found a teacher who either did not help or over compensated because it was not expected I would ever use these problem-solving concepts- however I needed to pass.. and I was on the track and swim-teams and I was cute. It wasn't until I was challenged by a teacher in my 50s who still didn't believe in me, ("Your plans may just have to wait.") I took Math 211-212-213 twice,... the light came on and I fought to get those credits added on to my transcripts because they came from another institution and was taught by a woman! I mean does it never end! All those concepts..I now began to understand! I enjoy teaching mathematics! So heres-to the believers! We can all learn math and learn to love it! Oh what I have missed!

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"Thinking about Thinking"
3. A Metacognitive Awareness Consortium for Teachers and Their Students 5/5
Note: Please feel free to use this power point in a professional development class. Thank you, Sheryl
I performed a metacognitive strategies lesson with peers and dear friends a year ago under Dr. Greene at SOU. The impact was phonomenal for our team and for our peers. I developed this PPT to reflect the nature of the time we spent learning about metacognition. It has changed-up my whole way of teaching. Lindsey was a part of this, as our peers, Dr. Younghee Kim and Dr. Greene, who sees teaching very differently than the status quo. Teaching metacognition comes from the quality from within, (Parker J. Palmer.) I have created this PPT; what I have learned so far,..and I have much to learn.


4."The Metacognition Song" from Frogeeteacher 5/5
We do not have to do this in secret. The power lies in the students we teach. We need to teach: what is metacognition- the value of metacognition-and how metacognition works! This teacher did just that!

5. A Virtual World Teacher and Students from Xtranormal: Metacognitve Strategies 5/5
Encourage Thinking! I am a proponent of virtual worlds and technology. Technology takes our students beyond the world they even can imagine! Technology has inspired me in mathematics, behavior management, metacognitive strategies, the arts and where I lack in my humanness- I am able to bring something greater than myself to my students! I want to be a great teacher and technology includes virtual worlds and inspires success! As I adventure off to Ketchikan, Alaska my hope is to encourage high school student with disabilities to reach beyond his/her disability to the virtual world only to prove anything is possible! I am excited for the challenge as I have a student who has a perfect-pitch ear as he plays piano and all my new students are actively involved with technology as a way of expression and communication.

IF YOU CAN VIEW ONE ELEMENT ON MY PAGE-VIEW THIS PPT
6. Metacognition by drpratt with Coldplay 5/5
This video portrays what happens in the real world when metacognitive strategies are put to use when encouraging reading!
Bravo! to the teacher who created this video and stands above complacency! It is one of the best because it shows real teachers with students who really only
need our encouagement to think for themselves. And... I am inspired by Coldplay's music.

7. Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students 5/5
Wow! Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students
By: Regina Boulware-Gooden, Suzanne Carreker, Ann Thornhill, and R. Malatesha Joshi
The use of metacognitive strategies helps students to "think about their thinking" before, during, and after they read.
For those who want specific strategies, mutiple modalities, webs and concrete information about how to run a metacognitive classroom this site is it!

8.Blogging about BrainSMART teaching, technology integration, and classroom resources 4/5
Diane Dahl, M.S. Ed. ,Texas, United States,"I love being a teacher! Finding new ways to improve student learning through brain-based teaching strategies, and incorporating technology into the classroom are two of my favorite subjects." This is a teacher who is willing to share her day-to-day experiences in the classroom to give all of us tangible hands-on metacognitive-ideas.

9. Books & Worksheets: Self-Talk for Teachers and Student: Metacognitive Strategies for Personal and Classroom Use, Manning, Brenda H, Payne, Beverly D. 4/5
Is an enlightening guide that teaches teachers to use metacognition to change the ways they think and learn so they will become more reflective, autonomous, proactive, and positive. Many authentic teacher examples are sprinkled throughout the book, and the authors discuss the benefits of this process and the ways it will benefit the students. The sequence of chapters from teachers' personal use of metacognition to professional use of metacognition to classroom strategies show the connection between personal, professional, and classroom use. Unedited classroom examples provided by practicing teachers show the reliability and validity of these field-tested strategies. K-12 Classroom Teachers. A Longwood Professional Book. ISBN 13: 0205159486
http://www.abebooks.com/Self-Talk-Teachers-Students-Metacognitive-Strategies-Personal/4965968847/bd

