Hi everyone!

I hope everyone is enjoying this beautiful summer. Today in my video, Savannah and I talk about our experience at the English 10 marking session held by the Nova Scotia Department of Education and Early Childhood Development.

I've included a copy of the rubric used during the scoring session below:

Found : https://plans.ednet.ns.ca/sites/default/files/documents/Eng10/NSE_ENG10_AnalyticRubric%28levels%29_ReadingResponse_0.pdf

I would like to thank Vera Grayson, the Literacy Evaluation Coordinator for the Nova Scotia Department of Education and Early Childhood Development, and Shannon LeBlanc, the Director of Student Assessment and Evaluation for the Nova Scotia Department of Education and Early Childhood Development, for allowing me to write about my experience. I would also like to thank the amazing teachers at the marking session who were so welcoming and so informative. 

Until next time! 

Kaitlin

Hi everyone,

In the video above Erin, Savannah and I discuss our time at an IB and ATL conference that we attended. 

Until next time,

Kaitlin

                                      

Hi everyone!

Today I’m going to be talking about an article that Carol Baldwin wrote in 2002. The purpose of this article was to demonstrate the various ways to teach students how to think metacognitively. Although she wrote her article in 2002, I believe her strategies can be used and adapted to what metacognition is known of today. 

In the article Baldwin (2002) mentions various strategies that she believes will help in teaching metacognition: 

Method 1: Analyze a current problem:

Baldwin states that in general this is a great strategy for teaching, however in the case of metacognition it will not work. Instead the learner should be detached emotionally, as it will allow the learner to concentrate on how they think (Baldwin, 2002, p. 72)

Method 2: Use a verbal metaphor

Baldwin provides examples of metaphors that a teacher can use such as the map and territory analogy, where the map represents our thoughts and the territory represents reality “Our thought (the map) is not the same as our reality (the territory” (Baldwin, 2002, p. 72). Other metaphors that Baldwin mentions are “the crossroads on the road of life” and “Traffic light thinking” (p. 73).

Method 3: Use a diagram

A diagram can be as simple as a flow chart depicting the order in which we think and it's never ending loop or it could be a diagram of a traffic light. Baldwin used the diagram approach with high functioning adults and others and found that they were able to grasp it as they were able to connect it to prior experience such as traffic lights. (Baldwin, 2002, p. 76)

Method 4: Use multi-layered diagram

Baldwin suggests the use of the five basic human needs and creates three sections of the needs. It is believed that with this diagram the learner is able to define where they think on an issue and why they think that way as they move around the diagram. I believe that this could become very confusing, so I do not believe it would be beneficial for elementary or junior high students. 

Method 5: Use body movement metaphor

Baldwin suggests using our body to illustrate the movement in our thinking, such as using a traffic light, and moving your body as you think metacognitively.  By physically moving your body, you are showing students what your thought process looks like inside your brain. A benefit of the traffic light analogy, according to Balwin, is that the traffic light is universal and thus can be a useful tool in teaching students about metacognition all around the world. 

 Out of all of Baldwin’s strategies, my preferred strategy would be using the traffic light analogy along with body movement. I believe that it would be a very beneficial way to teach students about metacognition as it addresses multiple ways of learning, through visual, oral, etc. Although this theory seems promising, I think we should be cautious of using it. I think it would be pretty beneficial for elementary students as they are at an age where they aren’t shy in sharing what they think. The problem arises when we try to use it in a secondary setting. Students in junior high and high school are very hesitant in sharing their thoughts. They may become afraid of what their peers think, and can be uncomfortable in sharing. I think in order to use this in a secondary setting, it would likely be best if the teacher uses it to demonstrate metacognition and not ask the students to do so as well. Ultimately it all comes down to knowing your students and knowing what they are comfortable with. 

Bye for now,

Kaitlin

Baldwin, C. M. (2002). Teaching self-reflection and meta-cognition: A review of general semantics. Et Cetera, 59(1), 71-81. Retrieved from Research Library database. Retrieved from http://libproxy.stfx.ca/login?url=https://search.proquest.com/docview/204117777?accountid=13803

Hi Readers! 

I can’t believe it’s the middle of June the time is flying! 

