Group processing builds metacognition, the ability to reflect on one's learning. Part of metacognition is being able to to plan an approach and follow through with the plan. Executive function is when a student can take what they have learned and apply it in a new situation or when something unexpected happens. This makes me think of how our non-fiction writing and focus in data team works. "Without the of instructional routines that foster metacognition and executive function, students would have a very difficult time developing these capacities" (p. 86).
The authors discuss three routines to help support group processing.
1. Self-Monitoring Questionnaires: Examples would include smiling and frowning faces, Likert scale (1-5), and open-ended questions. See p. 87 for examples. Using the questionnaires establish a common basis for discussion during group processing.
2. Learning Logs: They are used to keep track of student learning. They can last for a few days or weeks, and, possibly longer. Students use the log to reflect what they understand, find confusing, or have questions about. I liked the quote on p. 88. "[My learning log is] a discussion with myself on paper." They caution that the logs are used just to keep track of their experience. They discusses have pre-planned questions. There is a great example on p. 89.
3. Roundtable activities: This allows all members to reflect on their work. A couple topics for discussion include: Name something that surprised or confused you and identify something you learned that you will use in another class.
This chapter had a lot of useful information. I thought back to Hattie's recommendation of using self-monitoring/self-reporting of grades. This is an area where we could get "the most bang for our buck."
There is something in this chapter that every teacher, no matter their content area, would be able to use. I think teachers try to incorporate group work in their classrooms, but seldom allow time for self-reflection. Again, this will have to be modeled.
This chapter brought up something that I think is missing from most classrooms - reflection and student evaluation. We often finish a unit and move on, but we should really allow time for students to reflect upon their learning as well as the performance of themselves and others in the group process. This makes sense, as Jen brought up, with Hattie’s recommendation for self-reporting of grades. Kids will not get better if they don’t know how they should improve. They know how well they performed moment to moment, but it is often out of sight, out of mind. If they are given time after the fact to evaluate how their performance affected their understanding and overall grade or outcome, they can change those things the next time around.
ReplyDeleteI found the idea of myelin building up when students are given multiple opportunities. I think this is something we need to address with our staff. Our students’ brains are still maturing. They need a chance to fail and fix. We often assume they will learn it and use it with no reminders necessary. Not at all the case, even for some adults!
This chapter, as well as the previous ones that we have read from this book, is full of great ideas for teachers to implement in their classrooms. The self-monitoring questionnaires, learning logs, round table activities could all be beneficial if properly implemented. However, all of these things need to be pre-planned by the teacher, modeled by the teacher, plenty of practice time for the student, and then reflection by the teacher. Teachers can not expect new things to work in their classrooms the very first time that they are attempted, especially if there wasn't planning or modeling.
ReplyDeleteJen and Rachel both mention Hattie's self reporting of grades in their post/comment from this chapter. We know that Hattie has self reporting of grades at the top of his list for things that can have a positive impact on student achievement. This, too, needs planning, modeling, practice, and reflection in order to maximize its effect. Students need to know how to do this, they need to know why they are doing it, and they need to then take ownership for it. Without that information, it will just be going through the motions.
I laughed as I read the quote on page 86 about brain research on group processing, "When you are shaking your head because you know you've taught a skill before, remember that you are building up your students' myelin." I think we sometimes assume that students are trying to drive us nuts, but we actually forget that their brains and bodies are out of control during adolescence.
ReplyDeleteI agree with Jen, Rachel, and Eric that this may be one of the reasons why we are not seeing as much success as we would like. I know that giving students time to reflect is an area that I am not good at remembering to do. I wasn't really sure how to do it purposefully, but after reading this chapter, I have a set of tools I can implement in my classroom if I remember to plan for it.
Overall, all of these chapters are giving us great tools, skills, and resources, but as Eric said, none of it will matter if we don't convey the urgency of teacher planning and modeling. I definitely think we should create an action plan with this book as we did with our last book so we can remember to keep our focus narrow and realize what steps will get us the most success.
I agree with everyone that self evaluation is missing from our classrooms. I think most teachers are so ready to move on after a unit is complete – that we forget just how important this step is. I think this chapter does a nice job of showing how simple self evaluation can be. I think one important thing we need to do is teach students to be self evaluators. I know that many times when I have had students fill out rubrics, they are either way too hard or way too easy on themselves. I think they need to understand that the purpose is for them to evaluate themselves.
ReplyDeleteI also really liked the Roundtable Activities suggestions – especially the sentence starters. I think this is a great way to get students to talk about learning and working in a group. I especially like that the prompts are a means to celebrate success. I think sometimes we forget how important it is to celebrate the learning. It seems like a lot of the time we focus on what students cannot do. This allows for them to celebrate their success.
The ideas of productive group work and metacognition discussed in this chapter made me think about PGW differently. I was interested to see the ties the authors make to the idea of students reflecting on their own learning. While many of you had probably thought of this before, really I had not. I liked the idea of self evaluation and tying it to the meta-cognitive aspects of learning.
ReplyDeleteThe main hurdle I see to a seamless implementation is that of purposeful teacher planning and the need for single minded commitment to the process. I am not certain that our teachers will embrace the need for this amount of planning without a great dela of coaching prior to the implementation. A serious commitment to purposeful single tasking would need to be fostered in our ranks in order for the process to really thrive. I do not mean to diminish anyone’s efforts but think that teachers are a little frazzled with the amount we are throwing at them and we need to be certain that they are comfortable in all aspects of the self evaluation and reporting.
Once again this book gives teachers great ideas and suggestions of tools that can be incorporated into PGW.
ReplyDeleteI agree with those that have responded earlier, reflection is a big piece that gets left out of our group work. It makes sense to allow the reflection to be done individually and lead that into a group discussion. We have discussed as a DRT the importance of reflecting after our meetings and how we can improve rating each other. I wonder how this would impact students who sometimes refuse to contribute to the group effort. Would reflection and even scoring the group on the work accomplished help students realize that there is accountability amongst the members?
As we continue to read and blog about PGW a couple of things continue to be said: planning, modeling and providing feedback. I think our school is on the right track, it now needs to be mastered!