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The documents below provide some initial helps for introducing metacognition to your students:


10. Beyond Penguins and Polar Bears, OSU.edu 5/5
Real Reading Begins with Metacognition: Metacognition, or thinking about one’s thinking, is the foundation for other reading comprehension strategies. Proficient readers continually monitor their own thoughts, controlling their experience with the text and enhancing their understanding. As Tanny McGregor explains in Comprehension Connections, “Text plus thinking equals real reading!” OSU's website helps teachers to help students develop this skill by modeling and providing concrete experiences to help students understand and apply the strategy to fiction or nonfiction text.
While some students naturally think about their own thinking, taking the time to formally name and practice metacognition is important for all types of instruction. Mini-lessons and opportunities for practice allow students to develop confidence and purposefully apply this type of reflective thinking to their reading practice. As with any comprehension strategy, it is important to name and model metacognitive thinking. Teachers should “think aloud” as they read aloud, demonstrating the interplay between the actual text and their own thoughts. Next, teachers should provide opportunities for guided practice, and finally, independent practice. This gradual release of responsibility ensures that students are confident and successful, (http://beyondpenguins.ehe.osu.edu/.)
Beyond Penguins and Polar Bears Logo
Beyond Penguins and Polar Bears Logo

The 5 Most Important Things- When We Teach Metcognitive Strategies:
1. Provide an atmosphere for learning- Inspire!
2. Meaning-based context & Universal themes:Taking something meaningful from students’ lives to springboard into academic concepts
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3. A picture is worth a 1000 words!
Multimedia coding- Brings out the best thinking strategy!
Music, attitude, atmosphere
Using physical items: with texture-smell-color
Using picture and word cards: to correspond with physical items
Building connections: show or discuss cultural similarities and differences
Working memory for verbal-visual images
4. We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a skill... it demands a broader vision, capabilities in critical thinking and logical deduction
without which we cannot have constructive progress. Li Ka Shing
5. “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” Parker J. Palmer, The Courage to Teach

Stories of Influence:
Do not worry if you have built your castles in the air.They are where they should be. Now put the foundations under them.
Henry David Thoreau
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As I self-reflect on my commitment to social justice I look to my family cementing my personal beliefs. We have evolved as a uniquely diverse family and I have evolved as a person through many years. I grew up in Upper Michigan, a Scandinavian mining community in the 50s and 60s, where pride within the generational mining families was great. Life was tough and payday paid for the basic needs.Payday also brought hard liquor to the kitchen table where cards were played. Aunts and uncles gathered around and told racial jokes about the Polish and the Germans, blaming others because they live in mined-owned homes and were dying from Black Lung. I never heard about Native Americans or Black Americans or Asian Americans; as if they never existed. There was hushed whispering that my grandmother had Native American ancestry. I wished my beautiful grandmother with the jet black hair,tall figure and long straight nose, a stand-out in a stocky Finish and Czech neighborhood, was still alive. All those years she remained silent. I felt her loneliness and her pain even as a child.

I grew up and became a mother of three, than five more and later dreamed I would have three more babies. My children and their Native Alaskan Family, The Inupiaq People from Point Barrow, Alaska, adopted me into their family. Children cannot be adopted outside the tribe. Just a generation ago a name was put into a book when someone took the care of a child into their home. Before that time, a child was a gift like a song from a grandmother, the greatest gift of all. Twice a year oil moneys are dispersed to the members of the Arctic Slope Regional Corporation as land inheritance payback.Rolls of cash are handed out to children at basketball games in multimillion dollar village schools. My children have benefitted from that money to meet medical needs from Fetal Alcohol, abandonment and abuse as well as rehabilitation services. Every payday weekend and more often than not, there is a death from abuse due to alcohol and drugs. I could relate to that same pain my children experienced. The cash compensation for land does not come with the pride of being a part of the tundra and the whale and the polar bear any more.

