“I know where I’m going.”

 Students understand their current performance and how it relates to the learning intention and success criteria.
Strategies for Recognizing Where You Are Now:
  • What Am I Learning? Why Am I Learning It?
  • Estimate the Task Difficulty- before the assignment
  • See-Think-Wonder Language Chart
  • Self-Assessment on Previous Experiences
  • Short Pre-Assessment Content Quiz (self-scored)
  • Partially Completed Concept Map
  • ABC Chart (accompanied by a Word Wall)
  • Self-Ranking "I Can Statements" by Perceived Difficulty
  • K-W-L Charts with a Scale of Certainty
  • Anchoring Tables
  • Advanced Organizers
  • Exemplar Models- see what a successful end product looks like

“I have the tools for the journey.”

​Students understand that they can select from a range of strategies to move their learning forward, especially when progress is interrupted.
Cognitive Strategies:
  • Study Skills
    • Note-Taking
    • Graphic Organizers
    • Practice & Rehearsal Techniques- flashcards, mnemonics, mapping, summarizing
    • Rereading
Metacognitive Strategies
  • Study Skills
    • ​Planning for the Task
    • Reviewing and Revising Corrected Work
    • Self-Assessment
    • Self-Question
​Motivational Strategies:
  • ​Self-Efficacy- believe that you are up to the task and possess the skills and character to do so
    • ​"Given what I know and don't know, and given my resources and current status, how likely am I to be successful at this task?"
  • Growth Mindset- view mistakes as opportunities to learn, appreciate multiple representations, aspire to challenges and take risks
Management Strategies:
  • Study Skills:
    • Structure your environment for studying
    • Believe in the usefulness of the skill
    • Be willing to solve problems
    • Minimize stress and anxiety
    • Set Goals
  • Self-Regulation
    • ​Self-Observe- notice your thinking and feelings
      • ​"What, So What, What Now" Questions
    • Self-Judge- evaluate your current status
    • Self-React- act upon conclusions in ways that are growth-producing

“I monitor my progress.”

Students seek and respond to feedback from others, including peers and teachers, as they assess their own performance. Students know that making mistakes is expected in learning and indicates an opportunity for further learning.
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“I recognize when I’m ready for what’s next.”

Students interpret their data in light of the learning intention and success criteria of the lessons as well as the overall learning progression to identify when they are ready to move on.

“I know what to do next.”

Knowing what to do when you do not know what to do is surely the mark of the educated person. It is the difference between knowing how to persist and simply giving up when faced with an early challenge. It is the essence of being a lifelong learner, one who knows how to research, organize information, and continue his or her own learning.
  • Examine Strategies- How effective were the strategies that you have been implementing? Do you need to make a change?