"Redefining Education: Metacognition, SEL and the Vision for a Holistic Learning Future"

 Part 2 Interview with Jean Marie Schmidt, associate professor in Academic Success

By Ria Uiterloo

In part 1 of our interview, we discussed the Inequity Gap and Social Emotional Learning (SEL) and Metacognition, and Self-Regulated Learning. In part 2 we continue with other aspects and the importance of educators in shaping the future by stressing the need for their professionalism, collaboration, self-reflection, ongoing development, and awareness of their limitations.

 Vygotsky's Theory, Differentiation, and the Importance of Feedback and Homework

An important aspect that Dr. Schmidt emphasizes is the need for teachers to create conditions for the future society. She explains that teachers have a challenging task, and professionalism, collaboration, and self-reflection is crucial for their success. This requires ongoing professional development, collaboration, and an awareness of their own limitations.

She refers to the concept of Vygotsky, a well-known psychologist, who emphasized how children learn: Vygotsky spoke about how material should be presented to children if we want them to learn and develop further. He says that children should be given material that is just slightly too difficult for them. In other words, they cannot complete that task without support. He calls the space where this happens the zone of proximal development. What is important in this zone is the guidance children receive. Through this guidance, metacognition develops in children. To enable teachers to stimulate their students' metacognitive thinking, Taylor has designed the metacognitive model. This model shows teachers how to support their students' metacognitive thinking by modeling metacognitive behavior.

Now, children immediately enter the learning mode (coding mode). So, to ensure that we are in the code mode (learning mode), there is an area at the back of our brain called the Ventral Attention Network (VAN). Its task is to compare your perception with reality. When there is a discrepancy between the two, the VAN sends a signal. This is called error-related negativity. This ensures that we are hypersensitive and that our brain remains in the learning mode because it signals that we have made a mistake. But often, children make mistakes unconsciously, so this system does not work optimally. This is where the teacher plays a crucial role. By providing feedback on children's processes, their learning behavior, they stimulate the development of the VAN, which optimizes the child's learning.

Vygotsky's theory suggests that children learn and develop within a context of social interaction, cultural resources, and guidance from more knowledgeable individuals. This theory emphasizes the importance of recognizing the role of culture, language, and social interaction in shaping a child's cognitive development. It is essential for teachers to create a supportive and interactive learning environment that promotes healthy child development, where children thrive and reach their full potential.

She warns against creating an environment where children cannot make mistakes because she believes that failure is an essential part of the learning process. Vygotsky's theory suggests that when learning becomes too easy, children do not truly learn. Dr. Schmidt advocates for differentiation in education, considering the individual learning needs of children. It is important to understand that children have different ways of learning and processing information, and the education system must be adapted to accommodate this diversity.

Jean Marie emphasizes the importance of feedback in the learning process. "When students make mistakes, teachers' feedback should activate their prefrontal cortex to encourage them to reflect on what went wrong and how they can improve. This feedback is essential for promoting learning." Dr. Schmidt points out that homework is important and not just about the quantity but also the context in which it is given. Repetition is vital for learning, and homework provides an opportunity to practice. The goal is not to make learning easy but to provide the right challenge, with teachers acting as coaches.

Improving the Education System

Finally, Jean Marie emphasizes that the education system is not broken, but it needs improvement. She criticizes the current education system, in which external influences (parental pressure, high expectations for performance) and scientific results have become too dominant, without enough respect for teachers' expertise. She suggests that the education system is not necessarily broken but needs experts who can translate scientific knowledge into effective classroom education.

She points out four significant issues:

• Lack of expertise: People with little knowledge of learning often determine education policy.
• Dominance of science: Research results are often applied without considering the complexity of the classroom environment.
• Lack of knowledge among teachers: Teachers sometimes lack knowledge in the subjects they teach.
• Lifelong learners: There is a need for more teachers who continue to develop themselves.

Dr. Schmidt advocates for more respect for teachers' expertise and for creating the right conditions for learning. She emphasizes that education is a science, and only the best teachers should be chosen to create the conditions for effective learning.

"In a time when the world is changing, and children are facing complex societal issues, it is crucial that we promote holistic education that focuses not only on cognitive skills but also on social and emotional development. Metacognition and SEL play a central role in preparing students for a successful future where they can contribute to the world. The education system can be improved by using feedback and homework more effectively and by applying differentiation to meet the diverse needs of students.

In short, let's strive for an education system that not only produces smart students but also resilient, self-aware individuals ready to face the challenges of the future." Dr. Jean Marie Schmidt offers valuable insights to achieve this goal. She concludes, "holistic education should focus not only on the brain but also on the body and social and emotional development." She encourages education leaders to have a clear vision and understand where the world is heading so that they can create the conditions for a successful future generation.

For more information, please see the following link: https://www.stibco.nl/metacognitie.

See part 3 interview next!