The concept of "thinking about thinking" is called metacognition, and it can be incredibly helpful for students.
- Metacognition is the idea of "thinking about how we think" - this can give us insight into our feelings, needs and behaviors that allow us to adapt and grow.
- Metacognition can (and should) be taught from an early age to allow for students to do their best in school and in life.
- Simple forms of metacognitive thinking techniques can be taught at home and in the classroom.
"Metacognition is a big word for something most of us do every day without even noticing. Reflecting on our own thoughts is how we gain insight into our feelings, needs, behaviors - and how we learn, manage, and adapt to new experiences, challenges, and emotional setbacks. It's the running conversation we have in our heads, mentally sounding ourselves out and making plans." - ChildMind.org
According to ChildMind, teaching our children how to use metacognition proactively can be a powerful tool, helping them overcome obstacles and adapt.
Why children should learn metacognition from an early age
Metacognitive thinking in children can allow them to adapt and overcome obstacles at school and in life.
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In simple terms, metacognitive thinking teaches us about ourselves. According to Tamara Rosier, a learning coach who specializes in metacognitive techniques, thinking about our thinking creates a perspective that allows us to adapt and change to what the situation needs.
A simple example of metacognitive thinking (or reframing) is this:
"Math tests make me anxious." This is a statement, a thought. Turning to metacognition, this train of thought evolves into "What about math tests make me anxious...and what can do I to change that?"
According to Rosier, children who are taught to think of themselves as being either "good" or "bad" at a particular task can end up with a fixed mindset that makes them passive in approaching a challenge relating to that task. However, teaching kids to become more metacognitive helps them develop a mindset that leaves more room for growth and adaptation, promoting self-awareness and resilience.
This isn't just a hunch, there are many studies that prove the worth of teaching metacognition to children. Research suggests that as students' metacognitive abilities increase, they also achieve at higher levels.
Even beyond academic learning, metacognition can help young people gain awareness of their own mental states so they can begin to answer important questions like "how do I live a happy life?" and "how do I feel good about myself?"
How can we teach our children metacognitive thinking?
Teaching children metacognition can happen at school and at home with just a few simple tricks...
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Teach children how their brains are wired for growth and productivity.
How your child thinks about learning will greatly impact their performance while learning. Research shows that when students are able to develop a growth mindset (compared to a fixed mindset), they are more likely to engage in reflective thinking about how they can learn and grow which serves as motivation to do so.
Provide opportunities to reflect on what they've learned.
According to Edutopia, higher-order thinking skills are able to be fostered when students recognize their own cognitive growth. Simple questions like "before this test, I thought earthquakes were caused by _____, but now, I understand them to be caused by ______."
This kind of thinking promotes the idea that they have learned a new fact or acquired a new skill, which allows them to become more motivated to learn and grow. A very simple way of doing this could be having students keep an education journal where they track things like what tasks they found easy each week at school, what assignments they found most difficult, and what new things they learned as a result of their studies.
Simple interactions in the classroom can promote metacognition.
Even the way teachers interact with students can help improve metacognition. Before a class, a teacher could give a few tips on how to actively listen and learn. Following the class, the teacher could ask students to write down three key points from the class. After, the teacher should share what they believe to be three key points from the class and ask students to self-check how closely their answers matched the teacher's answers.
This activity is able to increase active listening and improve metacognitive monitoring skills at the same time.
Making the most of "teachable moments" everywhere (at home, in the classroom, etc.)
You can model metacognition by talking through problems. Children can learn a lot from listening to their parents or teachers use higher-order thinking strategies (or metacognitive thinking) out loud.
Taking advantage of "teachable moments" like this can allow children to see metacognitive thinking in action and promote the idea that everyone makes mistakes and the best way to correct those mistakes is to work them through and think about it as an opportunity to learn and improve.
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We're learning more new things about death everyday. Much has been said and theorized about the great divide between life and the Great Beyond. While everyone and every culture has their own philosophies and unique ideas on the subject, we're beginning to learn a lot of new scientific facts about the deceased corporeal form.
An Australian scientist has found that human bodies move for more than a year after being pronounced dead. These findings could have implications for fields as diverse as pathology to criminology.
Dead bodies keep moving
Credit: Flickr
Researcher Alyson Wilson studied and photographed the movements of corpses over a 17 month timeframe. She recently told Agence France Presse about the shocking details of her discovery.
