ARTICLES
The Meta Lesson Plan (continued)
would prove optimal for the educational achievement of students.
Further, that it is the role of the teacher to specifically craft
opportunities in L&T practices for the lapse of outward attentional
focus so that the two attentional states are toggled between each
other by the students. Thus, by allowing students the opportunity
to engage with the inward attentional state whilst in the context
of the classroom, self-relevant processing of their learning will
result in their binding of affect, abstract concepts and cognitive
processes to the semantic particulars of the topic at hand. As
this self-relevant processing in the DM can be detected by the
teacher as student behaviours of “spontaneously induced rest,
daydreaming and other nonattentive but wakeful mental states”
(Smallwood, Obonsawin & Heim, 2003), i.e. talking and being
social. It is behaviours such as these that draw conventional
teacher attention to these ostensibly non-learning states of
student mind and prompt the teacher to issue behavioural cues
(rewards or punishments) to refocus attention back to the task
at hand. Unfortunately, it is these very states of behaviour that
Immordino-Yang et al. (2012) suggest that “may help students to
own their learning, both the process and the outcomes.”
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