This essay focuses on assess evidence of persistence. Student Rubric I work on a task for what I think is enough time and then stop
Teacher Rubric Stays on task for a reasonable period of time, if not bringing it to completion. Continues in a task with sufficient time and energy to bring it to completion, if not refinement. Focuses energy and time to accomplish a task in spite of difficulty; examines alternatives; strives to test, refine, and improve. Student Rubric I work on a task for what I think is enough time and then stop, even if I am not finished. I continue working on a task with enough time and energy to complete it, unless it’s too difficult. I focus my energy and time on a task and keep working when it is difficult, trying different ways to improve and refine.
of persistence using the developmental Talent Aptitude Learning Progressions (teacher and student version) to compose rubrics. 78 Teach to Develop Talent 6. Metacognition Metacognition literally means “thinking about thinking.” We use metacognition when we ponder the following questions: “What is the best way to solve this problem? Am I being successful with this strategy, or do I need to make modifications? What goals motivate and engage me? What are my strengths and weaknesses as a learner?” These reflective questions are part of the process of analyzing one’s own knowledge and learning processes. Effective metacognitive skills help learners to become more confident and successful, and these skills can be taught.24 Innovators Use
use their well-developed metacognitive skills to bring their unique visions into practical reality. They follow their interests, try out new things, experiment, and make modifications. They understand and expect that their experiments won’t often succeed but provide necessary new learning. Edison said, “I haven’t failed. . . . I’ve just found 10,000 ways that do not work.”25 Innovators use their metacognition to know when to shift strategies. Amazon founder Jeff Bezos shocked shareholders when he shifted from his completely “no bricks and mortar” online bookstore to his current discount retail warehouse model: “When one way doesn’t work, you have to regroup and try a different approach.”26 How to Create a Metacognition Teaching and Learning Goal We don’t know which of our students will develop into “disruptive innovators”
can create a classroom that develops their metacognition. Learners use metacognition to understand their own thought processes, self-select appropriate problem-solving strategies; plan; self-monitor, reflect, assess, and correct; and learn from mistakes. Some students will show a natural inclination toward expressing metacognition with greater frequency depth, or complexity. Explicitly creating goals to target this aptitude provides opportunities to accelerate their talent. At the same time, talent-targeted goals encourage all learners’ potential for metacognition to emerge and progress. Learners use metacognition to understand their own thought processes, self-select appropriate problem-solving strategies; plan; self-monitor, reflect, assess, and correct; and learn from mistakes. four • Teach the Seven Aptitudes of Innovators 79 Using the Talent Goal Frame You can use the Talent Goal Frame to create a talent-targeted teaching and
firstly, be keen
Thirdly, be creative