I keep talking about the various definitions of metacognition and you’re likely thinking to  yourself that no one really knows what the word truly means. The reason for not having a concise definition is due to the fact that metacognition is still a relatively new term. In fact metacognition has overlapping characteristics with other terms such as self-efficacy (belief in one’s abilities) and self-regulation (the ability to manage your own learning) (Tanner, 2012, p.113-114). So until everyone can agree on one distinct definition, people will continue to adapt and interpret metacognition. Until then, I will continue to share the definitions that I come across. Like the definition of Betül Altay “Metacognition is a term which means managing learning consciously without giving a loose to it , since it entails self-control at heart. It is interlinking knowledge of oneself with the knowledge of world” (2013, p. 673). The way I interpret this definition, is that you are aware of your learning process, thus you are aware of how you learn and what strategies work best for you. With this understanding you can learn knew ideas, topics, etc. 

A lot of the times, we read up on these amazing knew theories that we hope will help our students but how do these theories translate to the classrooms? According to Nancy Joseph (2010) research has shown that teachers should incorporate talking about metacognition, direct instruction with modelling, and practicing metacognition in the classroom. One of the examples that Nancy Jospeh (2010) provides is using a technique called “think-aloud.” With this technique the teacher might go over a passage with students, and as the students follow along, the teacher provides thinking strategies they may use to better understand the passage. Through teacher modelling, students will learn and will eventually be able to do it on their own. 

Kimberly D. Tanner (2017) discusses how to get university students to use metacognition. Tanner provides questions students can ask themselves in order to develop their metacognition. These questions may not be appropriate for all grade levels and the questions may need to be adapted to more student friendly language. Keeping in mind what Nancy Joseph (2010) said, teachers should model these questions first before asking students to do it on their own. Questions that they can ask themselves in relation to class sessions are in the table below:

These are just a very small example of what teaching students about metacognition can look like in the classroom. I intend to expand upon this, and provide you with more examples.

So how will this look in my own classroom? During my next practicum I plan to incorporate metacognition into my lesson plans. Not only can I use/teach metacognition in my social studies classes, I can also use/teach it in my French classes. According to Atlay (2013, p. 673), metacognition is useful and helps students become proficient in a different language, so I know I will be able to adapt this into my French classes as well. I will take the time to explain to my students what metacognition is and how it can help them learn. I think this is a very important step because students need to understand why it is important.  In order to teach my students how to use metacognition, I will begin by using modelling and the “think-aloud” strategy that I mentioned earlier. During a lesson I might ask myself out-loud “Do I understand this right? Do I have any questions about what I’m learning/reading?” Depending on my students, I might have to incorporate different strategies so that all my students understand and can use metacognition. 

Thanks for stopping by, until next time!

Kaitlin Owens 

Hi Everyone!


For those of you returning and for those of you who are here for the first time, I want to take this time to thank you for checking this out. In my vlog above Savannah and I discuss our time at the Inter-University Research Network Symposium. We both had a very good time at the IURN and we learned a lot about what is being done and what is not being done. Below is a list of all the presentations:

“Addressing the achievement gap through Pre-Primary: Exploringfamilies’ experiences and future workforce expectations to support future implementation”. Dr. Jessie-Lee McIsaac (MSVU) & Marla Smith (MSVU)

“African Nova Scotian Dream-Keepers: Culturally Responsive Teachingand Best Practices”. Martin Morrison (TCRCE) & Dr. Susan Brigham (MSVU) 

“Generational Bridges – Supporting L’Nu students’ success with Elder engagement”. Dr. Kathy Snow (CBU)

“Bridging the Gap: Connecting spirituality and achievement for African Nova Scotian students”. Dr. Kesa Munroe-Anderson (MSVU) & Dr. Susan Brigham (MSVU)

“Educational research and how it links back to education policy and program decision-making”. – Elm BallroomDr. Jeff Orr (StFX) & Cathy Montreuil, Deputy Minister EECD

“Exploring the Impact of Appreciative Inquiry on Mi’kmaq LearnersExperiencing and their Teachers: Enhancing Secondary Student Engagement and Teacher Pedagogy”. Dr. Jennifer Mitton-Kükner (StFX) & Ann Findlay.

