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
Thursday, July 11, 2019
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
Monday, July 8, 2019
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.
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. 