So my children came to live with me in the Wallowa Valley and Snake River Canyon, rich with Nez Perce Tribal history. Only one Nez Perce descendent lives in Wallowa County and five of my children added to that census as well as providing more money to the local public school system. My neighbors and friends warmly welcome my family group and they "love the little Indians as well." My young children came home from school asking what "chink" meant or "white-bottom n-," because they had been called that and it did not feel nice and they did not feel a "belonging" there. I realized these ranch and farm children did not hear these words from television but the world around them. This is where my voice came to me. This is where I realized that education is the best voice for apathy and ignorance. Every project was directed towards their ancestry. I taught my children's classes about the very special family my children have. I brought their homemade coats with furs and claws made by grandmothers. I had the students feel the reindeer soap and the masks made from caribou and showed them pictures of polar bear hides on tall racks in the snow and whale celebrations. My children found respect among their peers and they proudly carry their birth mother's name and the names their grandparents chose, so appropriate to each one of my children's personality. It is as if the name was theirs, long before birth.

We moved to Hawaii and I was so happy to see how difficult it was to find my children among their new shiny black haired friends with almond eyes. But again they were "haoli." Meant as a slur for "outsider," today's version also means half-breed. They must have a Caucasian parent and an Asian parent, but not of local Hawaiian blood. As it is with many kind and sharing people of the land, we now have family who are Hawaiian and stood up for my children at school and called them family once more. In Hawaii I spent time with Hawaiian healers who like many before believe that all they know should be taught whether one is of Hawaiian ancestry or not. They introduced me to Max Freedom Long's book, The Secret Science Behind Miracles, Unveiling the Huna Tradition:"I arrived in Hawaii in 1917 and took a teaching position that placed me near the volcano, Kilauea which was very active at the time. The school was one of three rooms that stood in a lonely valley between a great sugar plantation and a ranch. The two teachers under me were both Hawaiian, and it was only natural that I soon began to know more of their Hawaiian friends. From there I began to hear guarded references to native magicians called Kahunas or Keepers of the Secret.” -Max Freedom Long
My life was transformed. This was a beginning of deeper understanding about education and what we teach one another. I took a Hawaiian history class and learned about the Kalama Struggle and how it coincided with the American Indian Movement, The Black Civil Rights Movement and college students active in the Hawaii Resistance anti-war movement. I learned of the 650,000 life-sustaining Hawaiian people fall under a population of 40,000. I see the sovereign nations of America that need sovereign leadership and know there is much to be done. I see now angry students of indigenous ancestry, with renewed pride and power, educated and being raised up to penetrate political parties, to walk the Senate floor and be a life force for all that is fair and just. I hope I have a hand in that.Indigenous families were willing to share their gifts, not be ravaged and sold. Even today, songs and stories want to be heard. My children's native language is estimated to be extinct by 2050. This needs to be taught within our schools. This is my chance to teach that dreams of our ancestors can become our reality once more. Our young men and women need to learn quickly what could be lost. It is the responsibility of the elders to teach. It is my responsibility and honor as well; to learn, to teach, to model attitudes of respect towards parents, peers and students. I believe I have demonstrated an honest and abiding understanding of a multicultural world. I have become an activist; an intentional voice to lobby for social, political, environmental and educational change for citizens not heard. This is my passion; equal education on behalf of children, families and teachers for the betterment of humanity. It’s not because I have done it all right but I know I can do more.
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To Teach Is My True North
To laugh often and much;
To win the respect of intelligent people and the affection of children;
To earn the appreciation of honest critics and endure the betrayal of false friends;
To appreciate beauty;
To find the best in others;
To leave the world a bit better, whether by a healthy child, a garden patch,
Or a redeemed social condition;
To know even one life has breathed easier because you have lived; this is to have succeeded.-Ralph Waldo Emerson

Mr. Ralph Waldo Emerson believed, “Each of us is gifted with a quiet, inner compass which is available whenever we muster the curiosity and courage to look inward for guidance. An integral part of this inner journey depends upon one's attitude toward life.” When plotting my life’s course, I think of a fleur-de-lis. I visualize a compass-rose as I continue my wonderful adventure in education. As a woman who has; first raised her children, became a grandmother and now a student, I see the image of a compass-rose as an essential tool as I run the endurance race of meeting teacher proficiencies, dispositions and authorizations. I find the compass-rose a practical analogy of my journey. I must admit though as one inspired by the romantic notion that we can make this world a better place; one teacher at a time, therefore one student at a time.

