Metacognitive Strategies Metacognitive Strategies Skill D l f LifSkill D l f LifSkill Development for LifeSkill Development for Life

2007 CASAS Summer Institute2007 CASAS Summer InstituteSan Diego, CaliforniaSan Diego, California

Nancie Payne, M.S. Nancie Payne, M.S. Payne & Associates IncPayne & Associates IncPayne & Associates, Inc. Payne & Associates, Inc.

www.payneandassociates.comwww.payneandassociates.com

Session Goal & ObjectivesSession Goal & ObjectivesSession Goal & ObjectivesSession Goal & Objectives• Explicit Inclusion of Metacognitive SkillsExplicit Inclusion of Metacognitive Skills

Development in Curriculum & ActivitiesUnderstand 15 Basic Metacognitive Skill Sets– Understand 15 Basic Metacognitive Skill Sets

– Generalize Skills from Learning Environment to Real Life Applicationto Real Life Application

– Connect & Apply to • Life Skills DevelopmentLife Skills Development• GED & High School Completion • Postsecondary Training

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y g• Work Application

Entwined in the Entwined in the Development of the Mind…Development of the Mind…

• Who taught you to organize your time?• How did you learn to prioritize?How did you learn to prioritize?• Where did you learn how to self-evaluate?

Wh h h h dl i i ?• Who taught you how to handle a crisis?• How did you acquire the ability to plan a

schedule out without over planning?• Where did you learn control – how to

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ymanage frustration and aggravation?

It’s Those Meta MetaIt’s Those Meta MetaIt s Those Meta…Meta…It s Those Meta…Meta…M t iti Skill• Metacognitive Skills– Higher Order Thinking Skills

E ti F ti Skill– Executive Function Skills

• Learning About Learning

• Pertaining to the “thinking about thinking” g g gin relation to mental processes of perception, memory, judgment & reasoning

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Metacognitive SkillsMetacognitive SkillsMetacognitive SkillsMetacognitive Skills• Attention • GeneralizationAttention• Memory

C t ti

Generalization• Prioritization

S t ti• Concentration • Sequential Logic

• Systematic PlanningTi M t• Abstract Thinking

• Critical Thinking &

• Time Management• Organization

Insight• Cognitive Flexibility

• Frustration Tolerance

11• Association • Problem Solving

BLOOM’S TAXONOMYBLOOM’S TAXONOMYBLOOM S TAXONOMYBLOOM S TAXONOMY

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Meeting Student Needs…Meeting Student Needs…Meeting Student Needs…Meeting Student Needs…• Which 3 Metacognitive Skills are• Which 3 Metacognitive Skills are

Your Students Lacking the Most?• How does that affect their – Academic progress?Academic progress?– Work production?

i i ?– Family environment?• How can you help?

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y p

Which of the five is least like Which of the five is least like f ff fthe other four?the other four?

• Water• Sun• Gasoline

Wi d• Wind• Cement

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Cement

Logically What Shape Should Logically What Shape Should Replace the Question Mark?Replace the Question Mark?

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Which of these sentences Which of these sentences ffdoesn’t fit?doesn’t fit?

Friendship lingers until the end.Lo ers stroll nder the starsLovers stroll under the stars.Heaven always repays perfection.y p y pThe uproar begins again.

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Describe What’s HappeningDescribe What’s Happeningesc ibe W at s appe i gesc ibe W at s appe i g•• Where isWhere isWhere is Where is

this?this?

Wh tWh t•• What What time of time of d i it?d i it?day is it?day is it?

•• Should Should you be you be careful? careful?

20Why?Why?

•• Divide Grid into 4 Equal Segments. Each Divide Grid into 4 Equal Segments. Each Segment Must Contain the same symbols Segment Must Contain the same symbols ---- 3 of each: Triangle, Circle & Diamond3 of each: Triangle, Circle & Diamondf g ,f g ,

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Which Doesn’t Fit?Which Doesn’t Fit?Which Doesn’t Fit?Which Doesn’t Fit?• USDA

NATO• NATO• NASANASA• KIWI• NAFTA

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Which of the five is leastWhich of the five is leastWhich of the five is least Which of the five is least like the other four?like the other four?• Touch• See

H• Hear• Eat• Eat• Smell

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I Don’t Like toI Don’t Like to I Think the I Think the I Don t Like to I Don t Like to Face Problems Face Problems

Head On…Head On…Best Way Best Way to Solve to Solve

ProblemsProblemsProblems Problems is to Avoid is to Avoid

ThemThem

No Problem is So BigNo Problem is So BigThis is a Distinct This is a Distinct

Philosophy of Philosophy of Mi !Mi !

No Problem is So Big No Problem is So Big or So Complicated or So Complicated

that it Can’t be Run that it Can’t be Run

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Mine!Mine! Away From!Away From!

Steps Of Problem SolvingSteps Of Problem SolvingSteps Of oblem SolvingSteps Of oblem Solving• Identify goal or outcomey g• Define problem

Fi d ROOT• Find ROOT cause• Brainstorm solutions• Select a reasonable solution

E l t th l ti• Evaluate the solution• Apply solution & monitor

27• Problem solved

Root Cause Failure AnalysisRoot Cause Failure AnalysisRoot Cause Failure AnalysisRoot Cause Failure Analysis"What is RCFA?"What is RCFA?

