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Lesson Two and Three - Metacognition & Biology in the News

Questioning and
Thinking Skills
Neuroimaging research reveals that high-stress
environments disrupt the brain’s learning acquisition and
memory retrieval.
Stress and
Memory The
The flow of information into and out of memory requires
that it pass through the amygdala . In a neutral or positive
state—when students are comfortable and confident in
their ability to do their best—information can pass through
the amygdala to get to and from the memory storage and
executive function networks in the prefrontal cortex.
In a high-stress state, the amygdala reduces the flow of
information to the prefrontal cortex, reducing access to the
information stored in memory and providing less guidance
from the executive function networks.
Stress and
• With less access to the
executive functions of
emotional self-regulation and
judgment, students are
limited to a narrow set of
behavior responses:
• fight, flight, or freeze.
• They have less cognitive
ability and judgment to
evaluate test questions and
their own responses.
Confront the
demons and accept
• Self-awareness—recognition of the signs
that they are becoming stressed or anxious.
That recognition is the first step in
overcoming amygdala blockage.
Confucius said: “A man who has
committed a mistake and doesn’t correct
it is committing another mistake”
When you as a learner become aware of
your thinking, you can become aware of
your strengths and the strategies that are
useful to your own learning
Thinking about Thinking
Knowledge of cognition has three
The Two
Processes of
Knowledge of the factors that
influence one’s own performance.
Knowing different types of
strategies to use for learning.
Knowing what strategy to use for
a specific learning situation.
Regulation of cognition involves:
The Two
Processes of
 Setting goals and planning
Monitoring and controlling learning
Evaluating one’s own regulation
(assessing results and strategies used).
Thinking Routines – Making Thinking Visible
• Some strategies to help your Learning and Thinking
Ron Ritchhart
Metacognitive Awareness Inventory
• As openly and honestly as you can answer the true and false
questions about yourself as a learner.
• Follow the directions on the sheet and give your self points according
to the instructions.
• Look at your totals – awareness of areas of improvement.
Article One
• Bacterial Complexity Revises Ideas about ‘What Came First’
• Task -: Read the article
• Highlight any Science that your already knew in one colour.
• Highlight any Science that is new to you another colour.
• Concentration on a new piece of Science that interests you the most
from the article.
• Carry out Connect, Extend, Challenge
Article Two
• https://www.ted.com/talks/amber_m_yates_how_this_disease_chan
• Directed Paraphrasing
• Write a layperson’s translation of what you have just listen to.
• Assessing your ability to comprehend/transfer concepts.
Article Three
DNA Gets a New — and Bigger — Genetic Alphabet
• https://www.nytimes.com/2019/02/21/science/dna-hachimojigenetic-alphabet.html
Peel the fruit