“Developing Data Systems for evidence-based policy making and implementation: A study of the Nova Scotia Attendance and Engagement Policy”. Dr. Joyline Makani (Dal) & Dr. George Freempong (DBDLI) 

“Moving Achievement Together Holistically: An Indigenous Approach to Mathematics Education”. Dr. Evan Throop-Robinson & Dr. Lisa Lunney Borden (StFX).

“Redressing the Achievement Gap in Literacy with Vulnerable Populations at a Vulnerable Age”. Dr. Anne Murray-Orr (StFX) & Dr. Jennifer Mitton-Kükner (StFX)

“Closing the Achievement Gap for African Nova Scotian Learners”.
Dr. Barb Hamilton-Hinch (Dal) & Dr. Mary Jane Harkins (MSVU)

“Foundations for Mi’kmaw Student Persistence and success in NovaScotia: A case study to understand the factors that contribute toMi’kmaw students’ persistence or withdraw from school, especially atkey grade transitions”. Dr. Kathy Snow (CBU) & Shelley Tulloch.

“Addressing the achievement Gap in Reading Comprehension forchildren from lower Socio-Economic backgrounds”. Dr. Jamie Metsala(MSVU)

“Promising Practices for Supporting Achievement Gap Students –Promising school based pedagogical practices to support the academicachievement of rural students affected by poverty”. Dr. Joanne Tompkins (StFX) 

“Reading Comprehension: The intersection of social, emotional andcognitive factors for adolescent readers”. Dr. Nicole Conrad (SMU) 

“Addressing the achievement gap in Nova Scotia: Identifying the
language skills that children need to succeed in learning to read”.
Dr. Helene Deacon (Dal)

We weren't able to attend all the presentations but the ones we were able to attend were really interesting. If you are interested in knowing a little bit more about the ones we attended feel free to ask! 


Until next time!

Kaitlin Owens

Hi Everyone! 

I want to begin by saying that even though my focus is researching metacognition in relation to the secondary stream, I want to stress to my elementary teachers and parents of elementary children that this is still very relevant information for you to learn as well. I’ve come across articles that state that metacognition starts in elementary (Nancy Joseph, 2010, Michael Martinez, 2006). According to Nancy Joseph (2010, p.99), research has indicated that young children are able to use metacognitive strategies such as monitoring and assessing their learning. So even though I may focus on secondary education, this information can be beneficial for all. 

I left off my last blog with one interpretation of what metacognition is, beyond the basic understanding of “thinking about thinking”. After having read quite a few articles, I’ve noticed that while not everyone defines/breaks it up in the same way, they all basically have the same characteristics. So, I’m going to share four interpretations of metacognition. 
In a relatively old article by Jeffrey Landine and John Stewart (1998, p.201) (so far, the only article that I can find that discusses metacognition in relation to urban/rural secondary stream in Canada), they break Metacognition into two parts: Knowledge and Process. Knowledge refers to the various strategies someone would possess and understand when to use those strategies. Process refers to using the strategies and monitoring and regulating oneself, which basically means to make sure you are using the right strategies for the task, and if not, you would change the strategies. 

Michael Martinez (2014, p. 696) breaks metacognition into three; Metamemory and Metacomprehension, Problem Solving, and Critical Thinking. The first step basically means accessing your prior knowledge and assessing whether you’ve understood what you’ve read (like a paragraph, instructions, etc.). The second step is knowing what you should do when you don’t understand and to check that the strategies you are using are working. If the strategies aren’t, then you should have the ability to choose a more efficient strategy. Lastly the third step is evaluating your ideas to make sure they are concrete. 

Nancy Joseph (2010, p. 99) breaks Metacognition into three parts: Plan, Regulate and Assess. From my understanding of Nancy’s interpretation, it means that you would look over what you had to do (an assignment, reading and questions, etc) and plan how you would approach it with various strategies. Then as you use your strategies you would continuously regulate them to make sure they are right for a task and if not, you would change strategies. Finally, at the end you would assess how you did, and whether you could have done something differently in order to have a better result. Nancy Joseph (p. 102-103) provides an example of how to get students thinking metacognitively by asking students to fill out a self-assessment, which prompts them to reflect on their learning:   

These are only three interpretations, but they all have similar characteristics, using metacognitive strategies and checking to see if they work and if not, changing the strategy (monitoring). As I read more articles, I will be examining if there are more overlapping similarities.

