tag:blogger.com,1999:blog-5931834670826653533.post1138101082509766798..comments2024-03-29T07:39:48.764-04:00Comments on A Principal's Reflections: Cognitive Flexibility: Paving the Way For Learner SuccessEric Sheningerhttp://www.blogger.com/profile/13733305358794643322noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5931834670826653533.post-87548636112381233952021-05-25T08:57:02.479-04:002021-05-25T08:57:02.479-04:00So many of these things are people focused... whic...So many of these things are people focused... which I love. I do think we have neglected to focus on that in society for so long.<br /><br />I agree with whomever said this is the first time they have heard "Fourth Industrial Revolution" too. Interesting...Anonymoushttps://www.blogger.com/profile/01832973052308769430noreply@blogger.comtag:blogger.com,1999:blog-5931834670826653533.post-76282434136720631742018-04-26T08:35:24.353-04:002018-04-26T08:35:24.353-04:00This is the first time I have heard the expression...This is the first time I have heard the expression "Fourth Industrial Revolution." What most impressed me was the representation of people skills that was included in the graphic. This is something that I think about often: the tension between utilizing a greater amount of technology in instruction yet also addressing the need to develop social skills as well.Anonymoushttps://www.blogger.com/profile/07240686953347252309noreply@blogger.comtag:blogger.com,1999:blog-5931834670826653533.post-3703711745258846362018-04-25T23:12:07.487-04:002018-04-25T23:12:07.487-04:00
I can appreciate this call for addressing the de... <br />I can appreciate this call for addressing the development of cognitive flexibility in students and the different strategies that are proposed. Cognitive flexibility can also be broken down and explained further by metacognition, executive function, and self-regulation. Metacognition is the knowledge of what to do in a situation. Executive function is the cognitive processes used to put that knowledge to work, and self-regulation is the management of motivation and attention to want to do something. In order to help students develop the ability to be adaptive in changing situations and restructure their knowledge to do so, it is helpful to understand each of these aspects. <br />A student’s metacognition hinges on the person, task, strategy, and interpersonal relationships. Students need clear and accurate feedback to develop proper self-efficacy and know where they stand. In order to know what to do, they need to know they can do it and where they can start. Then, in tackling a certain task, they need to understand the nature of the task and that initial thoughts about impossible or rigid the situation is not true. Knowing the right and wrong strategies to use in a situation is also crucial for metacognition and learned through necessary trial and error situations, which schools can create an environment for. Finally, interpersonal relations, like working in a team, contribute to students’ metacognition, and classrooms can motivate the practice of empathy and increase students’ understanding of the realities of social interactions.<br />Executive function involves planning, monitoring, and evaluating used processes in a situation. Schools can promote planning skills and address making realistic, detailed goals for a task. Then, students should learn how to monitor their performance accurately and evaluate their anticipated progress toward a goal.<br />Self-regulation and impulse control can be influenced by how teachers manage the classroom and instill a sense of grit in their students. Direct instruction regarding resisting impulses, expressing emotions, reframing failure, and writing reflectively can contribute to an environment in which students are encouraged to pursue a passion and perseverance for a long-term goal and to have agency in expressing their emotions and thoughts and choosing how to process them.<br />Lastly, in a study on the effectiveness of self-paced learning by J. Tullis and A. Benjamin, learners with control of their study-time allocation performed better on a recognition judgment test than those with restricted control of study time. Thus, in order for students to know how to adapt in a novel situation and for schools to create a space for practicing and refining cognitive flexibility, allowing students to exercise independence and autonomous control may be crucial to their success. <br />Anonymoushttps://www.blogger.com/profile/01190561987215047460noreply@blogger.com