EDC 230 - Chapter 4

    

    In the fourth chapter of The Growth Mindset Playbook by Annie Brock and Heather Hundley, the authors discuss metacognition and its application to the learning process. It encompasses the idea that teachers letting students struggle productively is a good thing because it will force them to plan, strategize, and evaluate. The authors define metacognition by saying, “It can be better described as understanding and having control over the higher-order thinking processes associated with learning, such as planning, strategizing, and evaluating progress” (Brock and Hundley 56). This displays that students must constantly apply these concepts to make the best of their learning experience. To be successful in this matter, the students must develop a repertoire of strategies and techniques for overcoming their limitations. Persistently reflecting on how these strategies work and adjusting them is fundamental for improvement. 

    

    As a teacher, the best way to differentiate and personalize instruction is to recognize what conditions your students can excel in. The book mentions that the best way to do this is to start surveying your students' metacognitive strategies. You can explain to students that it essentially means to keep working through challenges until they find a method that works for them. Just because the first strategy will not work does not mean another cannot because no one is predisposed as bad learners. The book uses an example of how students can reflect on learning best by utilizing a thinking-self portrait. Students will sketch themselves and put arrows towards the figure that include written descriptions of themselves as learners. At the end of the year, you would ask students to recreate a new-self portrait to check if their metacognitive practices have strengthened or weakened. In conclusion, teachers should encourage students to develop metacognitive strategies in school and life.