every level of the six levels of the neocortext the same heuristic is repeated—“matching sensory input to stored patterns and predicting what will happen next”) • How can I use this information? (Dendrites, synapse, and neural networks grow only from what is already there. The brain learns by predicting) (at every level of the six levels of the neocortex the same heuristic is repeated—“matching sensory input to stored patterns and predicting what will happen next”) • What cognitive strategies do I have for strengthening new learning. (Dendrites, synapse, and neural networks grow for what is actively, personally, and specifically experienced and practiced. Dendrites, synapse, and neural networks grow from stimulating experiences. Use it or lose it.) • How does this apply to my own life? (“Dendrites, synapse, and neural networks grow for what is actively, personally, and specifically experienced and practiced.” Smilkstein) ACTIVITY: It takes a lot of effort to build these questions into the learner’s neural networks of cognitive processes and become so strongly developed that they become automatic. Note: Once cognitive strategies become automatic, they no longer are crowding the learner’s working memory and then working memory can be devoted to further manipulation and
especially elaboration (connecting to the learner's prior knowledge.) More on working memory in later chapters. The above questions and the questions to follow are not questions to be superficially learned, but must be over-learned to the point of being automatic. Neural networks need to be developed through repeated exposure to these questions in order to build myelin in neural pathways for these questions when reading that enable instantaneous application of these questions in the reading and learning processes. These questions then become part of the students mental processes for thinking about their thinking. Note: Keep in mind that if the metacognitive processes do not become automatic (repeated exposure with elaboration), then working memory will not have the space to both store and manipulate the information (use cognitive strategies) being learned. Reflection and Metacognition The questions above drive metacognition (the reader thinking about their thinking). Metacognition has to be learned and mental activities that help the learner to automatically try to build a conceptual framework for what they are about to read and to expand that conceptual framework as they read is key to transfer learning (deep learning). Again, “Contrary to popular belief, learning basic facts is not a prerequisite for creative thinking and problem solving -- it's the other way around. Once you grasp the big concepts 25