I’m not sure what this really had to do with the chapter, but box 12.2 in chapter 12 was reciprocal dialogue and it didn’t really make sense to me. I didn’t see where it was really connected and I didn’t understand the examples. It seemed random and I reread it and still didn’t get it. Maybe I just missed something.
To try to improve your diet or nutrient intake, metacognitive knowledge would be used. I think many people still have false-beliefs with food and nutrition. I would try to break these thoughts with proof but in an interesting way. I would teach that food is very complex and what you eat has an affect over your entire body. Because of metacognitive regulation, I would show them that controlling their own beliefs and values about food can really make a difference because that is what pushes them to eat the way they do. Before they can make a change in their diet, they must know why they eat what they eat and the way they eat. They have to think themselves about it and use their metacognive knowledge.
I definitely think metacognition is more important in teaching someone the way of a healthy diet and lifestyle. Eating is something you do everyday, you aren't going to critically analyze, synthesize and evaluate everything you eat, that would drive anyone crazy. In order for someone to seriously change their diet, they need to control their thoughts and monitor themselves. Someone considering eating a piece of cake is going to have to have some self-control over their thinking and understand that they can indulge a little bit, but definitely should not go about eating half the cake. People will be coming to me looking for information on their diets and food and it is my job to teach them a way to fulfill their goals. I wouldn't want to tell them that they need to critically think about everything they eat, that could lead to negative effects like eating disorders and a bad relationship with foods. Instead, I would inform them to just monitor what they eat, make lists or sum up the day or week with one evaluation. Food and nutrition and what you eat is a pretty personal thing, so control of thinking which is more individual is a better match.
I'm pretty sure the reciprocal dialogue is just an example of "reciprocal teaching," which is detailed on the page before the example, page 219. Within the example, the students are going through the steps of summarizing, questioning, clarifying, and predicting, which are the 4 steps of reciprocal teaching.
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