Chapter 6
Chapter 6 of Rigor by Design, Not Chance by Karin Hess focused on the importance of metacognition and self-reflection. Hess explains the difference between metacognition and reflection as “metacognition happens ‘in the moment’ during learning; reflection is the act of looking back on past learning, determining the meaning of what was learned; building (or not building) confidence as a learner; and carrying that mindset forward” (Hess, 2023, chp 6, para 1). Teachers must implement metacognitive and self-reflection strategies into lessons so that students can build their metacognitive and self-reflection skills (Hess, 2023). Students can not only use metacognitive and self-reflection skills on questions, but they can also self-assess their engagement (Hess, 2023). Hess describes that engagement can be represented on a continuum from actively disengaged to actively engaged with passively engaged in between (Hess, 2023). Therefore, teachers need to have students self-assess where they are on the continuum and then provide them with metacognitive and reflective strategies to help them become actively engaged (Hess, 2023). Another crucial area for metacognitive and self-reflection strategies to be used is during collaborative work. The four important aspects of effective group work are group processing, positive interdependence, simultaneous engagement, and individual accountability (Hess, 2023). Teachers must provide opportunities for students to self-assess and peer-assess regarding the important aspects of effective group work (Hess, 2023). Teachers also must model self-reflection and metacognition skills to help students reach the skill of self-direction (Hess, 2023). The skill of self-direction includes self-awareness, initiative and ownership, goal setting and planning, engaging and managing, and monitoring and adapting (Hess, 2023). Hess also explains how teachers can intentionally implement metacognitive and self-reflection strategies throughout the actionable assessment cycle. Stage one of the actionable assessment cycle is where the teacher can provide metacognition and self-reflection strategies to clarify learning targets by asking students to draw connections related to the essential question (Hess, 2023). Stage two allows teachers to incorporate formative tasks, such as roll the dice and feedback stems, to help students give actionable feedback (Hess, 2023). Stage three metacognition and self-reflection strategies include interactive checkpoints and reflective journaling to showcase their thinking (Hess, 2023). Stage four and five metacognition and self-reflection strategies, such as carousel feedback and 5-minute teacher-student writing conferences, provide feedback and skills support so students can deepen their understanding (Hess, 2023). Stage six incorporates metacognition and self-reflection strategies, such as scrum boards and gallery walks, to help students transfer and deepen learning (Hess, 2023). Overall, teachers must support their students by helping them build metacognitive and self-reflection skills.
As a future math educator, I am interested in how important the metacognition skill is in mathematics. The article “How Did You Solve It? Metacognition in Mathematics” explains why metacognition is one of the most critical skills to possess when completing math problems (Rhodes, 2019). Since mathematics revolves around problem-solving, “it is crucial that problem solvers are not only aware of what they are doing and why they are doing it, but also have the ability to regulate these processes” (Rhodes, 2019, para 3). While many people think math is a rote memorization of facts, it, in fact, takes critical thinking and reflection to solve problems (Rhodes, 2019). The article addresses mathematician George Pólya's framework for the process of solving a math problem, which includes understanding the problem, planning how to solve the problem, solving the problem using the plan, and finally reflecting on the process (refer to Illustration 1) (Rhodes, 2019). The teacher must model how metacognition is implemented in every step of the process of solving a problem (Rhodes, 2019). The process is not linear, and students must understand that they might have to return to previous phases in the process to solve the problem effectively (Rhodes, 2019). Once students have metacognition skills, they can adequately understand their actions to solve the problem (Rhodes, 2019).
Illustration 1: (Rhodes, 2019)
The second half of the article addresses how the teacher can intentionally use metacognitive strategies to help students build metacognitive skills. The two metacognition strategies explained in the article were problem-solving journals and recording students completing a problem (Rhodes, 2019). Problem-solving journals are “student-created records detailing their entire journey through solving a problem (including their decisions, mistakes, and revisions)” (Rhodes, 2019, para 11). Using this strategy, students can actively think about their thinking while completing the problem (Rhodes, 2019). Additionally, the students can use the problem-solving journal to self-reflect on their process and allow the teacher to see their thinking (Rhodes, 2019). The second metacognition strategy, recording students completing a problem, involves the students recording themselves explaining how to solve a problem step by step, revealing their thinking along the way (Rhodes, 2019). Overall, teachers have the responsibility to guide students to become critical thinkers.
