Metacognition TIPR

I have been observing in a junior high school drama class. One thing that I have loved about this class is that there is constant feedback and improvement. The class just finished a unit on Pantomime. The kids were asked to work individually or in small groups to plan, design, and execute a pantomimed scene. The teacher went through basic ideas and what makes a good pantomime. The students turned in their ideas and went over them with the teacher. They then had time to design and practice their pantomimes. At this point they then performed for a different group and got feedback on their strengths and what needed work. They then got more time to perfect their pantomimes before performing for me. I gave them additional feedback and they had more time to practice before performing for the teacher. This was an assignment that really gave the kids a chance to use and practice their meta-cognitive skills. They had autonomy to choose the topic and guidance with their plan. They knew how long they had to work on the assignment and what the grading rubric would be. They got feedback and check ins with themselves, peers, and teachers to help them evaluate how they were doing and how they could improve. I saw massive improvements in most of the pantomimes.

Between this class and helping with the after school drama competition team I have realized that the kids need more direction in self-regulating the evaluation and changing tactics portion of the meta-cognitive process. They would benefit from recording and watching their performances and then analyzing whether they are putting forth the effort and focus needed to reach the level/grade they would like to earn. They understand the planning process but do not always use their time wisely or evaluate themselves which is vital to being a good actor.

With the idea that I have for my mini-lesson is to do mad-lib scenes, this will lend itself nicely to the meta-cognitive process. I will include a section where they can record and watch and evaluate themselves. They can then decide if there is anything they would like to change or work on before performing for the class.