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Root Cause Failure AnalysisRoot Cause Failure Analysisyy• Problem solving method • Determine source or root cause

of a specific failureof a specific failure• Assists in moving from – reactive to –proactiveproactive

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Root Cause Failure AnalysisRoot Cause Failure AnalysisRoot Cause Failure AnalysisRoot Cause Failure Analysis

El t R i d FElements Required ForSuccessful Use

• Prioritization–Determine what most

important to work onp– Track repetitive

failures & prioritize30

failures & prioritize

Root Cause Failure AnalysisRoot Cause Failure Analysisyy• Analyzation– Analyze failure – determine root causes–Define failure eventDefine failure event – Ensure working on problem & not

symptomsymptom–Analyze source – root causes• Human/Process– Something forgot to do or wrong

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–What prompted action

Root Cause Failure AnalysisRoot Cause Failure Analysisyy

• RecommendationR ti l f d i i–Rationale for decision –Develop recommendations as solutions to

the causes discovered–Do with clear expectations & outcomes–Assist with time management

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Which Word Belongs in the Space?Which Word Belongs in the Space?g pg p

The secher vlooped quaplyp q p yberak the kriggly lool. Thenthe secher __________ flaxlydown the kleek.

A) Vlooped B) Quaply C) BerakD) L l E) K i l

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D) Lool E) Kriggly

Let’s See Now…A Verb?Let’s See Now…A Verb?

Th t h lk d i kl• The teacher walked quickly toward the open door. Then the teacher walked quickly down the halldown the hall.

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Make two squares and fourMake two squares and fourMake two squares and four Make two squares and four triangles from eight toothpicks triangles from eight toothpicks

without breaking or bending themwithout breaking or bending them

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Developing Metacognitive Skills Developing Metacognitive Skills p g gp g gThrough ReadingThrough Reading

R diReading…When people learn that they create their own p p yreality, and that by focusing their minds on positive images and thoughts they can create a more positive reality, they sometimes becomes afraid of their negative thoughts. Th f th t if th h ti th htThey fear that if they have a negative thought or idea, they are going to create that in their lives Thus they must work to replace core

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lives. Thus, they must work to replace core negative thoughts with core positive ones.

Metacognition & ReadingMetacognition & ReadingMetacognition & ReadingMetacognition & Reading• Reading Comprehension Questions–Memorizing

Paraphrasing–Paraphrasing– Interpreting–Applying

Analyzing–Analyzing–Synthesizing

39–Evaluating

Which of the five makes the Which of the five makes the best comparison?best comparison?

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P i C i i lP i C i i lPromoting Critical Promoting Critical Thi ki SkillThi ki SkillThinking SkillsThinking Skills

ThroughThroughCriticalCriticalReflection

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Critical ThinkingCritical ThinkingCritical ThinkingCritical Thinking• Characteristics – Productive positive activityp y– Process not outcome–Varies depending on the context inVaries depending on the context in

which it occurs– Triggered by positive & negative eventsTriggered by positive & negative events– Sensitive as well as rational

43Stephen Brookfield, Developing Critical Thinkers

Critical ThinkingCritical ThinkingCritical ThinkingCritical Thinking• Components• Components – Identifying & challenging assumptions is

lcentral–Challenging the importance of context is

i lcrucial– Imagining & exploring alternatives–Reflective skepticism

44Stephen Brookfield, Developing Critical Thinkers

Critical ThinkingCritical ThinkingCritical ThinkingCritical Thinking• Identify methods to

promote criticalpromote critical thinking in your programs & classesprograms & classes.• What have we done

today that promotes critical thinking that

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gwas new to you?Name ActivityName Activity

Cl A li iCl A li iClassroom ApplicationClassroom Application• DISCUSSION

–What do you do in your l th d dclassroom – methods and

materials – to enhance or foster metacognitive skills development?

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development?

M t iti C i lM t iti C i lMetacognitive CurriculumMetacognitive Curriculum• Introduce a M Skill per week• Introduce a M-Skill per week– Brainstorm when, where,

h t d t d th killhow students used the skill• Have students describe in

various ways– Demonstration, written,

d b ll i t &record, verbally, pictures, & symbols

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M t iti C i lM t iti C i lMetacognitive CurriculumMetacognitive CurriculumDi h t it–Discuss what it means to be proficient in the M SkillM-Skill• Get comment from

dstudents• Give examples &

i f th tscenarios for them to decide

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Metacognitive CurriculumMetacognitive CurriculumMetacognitive CurriculumMetacognitive Curriculum• Applying the M-SkillApplying the M Skill– Provide activities that use the skill as

a primary skilla primary skill• Puzzles, games, paper-pencil activities,

computer generated activities scenarioscomputer generated activities, scenarios

–Have students share what was • Learned and observed

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Metacognitive CurriculumMetacognitive CurriculumMetacognitive CurriculumMetacognitive Curriculum• Generali ing the M Skill• Generalizing the M-Skill–Wrap up with a discussion• Where and how would students use the

M-Skill learned outside the current l /classroom/program…– Home

With children–With children– Grocery shopping– Looking for work

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Looking for work– Etc.

Payne & Associates IncPayne & Associates IncPayne & Associates, Inc.Payne & Associates, Inc.Nancie Payne M SNancie Payne, M.S.President & CEO205 Lilly Road NE Bldg B Ste A205 Lilly Road NE, Bldg B, Ste AOlympia, Washington 98506

360 491 7600360-491-7600www.payneandassociates.com

Mi iMissionCompetent, effective services designed to Maximize

H P t ti l & C t P d ti59

Human Potential & Create Productive Environments