Reportedly, she and her team focused a camera for 17 months at the Australian Facility for Taphonomic Experimental Research (AFTER), taking images of a corpse every 30 minutes during the day. For the entire 17 month duration, the corpse continually moved.
"What we found was that the arms were significantly moving, so that arms that started off down beside the body ended up out to the side of the body," Wilson said.
The researchers mostly expected some kind of movement during the very early stages of decomposition, but Wilson further explained that their continual movement completely surprised the team:
"We think the movements relate to the process of decomposition, as the body mummifies and the ligaments dry out."
During one of the studies, arms that had been next to the body eventually ended up akimbo on their side.
The team's subject was one of the bodies stored at the "body farm," which sits on the outskirts of Sydney. (Wilson took a flight every month to check in on the cadaver.)
Her findings were recently published in the journal, Forensic Science International: Synergy.Implications of the study
The researchers believe that understanding these after death movements and decomposition rate could help better estimate the time of death. Police for example could benefit from this as they'd be able to give a timeframe to missing persons and link that up with an unidentified corpse. According to the team:
"Understanding decomposition rates for a human donor in the Australian environment is important for police, forensic anthropologists, and pathologists for the estimation of PMI to assist with the identification of unknown victims, as well as the investigation of criminal activity."
While scientists haven't found any evidence of necromancy. . . the discovery remains a curious new understanding about what happens with the body after we die.
The bristle worm, also known as polychaetes, has been around for an estimated 500 million years. Scientists believe that the super-resilient species has survived five mass extinctions, and there are some 10,000 species of them.
Be glad if you haven't encountered a bristle worm. Getting stung by one is an extremely itchy affair, as people who own saltwater aquariums can tell you after they've accidentally touched a bristle worm that hitchhiked into a tank aboard a live rock.
Bristle worms are typically one to six inches long when found in a tank, but capable of growing up to 24 inches long. All polychaetes have a segmented body, with each segment possessing a pair of legs, or parapodia, with tiny bristles. ("Polychaeate" is Greek for "much hair.") The parapodia and its bristles can shoot outward to snag prey, which is then transferred to a bristle worm's eversible mouth.
The jaws of one bristle worm — Platynereis dumerilii — are super-tough, virtually unbreakable. It turns out, according to a new study from researchers at the Technical University of Vienna, this strength is due to metal atoms.
Metals, not minerals
Fireworm, a type of bristle wormCredit: prilfish / Flickr
This is pretty unusual. The study's senior author Christian Hellmich explains: "The materials that vertebrates are made of are well researched. Bones, for example, are very hierarchically structured: There are organic and mineral parts, tiny structures are combined to form larger structures, which in turn form even larger structures."
The bristle worm jaw, by contrast, replaces the minerals from which other creatures' bones are built with atoms of magnesium and zinc arranged in a super-strong structure. It's this structure that is key. "On its own," he says, "the fact that there are metal atoms in the bristle worm jaw does not explain its excellent material properties."
Just deformable enough
Credit: by-studio / Adobe Stock
What makes conventional metal so strong is not just its atoms but the interactions between the atoms and the ways in which they slide against each other. The sliding allows for a small amount of elastoplastic deformation when pressure is applied, endowing metals with just enough malleability not to break, crack, or shatter.
Co-author Florian Raible of Max Perutz Labs surmises, "The construction principle that has made bristle worm jaws so successful apparently originated about 500 million years ago."
Raible explains, "The metal ions are incorporated directly into the protein chains and then ensure that different protein chains are held together." This leads to the creation of three-dimensional shapes the bristle worm can pack together into a structure that's just malleable enough to withstand a significant amount of force.
"It is precisely this combination," says the study's lead author Luis Zelaya-Lainez, "of high strength and deformability that is normally characteristic of metals.
So the bristle worm jaw is both metal-like and yet not. As Zelaya-Lainez puts it, "Here we are dealing with a completely different material, but interestingly, the metal atoms still provide strength and deformability there, just like in a piece of metal."
Observing the creation of a metal-like material from biological processes is a bit of a surprise and may suggest new approaches to materials development. "Biology could serve as inspiration here," says Hellmich, "for completely new kinds of materials. Perhaps it is even possible to produce high-performance materials in a biological way — much more efficiently and environmentally friendly than we manage today."
