Teaching students to drive their brains

All that is old is new again. Decades ago, when I was in college, we talked about the importance of metacognition. The concept faded from the forefront of attention and is now coming back. Donna Wilson and Marcus Conyers' book Teaching Students to Drive their Brains: Metacognitive Strategies, Activities and Lesson Ideas, holds metacognition up as a critical component of learning.

Metacognition is thinking about your thinking. The authors breakdown teaching metacognition into a series of assets:

• Understanding metacognition
• exhibiting metacognition
• understanding neuroplasticity
• optimism
• establishing clear intent
• systematic planning
• selective attention
• working memory
• self-monitoring
• cognitive flexibility
• understanding others' points of view
• learning from experience
• finishing power

These are closely related and aligned with executive function skills. In fact, some authors I have read include metacognition in their list of executive function skills. The authors include many short vignettes about teaching these assets to students and the impact it has on the students. The book includes activities and sample lessons for students of a range of ages in order to introduce and teach these skills.

One place the authors take it up a notch is where they highlight how those skills are useful in teaching. It would be interesting if they had included some sample activities for teachers to do to practice and develop their skills.

Some segments of the book could be used to teach students to self-monitor reading while teaching about brain function. Giving students a couple of paragraphs to read and highlight the words/concepts that they are not familiar with and then going over them would be a good strategy. The first two paragraphs of chapter 2 (p. 24-5) explains some principles of neuroplasticity. The vocabulary is fairly intense. Once students have read it a first time, they can reread in groups or partners and see if rereading and discussion helps them to understand the passage. Then reread a third time in a whole group. Perhaps model using a dictionary to identify word meaning, word root analysis or context clues to help understand difficult words. Then hold a group discussion about the passage to figure out what it means and why it is important. Using a passage in this way both develops reading skills and knowledge of concepts that will enhance their learning throughout their life.

One thing the authors stress is the importance of students knowing why they are learning things. Much has been written about this topic. Their answer is different from that of many professionals and echoes an idea I fell in love with years ago. You are learning this to develop your brain and thinking skills. (The example I heard years ago was that you are learning this math to exercise your brain. You are correct- you may never be asked to factor an equation after you leave high school. You will, however, constantly be asked to systematically solve problems in your life using logical pathways.)

Throughout the text the authors use the metaphor of metacognition is like learning to drive. In order to be a good driver there are things you need to do- plan where you are going, make sure your equipment is in good condition, pay attention to what is going on around you, and address problems as they arise (things in the road, construction, etc.). Secondary students will definitely be able to connect with this metaphor, but so might elementary students. Or instead of driving a car, use riding a bike or skateboard. We know that metaphors are powerful tools for helping students understand and connect with material and it is a good one.