N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Standard 4 Part 2
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?
Teach for the transfer of learning
Learning is often not the outcome of all
our teaching
Teach so students will have meaningful
learning experiences
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
NEPF: Evidence Indicators
Main sources of evidence
include:
Mandatory
Direct evaluator observation
Plus at least one from other sources
Other Sources
Teacher pre/post conference
Lesson plans
Student classroom interviews
Student work
Student feedback (e.g., survey, writing)
Teacher notes
Demonstrating Evidence
TEACHERS
In teacher planning:
In class (teacher talk):
What plans do teachers make Does teacher provide
to include communicating
instruction to students in
goals, performance criteria,
self-monitoring strategies?
and purpose of the lesson?
Is the teacher providing time
Do lesson plans show a
for student strategy use,
variety of strategies (or
talking to students about
specific strategies) to guide
what/why they are doing the
students to think about
lesson, discussing what to do
thinking?
next, sharing strategies with
class?
Demonstrating Evidence
STUDENTS
In student work:
In class (student talk):
What artifacts demonstrate
self-reflection tools?
How are students interacting,
responding and engaged in
the tasks and activities?
Are students making margin
notes, reorganizing
information creating
representations, or seeking
assistance?
Are students clear about
learning goals and
performance criteria?
Are students seeking
assistance, conducting
investigations, or revising
learning strategies based on
their own evaluation?
When students are metacognitive,
they understand…
1. themselves as learners
2. a given task
3. a variety of strategies and how
to use them in a variety of
situations
(Jetton & Dole, 2004)
From Research to Practice
For students to understand
themselves as learners:
A. Teach students that their ability to learn is not a
fixed quantity—they can shape their own
intelligence
B. Help students to understand their learning style(s)
and look at the intelligences
Resources:
Students can shape their own intelligence.
Have students:
 Read the article “You Can Grow Your Intelligence”
•
http://www.maryparker.org/mparker/statwaymaterials/Statway%20Curriculum/Module%201/St
udents/PDF/Lesson%201.1.1%20Extension%20Supplement%201%20-%20version%201.5.pdf
• Investigate mindset (see following slides)

Watch TED video “The Power of Belief”
http://www.youtube.com/watch?v=pN34FNbOKXc

Reflect on the Michael Jordan Nike commercial
http://www.teachertube.com/viewVideo.php?video_id=219855

Discuss Math Anxiety
Responses to Many Situations are Based
on Mindset
Fixed
Intelligence
Mindset
Response
Growth Intelligence
Mindset Response
Challenges
Avoid
Embrace
Obstacles
Give up easily
Persist
Tasks Requiring
Effort
Fruitless to try
Path to mastery
Ignore it
Learn from it
Threatening
Inspirational
Criticism
Success of Others
http://www.teachertube.com/viewVideo.php?video_id=219855
Math Anxiety
 When people worry about math, the
brain feels the pain.
 Brain scans show that in those with high
levels of math anxiety, the same areas of
the brain that react when we feel pain,
react in anticipation of doing math.
 The buzz in the fear center interferes with
problem solving and critical thinking.
Who Wants to be a Millionaire?
http://www.collegehumor.com/video/5507076/patriciaheaton-fails-at-math-on-celebrity-millionaire
When watching the video, watch for
1.
2.
A contestant exhibiting math anxiety
The host modeling math “think aloud”
The nature of the game is metacognitive!
Contestants are asked to assess how confident they are
in their knowledge:


