(bell ringing)
(music playing)
NARRATOR: I've always wondered
why they're called worksheets.
That's just terrible branding!
I mean, if people want kids
to get excited
about learning, why not call
them happy funtime sheets?
MS. REYES: I'll bring it up
at the next faculty meeting.
NARRATOR: You seem
quite pleased, Ms. Reyes.
MS. REYES:
I am.
I-I may be wrong,
but it does appear as though
they kind of understand
the material.
GUMMERSON: That depends
how you define "understand."
That's the last time I take
a nap on a number two pencil!
NARRATOR: Perhaps I'm a bit
old school, Gummerson,
but identifying the phases
of the moon from just a picture
looks like understanding
to me.
GUMMERSON: Well that's one kind
of understanding for sure.
Knowing definitions, concepts,
or, say, what the name
of a moon phase is called
is declarative knowledge.
Meanwhile, knowing how to
do something like operate a car
or perform a task is considered
procedural knowledge.
(coughing)
Pardon me.
And understanding
the interrelationships
between definitions,
concepts, and facts
is conceptual knowledge.
That's the level where students
are able to be creative
about this new knowledge,
think about it in new ways,
and apply it to new situations.
That last one!
That's why I teach!
I'm not trying to create the
ultimate Jeopardy contestant,
spewing trivia answers
like some robot.
I want them to grow up
and be independent thinkers.
Call me an idealist,
but I envision
each of my students becoming
capable thinkers
and creative problem solvers
who will flourish
in any career or path
that they pursue.
I'm just not sure
how to get there.
When the path seems uncertain,
do what the pros do:
head to the internet.
VIDEO NARRATOR:
Thank you for stopping
by "Teach Gooder,"
the one place
on the internet where you can be
guaranteed to learn...
about learning!
Introducing our hosts: Ms. King,
our brilliant resident
science teacher, and Stickelton,
our very knowledgeable
and dapper stick of chewing gum.
Today's topic is "Getting Meta."
MS. KING: Getting meta is all
about getting metacognitive.
That means employing
metacognitive strategies
that can help students
acquire, retain,
and transfer new content.
STICKELTON: That's easy to say,
but getting meta
is tricky business.
It takes time, effort, practice,
and an awareness of the need.
I'm glad you
brought up awareness--
I used to be one
of those teachers
that didn't really think
about the need to get meta.
My lessons were packed
with a range of activities,
and I gave tons of feedback
on all types of assessments.
Problem was,
most of my students
really struggled
with applying
the learned material
to new circumstances,
or hanging on
to it for extended periods
of time.
They seemed to be getting it,
but they really weren't.
I have an eerie feeling
like someone's been spying
on my classroom...
So, how can you get there?
Well, that brings us
to our title, "Getting Meta."
You see, studies have shown
that giving students practice
with metacognitive strategies
can improve how well
they transfer knowledge
to new contexts,
and how long it sticks around
in their noggins.
VIDEO NARRATOR: Metacognition
as a path to understanding?
I thought metacognition
was merely thinking
about your thinking--
pure navel-gazing!
STICKELTON:
Poppycock!
That way of thinking
is antiquated.
VIDEO NARRATOR: Says the guy
who just exclaimed "poppycock."
STICKELTON: Recent research
has demonstrated
that effective learning involves
planning and goal-setting,
continual monitoring
of one's progress
by identifying what you know,
and working on
what you don't know,
and then adapting as necessary,
all of which are part
of metacognition.
The benefits of metacognition
come from using strategies,
like self-questioning,
annotated drawings,
concept mapping, checklists,
and reciprocal teaching,
to name a few.
MS. KING: Thanks for stopping by
and remember:
if you aren't sure your students
understand something,
just ask them!
GUMMERSON: Couldn't have said it
better myself.
Hmm, that was informative,
but my head is swimming
with all these strategies and--
what exactly were they again?
Checklists, annotations?
GUMMERSON:
Well, well-- look at you.
You've already gotten started.
You thought about what you know
and what you don't know.
And you thought about
what others know--
that's why you asked me.
All you need now
are the strategies.
Perhaps we could walk
through a few
when the students are back
from recess?
GUMMERSON:
That's one humdinger of an idea!
(clock ticking)
NARRATOR: Maybe we should jump
ahead in time or something?
