by Guest Blogger Donna Wilson
Over the past half-century, psychologists and neuroscientists have
learned a great deal about the way our brains work. These discoveries
have revolutionized our understanding about how people learn. We now
know that academic achievement is greatly influenced by students’
abilities to apply thought processes in a systematic way. In education,
terms often used are cognitive strategies (we use the term assets) and
We cover this topic extensively in our new book, Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas.
Cognitive psychologists and neuroscientists may use the term executive
functions or skills to describe similar functions. For example,
educators, psychologists and neuroscientists may all speak of the
importance of capacities such as working memory, selective attention,
and metacognition with regard to learning.
groups of professionals are talking about skills that are linked to the
brain's prefrontal region, as well as other areas of the brain depending
upon the specific skill. Ongoing research continues to increase our
understanding about related structures and functions.
students arrive at school with most of their cognitive assets (or
executive functions) in place. They have the capacity to benefit from
standard teaching practice if they are motivated to do so. Other
students do not arrive with all these assets in place. They may start
school motivated, but they can quickly lose ground as their reading,
writing, and computing skills fail to develop at the prescribed rate.
response is to require them to repeat the grade, which is both
financially costly and largely ineffective, A more proactive and
effective solution is to cultivate the metacognitive and cognitive
assets students need to do well in school and in life so that they can
become more positive, healthy, and productive citizens. Our approach
focuses on cultivating these abilities in students, allowing teachers to
effectively move toward the mission that all students will succeed in
school and in life.
A key component of this approach is
what sets out the process of purposeful cognition by gathering
information, processing information, and applying information to achieve
desired results. This approach supports academic achievement,
encourages a safe school environment, and can be the framework for a
lifetime of successful thinking.
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