This journey has been in part a treasure-trove of learning experiences. These experiences included: daily hikes with new friends to Southern Oregon University, libraries discussing teacher proficiencies, inquiry-based curriculum, authentic Native American literature and the biases of boy writers. I have discovered the magic of whole child, student-centered classrooms in the classrooms of our university. Through strolls through art projects, innovative manipulatives for mathematics and science centers, tech-efficiencies, setting off rockets during science methodology class, creating a human web of colorful yarns as we share and come together in community-building lessons in human relations class, or blowing paper wind-sails across the college of education floor, as we learn about collaborative team efforts in human psychology class. Each one of these experiences and numerous other techniques taught within the education program at Southern Oregon University have improved my skills to teach more effectively to impact our students’ learning and life-skills. My reflections of my education, brings me from Oregon, across the Pacific Ocean, back home again and now to Alaska.

My internal compass has always been a mariners compass or many years ago, also called a “wind rose.” My non-directional beacon, a moral compass with 32-points and magnetic needle wavering a bit towards one direction and then another because of a busy life of raising children and working. I have a strong commitment to my children and family, so my education took 32nd place as I tried to fit in multidisciplinary and bilingual education classes, raise a large family and work within the public school system within special education and speech and language classrooms. I became committed to my continuing education when we lived in Hawaii. I have a multicultural family and this family has extended around the world. My love for children who have moved to foreign lands, who speak first languages other than my own, need a teacher who guides and values a child’s culture, language and customs, with the understanding, these are gifts to our community of learners. I want to teach students they have a voice. Wherever in the world I live, children are the most valuable investment of my time. I have a passion to teach and educate students how precious each one is to their communities as equitable and valued citizens. Along with citizenry comes a responsibility to grow, and to learn how each can use their core qualities to make the world a better place. It is time to find my bearings, chart my course and continue my education to best serve our school communities. My work with: children of disabilities in high school, the aged, the births and adoptions of my own children and twenty plus years within special education classrooms have been preparation for all that I can give to the education community. To teach is my True North.
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My Evolution, Final Project: Top Ten Elements That Changed My Practice That I Will Take With Me:
1. I found the Wiki research fascinating and practical…because it enriches research and allows students to venture and explore mass media to create a multi-modality research “document,” in an unusually personal, online environment among peers. As difficult as it seemed at the beginning it became a puzzle to master and inspired the creative process. I will use it in my transitional skills classroom to with my students to build a “resume” of talents and interest. Thank you!

2. I liked the format of the class…because it was the most active learning I have had on an online class to date. The forum post response requirements were more demanding than most but it provided for discussions that were meaningful and thought provoking, especially when we had to re-respond. And relationships were built. The added video-clips each week were great mini-lessons and food-for-thought. The clips added a special component because they revealed the humor and ideals of quick but special teachable moments.

3. I learned from my peers…a great deal about teaching strategies, technique and responses to students. This class also provided a sense of mission as group efforts to not only succeed as teachers but to help one another succeed. I found encouragement and forthrightness in your posts. You are all remarkable and I look forward to continue to learn from each of you! Thank you!

4. A favorite text lesson…Module 8: Emotional and Moral Development: “The Significant Others around Us”
The Theory of Mind: The understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, desires and perceptions, (text pg 105.)
Perspective-Taking Ability: Understanding that others have different feelings and experiences, (text pg 105.)
Kohlberg’s Stages of Moral Reasoning: Pre-Conventional Moral Reasoning-Judgment based on personal needs or others’ rules, Conventional Moral Reasoning- Judgment based on others’ approval, Post-Conventional Moral Reasoning-social contact and universal ethics, (text pg 109.) “But in time, children internalize the moral rules and principles of authority figures who have guided them; that is, children adopt the external standards as their own. If children are given reasons of the highlighted actions of others as they are being corrected, they are more likely to internalize moral principles and to behave morally when no one is watching,” (text pg 113.)