MS. REYES: Let's do that!
GUMMERSON: You think?
MS. REYES: Today I want to see
if you all truly understand
what's happening
during the different
moon phases,
by having you model it
yourselves.
We'll be using this
styrofoam ball on a stick
to represent the moon,
this light bulb for the sun,
and your head will be the Earth.
STUDENTS: Oh!
Ah!
You will move the moon
around your head and be able
to observe the changing phases
of the moon from your "Earth."
AMAR: And by "Earth" you mean
our head, right Ms. Reyes?
You got it!
You have everything
you need to show us how
you think your bodies need
to be positioned
to produce each different phase
of the moon.
Here you go.
One for you, I'm coming.
Here you go.
There's yours, okay.
Now, who can show me
where the Earth and moon are
when we see--
or rather, don't see--
the new moon.
And remember people,
the moon's orbit
is slightly tilted,
so unless we're talking
about a lunar eclipse,
your moon shouldn't be on
the same plane as your Earth--
in other words, your head
should not be casting a shadow!
(frustrated grumbling)
Houston, we have a problem.
GUMMERSON: Problem, shmoblem.
This situation is a perfect
segue for teaching students
about using
metacognitive strategies
to develop new
conceptual understandings.
MS. REYES:
Do you need some help, Shawna?
This is just strange.
Like, you're asking us
to solve this weird problem
in this weird way.
We're supposed to think
the light bulb is a sun
and this styrofoam ball
is the moon?
It's kinda making
my Earth hurt.
MS. REYES:
I couldn't agree with you more.
Let's think about what
you already know about this.
Could you tell me
which side of the moon
is illuminated
for a first quarter moon?
If I remember it right,
it's the right half of the moon.
MS. REYES: Using the light bulb
and the styrofoam ball,
show me where you
would be standing
for the right half of the moon
to be lit up.
It looks like the right half
of the moon is illuminated...
here!
Okay, I'm starting to get
how this model works.
GUMMERSON:
Lookie what you just did there!
As a teacher, you know how
to ask the right questions
to help students
organize their thinking.
This is a perfect opportunity
to try one
of those metacognitive
strategies--
see if you can help Shawna learn
to ask herself
guiding questions.
MS. REYES: Let's stop and think
for a minute.
I asked you to think about
what you already know.
That's something
you can do yourself
the next time you get stuck.
It's one type of metacognition.
STUDENTS:
Wow!
SHAWNA:
Can you give me another one?
I sure can!
What position do you
have to be in for the moon
to be both completely
illuminated and visible
for someone on Earth?
I think I got it!
MS. REYES:
Wunderbar!
Okay, so now I'd like
you all to think about
where the moon and Earth
would be during a lunar eclipse
and if you get stuck,
try out that strategy
I just showed you.
What does moon look like
during a lunar eclipse?
Where would the Earth need to be
to cast a shadow on the moon?
GUMMERSON: A wonderful thing
happens when you begin
to truly understand something:
you can transfer
what you've learned
to amazing new situations.
Wow, you really
rocked their world today.
NARRATOR:
More like rocked their moon!
Hey, isn't the moon a rock?!
I should have said
"really mooned their world."
Wait, that sounds weird.
MS. REYES:
Oh, brother.
Once your students realize
they're capable of using
some of these strategies,
they'll be more likely
to become more independent
and responsible learners.
Students should understand
that their ability to learn
isn't a fixed quantity,
it's a skill
that keeps gettin' better
over time.
MS. REYES: And I love how
I was able to do this
in conjunction with a lesson
about lunar phases.
GUMMERSON:
Well that's just it--
metacognitive strategies
and reflection
occur during learning.
It's two birdies with one rock.
NARRATOR: I think you mean,
"two birds with one moo--"
MS. REYES/GUMMERSON:
Shhhhhhh!
NARRATOR:
Oh, sorry.
I can see your interest
in my jokes is "waning."
I need to hire new writers.
Shanes, you're done!
Someone get my agent
on the phone.
To discover more about
how kids learn science
and the types of misconceptions
they might have,
visit us online at:
ScienceEducation.SI.edu/
GoodThinking
If you wanna watch more videos
from the Good Thinking series,
and I know you do, click here.
