Thank you for attending and participating in my presentation on metacognition! I have included the resources from my presentation below for your use. I hope you will share this information with your departments and integrate it into your instruction! When we teach students how to be successful learners in the 21st century, we empower them to be highly effective global citizens and further prepare them for college and career. We just happen to leverage the target language in the process!
In my presentation, I shared a form I developed that asks students to reflect metacognitively about their habits and mindsets. To learn more about the "Habits of Mind," please click here for the list of 16 habits and mindsets of successful learners in a PDF, or click here to visit the official website of the "The Art Costa Centre For Thinking." Additionally, I have included the form I developed below. This form is a template you can use to develop your own reflections; you can also use these habits and mindsets to write and teach phrases in the target-language that describe effective learning strategies in your classroom. Using the 16 virtues, you are empowered to integrate both CI ("Comprehensible Input") and TRP ("Total Physical Response") in while developing your students' metacognitive skills. Consider integrating this sort of language instruction as part of your daily entry routine, as your "word of the day," or even as the language structure you teach (referencing a particular grammar concept, if you like).
In terms of goal setting, we discussed the low target-language use strategy of setting goals and reflecting upon them before and after each unit. While this does not offer many opportunities to develop the target language, it does provide students with opportunities to reflect on their learning and achievement in a metacognitive practice. Consider assigning this as homework, or using a short period of time at the start and end of a unit to complete these sort of reflections. This is a great starting-off point for integrating metacognition into the classroom.
Finally, we talked about the strategy of using the target language to create student profiles. This is a high target-language use activity! We can leverage the topic of "self" as a contextualized learning opportunity to develop students' language proficiency. In essence, there are target-language rich forms that students fill out about themselves as learners that range in complexity from checklists and multiple-choice questions to open response prompts. Whether students are talking about their learning preferences, likes and dislikes, past experiences, or personal character traits, we can use the target language to have students consider their personal learning profiles. Pinterest (click here or click here) has some incredibly creative resources that I urge you to consider as you develop your own target-language graphic organizers.
Please use the resources I have included to integrate a metacognitive practice into your target-language instruction. If you are interested in learning about my current work and a faculty member at TEACHNOW Graduate School of Education, please click here.
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Use these resources to develop a metacognitive practice in your classroom.