5. Another favorite text lesson…Cluster 7 provides an explanation of the general cognitive approach to learning and memory, cognitive models and how we manipulate memory and learning in storage systems. Studies have shown that young children can innately compartmentalize language systems and sort out language attributes in the primary years. Perhaps we are missing an opportunity to encourage that practice in all areas of learning. Because as this chapter states, “there is a renewed interest in learning, thinking and problem-solving, the cognitive view of learning,…humans are active participants in their own acts of cognition,” (text pg 268,) or called metacognition: teaching students to think how they think. It’s empowering! Our text continues to explain, “instead of being passively influenced by environmental events, people actively choose, practice, pay attention, ignore, reflect, and make many other decisions as they pursue goals.” (text pg 268.) It is about constructing metacognition strategies our students can employ: encoding, storage, retrieval; really a natural phenomenon. More about this above on Wiki!

6. Principles I wish to employ…More tools for Constructive Conflict Resolution. Because each situation is different and conflict is difficult I never feel I have enough strategies to meet the needs of my students to keep them safe and to provide the best possible conflict resolution. I was taught it is not just the victim that needs comfort but the bully as well as he/she often stands alone. The following steps in our text will be helpful and were provided by a teacher to be used within the primary grades 2-5.
The Five-Step Negotiating Strategy! (text pg 468.)
-Jointly define the conflict
-Exchange positions and interests
-Reverse perspectives
-Invent at least three agreements that allow mutual gain
-Reach an integrative agreement

7. Principles worth remembering…Reciprocal Determinism, (text page 358) “Shows the interaction of person, environment and behaviors in a setting.” These Reciprocal Influences are called Elements of the Environment, and incorporates: an environmental variables and achievement outcomes based on motivation or behaviors and self- influence, (text pg 359.) As a social activist of sorts, this social cognitive theory is a very important dynamic within my classrooms. Factors such as beliefs, self-perception and expectations all drive either a positive or a negative classroom experience. My intent is to raise those expectations within the classroom for each student personally. As I value their beliefs and perceptions they in-turn value their own and other’s views to provide a nurturing and richly diverse expressive-classroom. We respectfully disagree and carry multiple conversations to give each student voice and enrich other student’s perceptions of topics, behaviors, moral-code of ethics in our society. I have a belief in some way I can reach the most difficult student. It starts with a smile and eye-contact each day with each child and changing the environment to promote achievement and bring joy.

8. There is a list called, “The Teacher Response Cog in Differentiated Instruction,” that will become a poster in my office. It is a practical list of teacher responses to student needs but I might add these words could spark the magic in our students’ lives.It is daily remarks to help students to~ Turn your face to the sun and the shadows will fall behind. -Maori Proverb

9. What I wish to employ- Lesson Study, (text pg 527): “A collaborative approach to planning used in Japan called kenshu or mastery through study is one reason why Japanese students do so well on international tests.” Teachers work together to create the best possible lesson for their students understanding. Teachers collaboratively plan, video-tape student responses and rework the lesson to provide the best possible learning activity. As other students use this lesson they improve it more as they assess students’ understanding. To teach how each of our students learns best allows for full conceptualization and recapitulation. As exhausting as the extra time is to rework lessons, the experience of developing a successful lesson with other professionals is satisfying and remarkably energizing as well.

10. The more I learn, the more I realize I have yet to learn…This class and discussions stretched me because much of what I hold valuable, then share also puts me in a vulnerable place. I learned more than ever before about what it means to be that real good teacher, who are the students I teach, what is effective instruction, how do I treat my students, my peers, myself, and what do I bring to the classroom. This class gave me direction and life is about the journey and-“A thought too bold; a dream too wild…and what is the measure of her attainment. So much of nature as she is ignorant of, so much of her own mind does she yet possess,” Ralph Waldo Emerson

Thank you.