Metacognition: thinking about thinking

As many of the recent posts and articles have stated, there are numerous studies and have been for decades on the brain and how it works. We are recently able to see imaging on how that happens and get evidence for some of the past theories and beliefs. 

Two themes, related, struck me as I did some more research on the brain and learning. Recently I read a book called,Make It Stick, this was written by researchers at Washington University in St. Louis. I think this is what enticed me secondly to read it since my daughter has been treated for her health concerns at Wash U. The first spark is my unstoppable interest in how the brain works, heals, and learns. The book has left one undeniable impact on my teaching thus far and the idea that we are in control of our learning. Those that focus on their learning and question themselves as they read and study do better. This goes along well with what many websites and articles are saying about Metacognition.

Although, I have a great interest in brain research and how the brain works, I rarely have the spare time to do extra reading or time to take a class. Through professional development and a few summer readings, I have kept my knowledge at a novice level. I am pleased to say that in several article the idea of "growth mindset" and "reflection" stood out and I too believe their importance is not emphasized enough in teacher preparatory programs. In my classroom, self reflection and error correction/recognition by self reflection is common.

"Neuroscience should be required for all students [of education] . . . to familiarize them with the orienting concepts [of] the field, the culture of scientific inquiry, and the special demands of what qualifies as scientifically based education research." - Eisenhart & DeHaan, 2005

This image depicts a lot of what happens in my classroom:

Meta-cognition/Reflection

I also believe this concept connects to the Danielson Evaluation. When we have students reflecting on their learning and taking control of their learning, they will be able to drive their learning. The danielson evaluation also evaluates how much control a student has when deciding how to show what they have learned. As I have studied more about the growth mind set and metacognitioin, I have to agree that I need more of this choice in my classroom. Often the time to figure out how that can be done blocks my desire to implement such choices. The motivation that they will have when choosing their own way to show what they have learned increases and the relfection involved before, during and after the process is undeniable and promotes more learning.

http://blogs.scientificamerican.com/literally-psyched/hamlet-and-the-power-of-beliefs-to-shape-reality/

http://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers

http://www.edutopia.org/blog/neuroscience-higher-ed-judy-willis