The article and the book address the importance of helping students build metacognitive and self-reflection skills. The book explains that students must learn to be self-directed. Being self-aware is an aspect of having the self-direction skill (Hess, 2023). The article further explains how students must constantly be self-aware when completing problems to successfully understand the pathway to the solution (Rhodes, 2019). Another aspect of self-direction is monitoring and adapting, which is “evaluating progress, adapting strategies, seizing failure to grow from mistakes, and attributing success to effort and motivation” (Hess, 2023, chp 6, para 23). The article provides an example of how students can apply the skill of monitoring and adapting when completing a problem. The example involves a student using a picture to help them solve a math problem; however, the picture did not help them solve the problem. Instead of the student giving up, they were able to monitor their progress and adapt their plan to solve the problem effectively (Rhodes, 2019). Therefore, the article furthered my understanding that self-direction is an essential skill that can be used along with the metacognition skill.
The book stresses the importance of teacher feedback to students. I understood that teachers should use different strategies to be able to provide actionable feedback to all students (Hess, 2023). However, the article furthers my understanding of feedback, making me realize that feedback allows the teacher and the student to be able to reflect (Rhodes, 2019). Students can reflect on their work and make adjustments, and teachers can reflect on what the students know and make adjustments (Rhodes, 2019). Teachers can use many different strategies from the book and the article to provide feedback, including problem-solving journals, recording students completing a problem, 5-minute teacher-student writing conferences, and the 20-minute peer feedback system (Hess, 2023; Rhodes, 2019). Overall, feedback is a crucial component of reflection for students and teachers.
I asked my professor in college how I could explain that math matters to disengaged students. I will always remember her response that I could explain to students that the skills learned in math class will translate to every profession since mathematics is all about solving problems and being critical thinkers. This memory was at the forefront of my mind when reading Chapter 6 of the book and the article. When students are not engaged in math because they do not have metacognition skills, rigor does not exist (Hess, 2023; Rhodes, 2023). Therefore, teachers must help build students' metacognitive and reflection skills so they can become lifelong critical thinkers. Students who apply George Pólya's framework to solve a problem deepen their understanding (Rhodes, 2019). Additionally, metacognition and reflection skills help students build new connections and transfer knowledge (Hess, 2023; Rhodes, 2019). Overall, “metacognitive and self-reflection skills is the icing on the cake; doing so is integral to becoming a self-directed learner who can propel and personalize learning in and out of school” (Hess, 2023, chp 6, para 2).
Hess, K. (2023). Rigor by design, not chance. Association for Supervision and Curriculum
Development (ASCD).
As a future math educator, I am interested in how important the metacognition skill is in mathematics. The article “How Did You Solve It? Metacognition in Mathematics” explains why metacognition is one of the most critical skills to possess when completing math problems (Rhodes, 2019). Since mathematics revolves around problem-solving, “it is crucial that problem solvers are not only aware of what they are doing and why they are doing it, but also have the ability to regulate these processes” (Rhodes, 2019, para 3). While many people think math is a rote memorization of facts, it, in fact, takes critical thinking and reflection to solve problems (Rhodes, 2019). The article addresses mathematician George Pólya's framework for the process of solving a math problem, which includes understanding the problem, planning how to solve the problem, solving the problem using the plan, and finally reflecting on the process (refer to Illustration 1) (Rhodes, 2019). The teacher must model how metacognition is implemented in every step of the process of solving a problem (Rhodes, 2019). The process is not linear, and students must understand that they might have to return to previous phases in the process to solve the problem effectively (Rhodes, 2019). Once students have metacognition skills, they can adequately understand their actions to solve the problem (Rhodes, 2019).
Illustration 1: (Rhodes, 2019)
The second half of the article addresses how the teacher can intentionally use metacognitive strategies to help students build metacognitive skills. The two metacognition strategies explained in the article were problem-solving journals and recording students completing a problem (Rhodes, 2019). Problem-solving journals are “student-created records detailing their entire journey through solving a problem (including their decisions, mistakes, and revisions)” (Rhodes, 2019, para 11). Using this strategy, students can actively think about their thinking while completing the problem (Rhodes, 2019). Additionally, the students can use the problem-solving journal to self-reflect on their process and allow the teacher to see their thinking (Rhodes, 2019). The second metacognition strategy, recording students completing a problem, involves the students recording themselves explaining how to solve a problem step by step, revealing their thinking along the way (Rhodes, 2019). Overall, teachers have the responsibility to guide students to become critical thinkers.