Yes (I’m sure that I know the answer)
Phone a friend/Ask the audience (I am not positive about the
correct answer )
How do we help students
overcome math anxiety?
http://www.youtube.com/watch?v=G57qemxBVoM
Michael Serra gives a talk called "How to Teach Math
Anxiety" at Key Curriculum Press' Ignite event at the
CMC-North Asilomar conference.
From Research to Practice
For students to understand themselves
as learners:
A. Teach students that their ability to learn is not a fixed
quantity—they can shape their own intelligence.
B. Help students to understand their learning style(s) and
look at Gardner’s multiple intelligences.
Possible Resources (Refer to Standard 2 Resources )
Have students:
 Determine their learning style preference
 Know that there are different “intelligences”
When students are metacognitive,
they understand…
1. themselves as learners
2. a given task
3. a variety of strategies and how
to use them in a variety of
situations
(Jetton & Dole, 2004)
Teachers need to be explicit in
communicating
Learning goals
(What)
Purpose of the lesson
(Why)
Performance Criteria
(How students will know if they
have learned it)
Understanding a task
Engage students in establishing target and setting goals
using:
A. Questions for students to ask themselves as they
plan, monitor and evaluate their thinking
B. Wrappers
C. Evaluation of test results
METACOGNITION consists of
three basic elements:
• Developing a Plan of action
• Maintaining/monitoring
the plan
• Evaluating the plan
Before When you are developing the plan of
action, ask yourself:
• What, in my prior knowledge, will
help me with this particular task?
• In what direction do I want my
thinking to take me?
• What should I do first?
• Why am I doing this problem?
• How much time do I have to
complete the task?
During When you are maintaining/
monitoring the plan of action, ask yourself:
•
•
•
•
How am I doing?
Am I on the right track?
How should I proceed?
What information is important to
remember?
• Should I move in a different direction?
• Should I adjust the pace depending on the
difficulty?
• What do I need to do if I do not understand?
After When you are evaluating the plan of action
ask yourself:
• How well did I do?
• Did my particular course of thinking
produce more or less than I had expected?
• What could I have done differently?
• How might I apply this line of thinking to
other problems?
• Do I need to go back through the task to
fill in any "blanks" in my understanding?
Adapted from Strategic Teaching and Reading Project Guidebook. (1995, NCREL, rev. ed.).
Self-Monitoring Strategies
A New Tool: Wrappers
Accurate self-monitoring is quite difficult.
Many students are over-confident.
A Wrapper is:
 a tool for teaching self-monitoring behavior.
 an activity that surrounds a pre-existing
learning or assessment task and fosters
students’ metacognition.
 a tool that can be built around (wrapped
around) any pre-existing part of a course
(lecture, homework, test).
Why Wrappers Work
 Time efficient (students and faculty will use
them)
 Students are doing the task anyway
 Wrapper only adds a few minutes of time
 Metacognition practice is integrated with the task
 Student are self-monitoring in the context where it is needed
 Feedback on accuracy can be built in
 Wrapper support can be gradually faded
 Research shows even minor interventions that
frame a task in a new way can significantly change
behavior
Lecture Wrappers
How they work:
• Before lecture, present tips on active
listening
• After lecture, students write 3 key
ideas from lecture on index cards
• Instructor gives his list of 3 key ideas
for students to self-check
Homework Wrappers
How they work:
• Instructor creates self-assessment
questions that focus on skills students
should be monitoring
• Students answer questions just before
homework
• Students complete homework as usual
• After homework, students answer similar
self-assessment questions and draw their
own conclusions
“Now that you have completed this homework, how
quickly and easily can you solve similar problems…?”
Exam Wrappers
How they work:
• Upon returning a graded exam, students
completed exam reflection sheet in class
o Report study strategies, analyze errors,
identify new approaches as needed
• Before the next exam, sheets returned to
students for review and consideration,
and students make a study plan
Wrapper Results
 Students’ responses for “key ideas” in the
lecture increasingly matched the
instructor’s (across 3 successive lecture
wrappers): 45%, 68%, 75%
 Most students identified the homework
wrappers as helping them to see the value in
homework. It was also noted by the
overconfident student that there was the
need to do more.
 Students self-identified new approaches for
exam preparation.
Another Strategy:
Post Exam Reflection
 After students take exam and receive their
grades, they take a few moments for
reflection
 See the resource “Post Exam Reflection” under NEPF
secondary math resources at www.rpdp.net
 Try to associate study habits with exam
performance
 Encourage students to figure out what they don’t know
and how to study in more effective ways
Post Exam Reflection
This activity is designed to give you a chance to reflect on your exam performance and, more importantly, on
the effectiveness of your exam preparation. Please be candid in your responses, so they will be valuable to
you and to me. Your responses are being collected to improve teaching and learning in this course. They will
have no impact on your grade, but you will receive credit for thoughtful reflection.
I.
Answer these questions to reflect on the exam.
1. After studying for this exam, how many points (out of 100) did you expect to earn?
2. After completing the exam, how many points (out of 100) did you think you had earned?
3. How many points did you receive?
4. Approximately, how many hours did you spend studying for this exam?
5. Did you study enough?
6. Could you have studied “smarter”?
II.
What percentage of your test-preparation time was spent in each of these activities (total should be
100%).
1. Reading textbook sections for the first time
2. Re-reading textbook sections
3. Answering end-of-section questions
Another strategy: Testing Choices
 Let students pick a few questions on the
multiple-choice portion (say 3 of 25) that won’t
be graded (a way to show students that you
understand that they may not grasp everything
right away).
 However, students must answer all questions—
and to exempt a question from grading, students
must give a reason they are selecting that
question: “I don’t remember the material” or “I
was able to narrow it down to two possibilities,
but not one” or “I didn’t study this” or “I’m not
confident of my answer”.
When students are metacognitive, they
understand…
1. themselves as learners
2. a given task
3. a variety of strategies and how
to use them in a variety of
situations
(Jetton & Dole, 2004)
Students Understand a Variety of
Strategies
The teacher should explicitly teach different strategies
for “how to learn” in the following areas:
Organizing Information
Comprehending information/finding the important
information
Studying information
Finding information
Thinking about information
Resource: Learning How to Learn
 Insert picture of document and where to find it.
Resource: Learning How to Learn
Resource: Learning How to Learn
Pause for reflection & discussion
When Teaching Metacognition
 Always model your own thinking
 Embed the strategies in the learning activity
 Scaffold the thinking
Summary
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
For additional NEPF
resources
rpdp.net
Select NEPF