#9 - The Learning Brain

You are invited to an event! Following several queries about metacognition in schools, some in relation to the newsletter contents, I have organised a Q&A session on Wednesday 20th July at 4.00pm (BST), mainly for school leaders but anyone is welcome. There will be a short presentation followed by the opportunity to ask questions or share issues. If you are interested in attending please register using the link below.

https://forms.gle/KnZMHTePzgRDVpky9

We have previously looked at why it is important to develop metacognition in learners and how that can initially appear difficult to implement. In the short term, being able to think metacognitively helps students learn more effectively, but we are also setting them up for adult life. Metacognition is closely allied with decision making, a vital life skill for a successful future.

Think too about how there is a growing percentage of children and young people feeling unable to attend school, or who attend but have behavioural difficulties, or just don't engage with the learning any more! Developing metacognition in learners is a 'must have' if we are to stem the tide of downward spiralling well-being and academic progress, currently experienced by some students.

Last time, I focused on the need to start with the individual student and what is going on inside their head in relation to what they believe is possible for them in learning situations. I recommended identifying strengths as a foundation from which any child or young person can start to grow their sense of 'self', an essential staring point for being able to think metacognitively.

Another essential, is the need for students to understand the learning process. That requires some basic information about how their brains function, how it learns, and how memories are created. They also need to appreciate the impact of both the conscious and unconscious parts of the brain in order to comprehend how that affects the way they feel, and subsequently behave! Most importantly of all, students need guidance on how to effectively manage their own thoughts in stressful situations.

One way to start learners on their journey towards taking responsibility for their own thinking processes, is to discuss practical health care for the brain. Establish that we all carry our own brain round with us, (there are no circumstances under which we can leave it in the care of someone else) which makes us personally responsible for its upkeep. You can introduce ways in which learners can help themselves maintain an optimum learning brain.

Most students can tell you of the need to drink plenty of water to stay hydrated, but we need to be more specific in relation to brain function. The brain requires a watery environment for the effective functioning of brain cells which communicate via electrical impulses. Those impulses do not trigger effectively if the brain starts to dry out. Think about the difference between a grape and a raisin! A raisin brain cannot function effectively and learners need to know that and take responsibility specifically for their own brain health!

It also helps students think more carefully about what they are eating if they know that all the structures in their body, including the brain, are built from protein. More specifically, all growth and repair in the body is derived from the protein that has been eaten by the individual. That includes the connections between brain cells! New connections are formed every time we learn something new, and think how many times a day that should be happening for students. Are they eating enough protein for their brain to 'grow'?

Almost every learner appreciates the importance of exercise for keeping 'fit', but what about in relation to the learning brain? Exercise triggers a physical response that makes us breathe more deeply to ensure that the muscles we are using get enough oxygen to keep functioning under increased activity. That life giving gas travels around in our blood, feeding those muscles, but it also passes through the oxygen loving brain as well. The cells need it to carry out their functions that enable us to 'think'. If oxygen runs low from sitting still in an enclosed space, the ability to think clearly deteriorates.

Encourage students to think more carefully about how much they are drinking, how much protein they are eating and how much exercise they are getting. Challenge your learners as a whole class to improve in one of these areas and get them to share what progress they are making. Do so yourself, and make it explicit that water can be freely drunk in class, open windows to improve oxygen flow, and consistently remind students to go outside for a walk during breaks. Kindly remind them of their responsibility to do so as a 'brain care' activity.

Physical care is a starting point to help students become more familiar with the idea of taking control of their own brains in preparation for greater development of metacognition. Next time; psychological changes!