Teach Students How to Learn: Metacognition is the Key!

1. Teach Students How to Learn:Metacognition is the Key! Saundra Yancy McGuire, Ph.D. Retired Asst. Vice Chancellor & Professor of Chemistry Director Emerita, Center for Academic Success Louisiana State University

2. Metacognition The ability to: • think about one’s own thinking • be consciously aware of oneself as a problem solver • monitor, plan, and control one’s mental processing (e.g. “Am I understanding this material, or just memorizing it?”) • accurately judge one’s level of learning Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

3. Why don’t many students know how to learn or how to study? It wasn’t necessary in high school

4. http://www.heri.ucla.edu/

6. How do you think most students would answer the following? What did most of your teachers in high school do the day before the test? • What did they do during this activity? • What grade would you have made on the test if you had gone to class only • on the day before the test?

7. Faculty Must Help Students Make the Transition to College Help students identify and close“the gap” current behaviorcurrentgrades productive behaviordesired grades

8. Reflection Questions • What’s the difference, if any, between studying and learning? • For which task would you work harder? A. Make an A on the test B. Teach the material to the class

9. The Story of Two Students • Travis, junior psychology student 47, 52, 82, 86B in course • Dana, first year physics student 80, 54, 91, 97, 90 (final)A in course

10. Travis, junior psychology student 47, 52, 82, 86 Problem: Reading Comprehension Solution: Preview text before reading Develop questions Read one paragraph at a time and paraphrase information

11. Dana, first year physics student 80, 54, 91, 97, 90 (final) Problem: Memorizing formulas and using on-line solutions help for problems Solution: Solve problems with no external aids and test mastery of concepts

12. Why the Fast and Dramatic Increase? It’s all about the strategies, and getting them to engage their brains!

13. Counting Vowels in 45 seconds How accurate are you? Count the vowels in the words on the next slide.

14. Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

15. How many words or phrases from the list do you remember?

16. Let’s look at the words again… What are they arranged according to?

17. Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

18. NOW, how many words or phrases from the list do you remember?

19. What were two major differencesbetween the 1stand 2nd attempts?

20. 1. We knew what the task was 2. We knew how the information was organized

21. An Excellent Introduction Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

22. What we know about learning • Active learning is more lasting than passive learning -- Passive learning is an oxymoron* • Thinking about thinking is important • Metacognition** • The level at which learning occurs is important • Bloom’s Taxonomy*** *Cross, Patricia, “Opening Windows on Learning” League for Innovation in the Community College, June 1998, p. 21. ** Flavell, John, “Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.” American Psychologist, Vol 34(10), Oct 1979, 906-911. *** Bloom Benjamin. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

23. Bloom’s Taxonomy Anderson & Krathwohl, 2001 http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy

24. This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above. Bloom’s Taxonomy Creating Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Evaluating Making judgments based on criteria and standards through checking and critiquing. Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure . Analyzing Carrying out or using a procedure through executing, or implementing. Applying Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Understanding Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Remembering http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

25. When we teach students about Bloom’s Taxonomy…They GET it!

26. How do you think students answered?At what level of Bloom’s did you have to operate to make A’s or B’s in high school? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

27. How students answered (2008)At what level of Bloom’s did you have to operate to make A’s or B’s in high school? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

28. How students answered (2013) At what level of Bloom’s did you have to operate to make A’s or B’s in high school? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

29. How students answered (2014) At what level of Bloom’s did you have to operate to make A’s and B’s in high school? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

30. How do you think students answered? At what level of Bloom’s do you think you’ll need to operate to make A’s in college courses? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

31. How students answered (in 2008)At what level of Bloom’s do you think you’ll need to operate to make an A’s in college? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

32. How students answered (in 2013)At what level of Bloom’s do you think you’ll need to operate to make A’s in college? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

33. How students answered (in 2014) At what level of Bloom’s do you think you’ll need to operate to make A’s in college? • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

34. How do we teach students to move higher on Bloom’s Taxonomy?Teach them the Study Cycle* *adapted from Frank Christ’s PLRS system

35. The Study Cycle • 4Reflect Preview • Preview beforeclass– Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you. Attend Attendclass – GO TO CLASS! Answer and ask questions and take meaningful notes. Review Review after class– As soon after class as possible, read notes, fill in gaps and note any questions. Study • Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’. • Intense Study Sessions* - 3-5 short study sessions per day • Weekend Review – Read notes and material from the week to make connections Assess • Assess your Learning– Periodically perform reality checks • Am I using study methods that are effective? • Do I understand the material enough to teach it to others? Intense Study Sessions Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

36. Metacognition: An Effective Tool to Promote Success in College Science Learning* Ningfeng Zhao1, Jeffrey Wardeska1, Saundra McGuire2, Elzbieta Cook2 1Department of Chemistry, East Tennessee State University 2Department of Chemistry, Louisiana State University *March/April 2014 issue of JCST, Vol. 43, No. 4, pages 48-54

37. Two Valuable References Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing Nilson, Linda. (2013) Creating Self-regulated Learners Sterling, VA: Stylus Publishing

38. Mindset Matters! Shenk, David, 2010. The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing

39. Mindset* is Important! • Fixed Intelligence Mindset • Intelligence is static • You have a certain amount of it • Growth Intelligence Mindset • Intelligence can be developed • You can grow it with actions Dweck, Carol (2006) Mindset: The New Psychology of Success. New York: Random House Publishing

40. Responses to Many Situations are Based on Mindset

41. Which mindset about intelligence do you think most students have? • Fixed • Growth

42. Which mindset about intelligence do you think most students have? From Biology Faculty Institute Participants Summer 2014 • Fixed • Growth

43. Which mindset about intelligence do you think most faculty have? • Fixed • Growth

44. Which mindset about intelligence do you think most faculty have? From Biology Faculty Institute Participants Summer 2014 • Fixed • Growth

45. Which mindset about intelligence do you think most STEM faculty have? • Fixed • Growth

46. Which mindset about intelligence do you think most STEM faculty have? From Biology Faculty Institute Participants Summer 2014 • Fixed • Growth

47. Which mindset about intelligence do you think most STEM faculty have? From 2014 SACS Summer Institute Participants • Fixed • Growth

48. Sharing Strategies that Have Worked for Others Can Be Very Motivational

49. Top 5 Reasons Students Did Poorly on Test 1 in General Chemistry 1. Didn’t spend enough time on the material 2. Started the homework too late 3. Didn’t memorize the information I needed to memorize 4. Did not use the book 5. Assumed I understood information that I had read and re-read, but had not applied

50. Top 5 Reasons Students Made an A on Test 1: 1. Did preview-review for every class 2. Did a little of the homework at a time 3. Used the book and did the suggested problems 4. Made flashcards of the information to be memorized 5. Practiced explaining the information to others