I do have a question for all of you: who do you think these definitions are being made for?


Thanks for checking out this blog. I’ll be uploading another vlog very soon about a symposium that I was fortunate enough to attend, so please stay tuned for that! If you have any questions or comments, please feel free to share them with me.

Bye for now,

Kaitlin


Joseph, N. (2009). Metacognition needed: Teaching middle and high school students to develop strategic learning skills. Preventing School Failure: Alternative Education for Children and Youth, 54(2), 99-103. doi:10.1080/10459880903217770

Landine, J., & Stewart, J. (1998). Relationship between Metacognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement. Canadian Journal of Counselling, 32(3), 200-12.

Martinez, M. E. (2006). What is metacognition?. Phi delta kappan, 87(9), 696-699.

Entry #1 

Hi readers!  

I’d like to begin by introducing myself, my name is Kaitlin Owens and I am from Halifax Nova Scotia. I have a double major in French and History from Acadia University. I’ve recently finished my first year of my Bachelor of Education degree at St. Francis-Xavier and am going into my second and final year.  

I decided to enter the teaching profession because I had many moments during my schooling of self-doubt, and I didn’t want that for others. I want to give my students the tools they require in order to have confidence in their abilities. One of the main goals in teaching is creating lifelong learners but how is this possible when there are students who doubt their own abilities? No amount of saying “you’re smart” is going to help unless they truly believe it themselves. You might be asking yourself how can we convince students that they are smart and capable of learning? I don’t think there is a simple answer to that question, but I think it is something that we should always be thinking of and striving to accomplish.  

This brings me to the reason of this blog. This summer I have the honour of working as Dr. Jennifer Mitton-Kükner research assistant and I’ll be exploring metacognition in relation to classroom teaching in rural areas, focusing on junior high and high school. For those of you who are unaware Metacognition is described as “thinking about thinking.” That’s the simple version of it, but I think it’s too broad and to truly understand the concept, you need to explore it further. According to Hüseyin Öz (2005) "metacognitive process enhances learning by guiding students’ thinking, and by helping them follow a wise course of action as they think through a problem, make decisions, or attempt to understand a situation or text” (p. 151). Anderson (as cited in Hüseyin Öz, 2005, p. 150-151) believes there are 5 steps in the metacognition process: 

Step 1: “Preparing and planning for learning” (Öz, 2005)- An individual will form a mindset of the task, determine learning goals, think if they’ve encountered a similar task in the past and the use of self-questioning (What background knowledge will help with the task, the order of steps within a task, etc) (Öz, 2005). 

Step 2: “Selecting and using learning strategies” (Öz, 2005) - This one is fairly straightforward, an individual will select strategies that they believe will help complete a task. Some examples of such strategies are selecting and using relevant clues/information, memory techniques, etc.  

Step 3: “Monitoring strategy use” (Öz, 2005) - An individual will evaluate whether or not the strategy they have chosen is helping them to complete a task. If the strategy is not, they will change to a strategy better suited for the task.  

Step 4: “Orchestrating various strategies” (Öz, 2005) - This strategy is connected to step 3. Through this step an individual will realize that a task requires more than one strategy at a time. Hüseyin Öz (2005) gives the example of becoming stuck on a word. In order to understand the meaning of a word, an individual may use relevant clues and word analysis (p. 150).  

Step 5: “Evaluating strategy use and learning” (Öz, 2005) - The final step in completing a task is reflecting. An individual will reflect on whether they completed the task effectively “One asks him/herself how well s/he did, what alternatives would have changed the outcome, and whether the knowledge is transferable” (Öz, 2005, p. 151).  

I think I’ll leave it there for now. I hope you have a basic understanding of what metacognition is. Throughout part of the summer I will be reading peer-reviewed sources to learn their interpretation of metacognition and whether metacognition can help students in their learning process. I will be creating weekly blogs to let you all know what I’ve read and learned. Let me know what you think, if you need clarification or if you have any questions.  

Until next time, 

Kaitlin Owens 

Oz H. Metacognition in foreign/second language learning and teaching. Hacettepe University Journal of Education. 2005;29:147-156.