N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Standard 4 Part 1
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
The teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
The teacher assigns tasks
that purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
The teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
The teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
The teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
The teacher makes
connections explicit between
previous learning and new
concepts and skills for all
students
Indicator 2
The teacher assigns tasks
that place appropriate
demands on each student
Indicator 2
The teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
The teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
The teacher aligns
assessment opportunities with
learning goals and
performance criteria
Indicator 3
The teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
The teacher assigns tasks
that progressively develop all
students’ cognitive abilities
and skills
Indicator 3
The teacher assists all
students to use existing
knowledge and prior
experience to make
connections and recognize
relationships
Indicator 3
The teacher supports all
students to take actions based
on the students’ own selfmonitoring processes
Indicator 3
The teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
The teacher provides all
students opportunities to build
on or challenge initial
understandings
Indicator 4
The teacher operates with a
deep belief that all children
can achieve regardless of
race, perceived ability and
socio-economic status.
Indicator 4
The teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 4
The teacher adapts actions
based on evidence generated
in the lesson for all students
Standard 4 Module for Mathematics
Part I – What and Why
 Goal 1: What is Standard 4?
 Goal 2: What are the indicators for Standard 4?
Part II – Implications for Mathematics
 Goal 3: What activities/instruction in the classroom
would provide evidence of them?
 Goal 4: What specific plans can be designed to
implement them?
NEPF – Standard 4
Students Engage in
Metacognitive Activity
to Increase
Understanding of
and Responsibility for
Their Own Learning
Metacognition is an important-sounding
word for a very everyday process. We
‘metacognize’ whenever we reflect upon
our thinking process and knowledge.
 Do I really want that bar of chocolate?
 Do I want to go out tonight?
 Am I aiming at the basket accurately? Will I hit it?
Metacognition
Thinking about thinking.
Or in our educational setting:
Learning how to learn.
Brief Intro to Metacognition
http://www.youtube.com/watch?v=mVE21QhYlI&feature=youtu.be
 Dr. Josh Walker, from the Center for Teaching and
Learning at The University of Texas at Austin, gives a brief
preview of what learning scientists call metacognition -thinking about thinking
 1:48 length
Promoting Metacognition
One of the first steps to teaching
metacognition will be to
teach students that their ability to
learn is not a fixed capacity.
Today’s Theory: Mindset Matters
The distinguishing feature of
geniuses is their passion and
dedication to their craft, and
particularly, the way in which
they identify, confront, and take
pains to remedy their
weaknesses (Good, Rattan, &
Dweck, 2008)
IN OTHER WORDS:
It’s not what you are born
with that matters; it’s
your mindset that
matters.
Brain Capacity is Dynamic
 The brain is like a muscle that gets stronger and
works better the more it is exercised.
 Too often students believe the brain is static,
leading them to think talent and giftedness are
permanent, unchanging personal attributes that
automatically bring later success.
 Every time you work hard, stretch yourself
and learn something new, your brain forms
new connections, and over time, you actually
become smarter.
What is metacognition?
 “Thinking about thinking”
 Knowledge and understanding of what we know and how
we think, including the ability to regulate our thinking as
we work on a task
Planning
What is the nature of the task?
What is my goal?
What kind of information and strategies do I need?
How much time and resources do I need?
Monitoring
Do I have a clear understanding of what I am doing?
Does the task make sense to me?
Am I reaching my goals?
Do I need to make changes?
Evaluating
Have I reached my goal?
What worked?
What didn’t work?
Would I do things differently the next time?
Research?
1. Knowledge of one’s capacity to learn
2. Knowledge about the nature of what is to be
learned
3. Knowledge about the action one can take to aid
one’s thinking
(Flavell, 1979)
Metacognitive students…
1. Understand themselves as learners
2. Understand a given task
3. Understand a variety of strategies and how to use
them in a variety of situations.
(Jetton & Dole, 2004)
Why haven’t most students
developed metacognitive skills?
Metacognition is not often explicitly taught.
It’s not just what you know—it’s what you know about what you
know.
Anytime a student learns, he or she has to bring in two kinds of
prior knowledge:
(1) knowledge about the subject (like math).
(2) knowledge about how learning works.
Teachers are pretty good at imparting the first kind of knowledge. We
are comfortable with that.
Research shows we are hit or miss with the metacognitve aspects of
learning.
Spectacle of Poor Metacognition
We can witness people exhibiting
poor metacognition on television.
For example, America’s favorite
spectacle of poor metacognition:
American Idol!
American Idol
http://www.youtube.com/watch?v=lUyKpfbB9M8
Start at 1:55 – 3:02
How is it related to our study? Students, especially
the weakest, have an inability to accurately judge
their own level of skill or knowledge.
Another Look at Poor Metacognition
Dr. Stephen Chew, Samford University
Created a set of Videos on “How to Get the Most Out of
Studying”
This excerpt is from Part 1 of 5 “Beliefs That Make You
Fail…Or Succeed”. Dr. Chew shows results of
comparing students’ estimate of their test grades with
the actual grades. Show results graphically. (Students
that are over-confident and under-prepared.)
http://www.youtube.com/watch?v=RH95h36NChI&list=SP85708E6EA236E3DB
Start at 3:58-6:04
Teacher and all
students understand what
students are
learning, why they
are learning it, and
how they will know
if they have learned
1
it.
Teacher supports all
students to take
actions based on
students’ own selfmonitoring
processes.
3
NEPF
Standard 4
Students Engage in
Metacognitive
Activity
to Increase
Understanding of
and
Responsibility for
Their Own Learning
Teacher structures
opportunities for
self-monitored
learning for all
students.
2
Indicator 1
How can teachers . . .
and all students
understand what
students are
learning, why they
are learning it, and
how they will know
if they have learned
it?
What is meant by
“students understand
what they are learning,
why they are learning it,
and how they will know if
they have learned it ”?
How can teachers communicate….
• the learning goals?
• performance criteria?
• purpose of the lesson?
Indicator 2
How can teachers . . .
structure opportunities
for self-monitored
learning for all
students?
What is meant by
“opportunities for selfmonitored learning”?
How do teachers …
• get students to be reflective about their own thinking?
• structure opportunities for students to be reflective
about their own thinking?
• provide instruction to students in self-monitoring
strategies?
• provide self-reflection tools for students to use?
Indicator 3
How can teachers . . .
support all students to
take actions based on
students own selfmonitoring processes?
What is meant by “actions
based on self-monitoring”?
How can teachers …
• provide time for student strategy use?
• talk to students about what/why they are doing the lesson?
• discuss with students what to do next?
• provide time for students to share strategies with
classmates?
• suggest actions students may include/use?
• get students to revise their learning strategies based on
their own evaluation of how they are progressing?
Summary
NEPF – Standard 4
Students Engage in
Metacognitive Activity
to Increase
Understanding of
and Responsibility for
Their Own Learning
Next Steps . . .Part 2
• What are some current learning activities that
can be altered to effectively implement this
standard?
• What might this look like in your classroom?
• Where will evidence of Standard 4 be found in
our individual practice?
• How might effective implementation of Standard
4 affect student outcomes?
For additional NEPF
resources
rpdp.net
Select NEPF
Secondary Math