Conference Callouts

Using Metacognition to Stimulate Thinking and Develop Psychosocial Skills

Susan Corwith, Associate Director, s-corwith@northwestern.edu

Metacognition is about teaching students to think about their thinking processes so that they can regulate their own learning. It is also a critical component of talent development at each stage in the process. There are three stages for metacognitive processing:

1. Preparing for a task (goal setting, opportunities and barriers)
2. Monitoring the process (choices and decision points, anticipation and expectations)
3. Reflecting on outcomes and next steps (decisions and impacts, revelations, future plans)

These processing skills have to be taught, even to the most advanced learners, and in appropriate settings: “In order for gifted students to acquire self-regulation learning strategies, they must be taught them explicitly and they must practice them in relevant domain-specific learning contexts using content that is appropriately advanced” (Stoeger et al. 2015. Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review. 16. 10.1007/s12564-015-9376-7.)

Looking for resources that support reflection and build strong thinking routines? Check out Project Zero’s Thinking Routine Toolbox. Project Zero comes from the Harvard Graduate School of Education and the toolbox highlights thinking routines developed during several different research projects. What is a thinking routine? It is a set of questions, or a brief sequence of steps used to scaffold and support student thinking. The routines deepen thinking and make the thinking process visible. Explore the Toolbox: http://www.pz.harvard.edu/thinking-routines.

Extended Learning for High-Achievers: Using Assessment to Guide Responsive Planning

Melissa Hinshaw, Assessment Coordinator, melissa.hinshaw@northwestern.edu

To create an environment for optimal learning outcomes, we need three core components in place:

• Standards that identify the outcomes we want
• Curriculum that establishes what we are going to teach
• Assessment to tell us what students are ready to learn

Why does readiness matter? Readiness allows for learning to take place in the Zone of Proximal Development—the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with peers. Readiness has a direct impact on growth.

Assessment is a companion for planning instruction, differentiation, intervention, extensions, and enrichments. The use of data for responsive planning extends a student’s runway of readiness and allows educators to prepare for students who are ready, not yet ready, and beyond ready. To discuss further assessment and responsive planning, contact melissa.hinshaw@northwestern.edu.

Creating Inclusive Classrooms

Linsey Crowninshield-Ryan, Civic Education Project Coordinator

Inclusive classrooms honor students’ identities and create a sense of belonging. One practice is creating a Call-In Culture. A call-in culture is “an agreement between people who work together to consciously help each other expand their perspectives” (p. 20).

Why is it important to create a call-in culture?

• A call-in culture focuses on skill-building for students and allows them to lean into the discomfort of new ideas and experiences;
• Is concurrent with best practices in education and human development, and provides a learning space where students feel secure and empowered to take charge of their learning;
• Sets us up for success as educators and facilitators by providing tools for us to navigate our own emotional responses.

Calling-in

• Explores differences in understanding to prevent differences from escalating into conflict;
• Promotes an inviting learning space that is hopeful and inspires students to further engage in challenging conversations;
• Invites students into the process and models the behavior we want to see.

To discuss opportunities for professional learning and programming for students in leadership and service learning, contact linsey.crowninshield@northwestern.edu.

Ross, L.J. (2019). Speaking up without tearing down. Teaching Tolerance, (61), pp. 20-22.