Southern Nevada Regional Professional Development Program
Serving Counties: Clark, Esmeralda, Lincoln, Mineral and Nye
http://rpdp.net
School-level Assessment of Instructional Standards: Standard 4
Standard 4: Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for
Their Own Learning
Indicators
Evidence
Evidence
Evidence
1. Teacher and all students understand what students
are learning, why they are learning it, and how they will
know if they have learned it
2. Teacher structures opportunities for self-monitored
learning for all students
3. Teacher supports all students to take actions based
on the students’ own self-monitoring processes
Questions about the standard:
1. What is the difference between a cognitive and a metacognitive strategy?
2. How do students monitor their own thoughts? How do you know?
Questions about the indicators:
1—How do you know when all students understand the learning objective? How does each student know when he/she has learned a particular
skill or objective?
—Metamemory is defined as the appraisal of your own knowledge. For example, if a question was asked, “Can you name the planets in our solar
system?” a student could accurately assess his/her knowledge of planet names. The degree of accuracy assists with future learning. So, how can
you help students with metamemory. How does this relate to metacomprehension?
—What do you do in your classroom to help students use metacognition automatically? For example, Vygotsky taught us that social discourse
leads to internalized thinking. He said that a child learns to weigh options through hearing others debate complex issues.
Southern Nevada Regional Professional Development Program
Serving Counties: Clark, Esmeralda, Lincoln, Mineral and Nye
http://rpdp.net
2—What structures do you put in place to help students develop metacognition? How are discourse and metacognition related? How does
formative assessment improve students’ metacognition?
3—How does accurate self-assessment guide students toward more positive action? How do you help students connect self-assessment and taking
action (not just thinking about what action to take)? What tools do you use to help with this process, such as rubrics or student-led conference
forms? How do you help students set goals?