The article and the book address the importance of helping students build metacognitive and self-reflection skills. The book explains that students must learn to be self-directed. Being self-aware is an aspect of having the self-direction skill (Hess, 2023). The article further explains how students must constantly be self-aware when completing problems to successfully understand the pathway to the solution (Rhodes, 2019). Another aspect of self-direction is monitoring and adapting, which is “evaluating progress, adapting strategies, seizing failure to grow from mistakes, and attributing success to effort and motivation” (Hess, 2023, chp 6, para 23). The article provides an example of how students can apply the skill of monitoring and adapting when completing a problem. The example involves a student using a picture to help them solve a math problem; however, the picture did not help them solve the problem. Instead of the student giving up, they were able to monitor their progress and adapt their plan to solve the problem effectively (Rhodes, 2019). Therefore, the article furthered my understanding that self-direction is an essential skill that can be used along with the metacognition skill.
The book stresses the importance of teacher feedback to students. I understood that teachers should use different strategies to be able to provide actionable feedback to all students (Hess, 2023). However, the article furthers my understanding of feedback, making me realize that feedback allows the teacher and the student to be able to reflect (Rhodes, 2019). Students can reflect on their work and make adjustments, and teachers can reflect on what the students know and make adjustments (Rhodes, 2019). Teachers can use many different strategies from the book and the article to provide feedback, including problem-solving journals, recording students completing a problem, 5-minute teacher-student writing conferences, and the 20-minute peer feedback system (Hess, 2023; Rhodes, 2019). Overall, feedback is a crucial component of reflection for students and teachers.
I asked my professor in college how I could explain that math matters to disengaged students. I will always remember her response that I could explain to students that the skills learned in math class will translate to every profession since mathematics is all about solving problems and being critical thinkers. This memory was at the forefront of my mind when reading Chapter 6 of the book and the article. When students are not engaged in math because they do not have metacognition skills, rigor does not exist (Hess, 2023; Rhodes, 2023). Therefore, teachers must help build students' metacognitive and reflection skills so they can become lifelong critical thinkers. Students who apply George Pólya's framework to solve a problem deepen their understanding (Rhodes, 2019). Additionally, metacognition and reflection skills help students build new connections and transfer knowledge (Hess, 2023; Rhodes, 2019). Overall, “metacognitive and self-reflection skills is the icing on the cake; doing so is integral to becoming a self-directed learner who can propel and personalize learning in and out of school” (Hess, 2023, chp 6, para 2).
References
Hess, K. (2023). Rigor by design, not chance. Association for Supervision and Curriculum
Development (ASCD).
Rhodes, S. (2019). How did you solve it? Metacognition in mathematics, ASCD, 15(7). https://www.ascd.org/el/articles/how-did-you-solve-it-metacognition-in-mathematics
Hi Lucy, I really found it interesting how to use metacognition in mathematics. Metacognition coincides with critical thinking skills, and with math, there is always something to solve. You stated that most people think that math is just memorization of facts, and that’s what I used to think. You bring up a really good point about how it takes critical thinking, reflection, and different ways to approach these problems. You really did an excellent job of breaking down how metacognition is implemented in math. The illustration you used to understand, plan, solve, and reflect is a fantastic aspect to use in math, as well as reading. From my understanding, reflecting on your experiences. as a student is as important as the content itself. Great work.
ReplyDeleteThe process and framework you discuss for solving a math problem are universal. I could use the framework to solve a problem in many other subjects. I love your visual, as it simplifies and clarifies the process. You also discover that “the teacher can intentionally use metacognitive strategies to help students build metacognitive skills.” As teachers, we must recognize our goals for what we want our students to achieve and then give them the strategies and skills they need to reach them. Providing strategies to build the skills they need to improve and master the concept is necessary for any subject, and I appreciate this post as it has opened my eyes to that.
ReplyDelete