ARTICLES
The Meta Lesson Plan (continued)
subjective interest in the resource. Talk that arises in response
to the resource is affectively decontextualised and cordoned
off from associating with cognitive processes that supplement
long term memory formation of the learning from the resource.
Learning is thus reduced to rote memorisation of content of
the resource, not engagement with one’s mind as it attempts
to construct an ‘intelligible perspective’ on the content of that
resource relative to each student's ZPD. The conventional lesson
plan thus manifested as prior learning being a smaller contributor
to the SC science exam with no significant cognitive contribution
because the teacher’s focus on minimising classroom talk came
at the expense of that talk activating individual students’ long term
memory for use in working memory whilst learning was occurring
in the classroom. As Rodriguez (2013, p. 183) states, “We must
stop believing that an ipad application, smart technology video
game, or even an avatar (or any other type of resource that
removes the teacher from the learning focus of students) can
teach. These objects are learning tools, not teachers.”
thus been described as that mode of human thought implicated
in social cognition, that mode of thinking which allows individuals
to “make sense of themselves and others by employing
metacognitive capacities” which allow the delineation of self
from others and thus the interaction of self with others (Schilbach,
Eickhoff, Rotarska-Jagiela, Fink & Vogeley, 2008). On this making
sense, they note that the self is relative to a given context and
further, that the notion of self and other is bound by and develop
within the particular context via reciprocal exchange. Schilbach
et al. (2008) suggests that humans have a preference to attend to
social cues (like opportunities to talk about and to other students
as opposed to cues for the learning of science and mathematics)
and thus interpret social cues according to their overall social
relevance.
The role that the DM plays in mental life appears to support internal
mentation. Guigni, Vadala, Vincentiis, Colica & Bastianello (2010)
suggest that the spontaneous, stimulus-independent thought
that occurs in the DM when people are left to think for themselves
allows the brain to reiterate knowledge construction processes
to form more useful forward-looking memory structures. That
is, the incorporation of other bits and pieces of knowledge into
the knowledge currently under construction in the classroom
enriches cognitive struct