Description:

How often do we help students think about thinking? Do we give our students opportunities to reflect on their learning? Through engaging discussions and practical examples, uncover how educators can guide students to take ownership of their learning. Topics to include learning objectives, student trackers, creating differentiated activities with AI, and reflection activities for students.

Subject Area: Mathematics

Delivery Format: In-Person, Virtual, Hybrid

Target Audience: Pre-Service Teachers, Classroom Teachers, Instructional Coaches, School Administrators, District Administrators

Duration: Workshop (60-90 minutes), Half-Day (3 hours), Yearlong Coaching Series

Facilitators:

Grade Level: Elementary, Middle, High

Learning Intentions:

• Learn about the importance of metacognition in the learning process.
• Explore reflection activities that engage students in self-assessment, goal-setting, and continuous improvement.

Success Criteria:

• Reflect on how often I help students think about thinking.
• Create and implement reflective activities that encourage students to evaluate their learning experiences and set goals for improvement.

Key Topics Covered:

• Student Metacognition
• Reflection Prompts and Exit Tickets
• Using AI Tools to Differentiate Activities
• Student Performance Tracking

Expected Impact:

This session strengthens students’ ability to monitor their thinking, reflect on their progress, and take ownership of their learning, leading to more confident problem-solvers and deeper mathematical reasoning. At the school level, consistent use of metacognitive routines builds coherence across classrooms, increases student engagement, and supports teachers in designing differentiated, student-centered learning experiences. For districts, the session cultivates a shared framework for reflective practice that elevates instructional quality, aligns with broader improvement goals, and supports long-term growth in student achievement and critical thinking. Together, these impacts create a culture where learners, educators, and systems all grow through intentional reflection and purposeful design.

Testimonials:

• “This was GREAT! Students should leave class continuing to think and reflect about their learning.” – Middle School Assistant Principal
• “Thank you! So many ideas to take back to my school. I am going to be more intentional about connecting students with the objectives and using that as a catalyst for reflection of a lesson” – Elementary Math Specialist