Metacognition: The Key to Excelling in Science

1. Metacognition: The Key to Excelling in Science! Saundra Y. McGuire, Ph.D. Director, Center for Academic Success Adj. Professor, Department of Chemistry Louisiana State University

2. 2004 National College Learning Center AssociationFrank L. Christ Outstanding Learning Center Award�

3. The Story of Five LSU Students Travis, junior psychology student 47, 52, 82, 86 Robert, freshman chemistry student 42, 100, 100, 100 Amy, junior organic chemistry student 54, 82, 76, 78 Michael, senior pre-medical organic student 30, 28, 80, 91 Terrence, junior Bio Engineering student GPA 1.67 cum, 3.54 (F 03), 3.8 (S 04)

5. Think/Pair/Share What is the difference, if any, between studying and learning? Which, if either, is more enjoyable?

6. Al�s Cumulative Exam Record Pursuing Ph.D. in Chemistry 

7. Desired outcomes We will better understand why students don�t study, or seldom get significant results from their study time We will understand some basic principles of cognitive science and learning theory that can be used to improve teaching and learning We will have concrete strategies that teachers can teach students to increase critical thinking We will see how concept mapping can improve learning

8. Desired outcomes cont�d We will know what motivates students to learn We will view our students differently We will see immediate and dramatic changes in our students� performance and self-perception We will LOVE our jobs!!!

9. Characteristics of Many of Today�s STEM Students Working more hours More ADD/ADHD Interested in obtaining credentials Feel entitled to an A or B if they consistently attend class Few time management skills Few learning skills

10. Why don�t students know how to learn? It wasn�t necessary in high school - 66% of 2003 entering first year students spent less than six hours per week doing homework in 12th grade. - More than 46% of these students said they graduated from high school with an �A� average. Students� confidence level is high - 70% believe their academic ability is above average or in the highest 10 percent among people their age Higher Education Research Institute Study http://www.gseis.ucla.edu/heri/03_press_release.pdf

11. How do faculty sometimes further add to the problem? By assigning homework and giving tests that require little, if any, higher order thinking By assessing learning too infrequently By not requiring students to be responsible for their own learning By having little ability to teach students concrete learning strategies By rewarding passive learning

12. How does the university exacerbate the problem? Orientation programs that stress fun, recreation, and campus organization involvement Counselors who assist students in scheduling courses �back to back� with no breaks between Faculty who discourage students from buying the course textbook Others?

13. What did we at the CAS do to improve these students� learning and performance?

14. Metacognition The ability to: think about thinking be consciously aware of oneself as a problem solver monitor and control one�s mental processing accurately assess what one understands

15. Metacognition �an appreciation of what one already knows, together with a correct comprehension of the learning task and what knowledge and skills it requires, combined with the ability to make correct inferences about how to apply one�s strategic knowledge to a particular situation, and to do so efficiently and reliably.� Taylor, 1999

16. Rote Learning Involves verbatim memorization (which is easily forgotten) Cannot be manipulated or applied to novel situations (e.g. remembering phone numbers, dates, names, etc.)

17. Meaningful Learning Learning that is tied and related to previous knowledge and integrated with previous learning Can be manipulated, applied to novel situations, and used in problem solving tasks (e.g. comparing and contrasting the Arrhenius and B-L definitions of acids and bases.)

18. Why Rote Learning Is Ubiquitous More high stakes testing in schools schools It worked in earlier grades; paradigm shifts don�t come easily! Teachers who test primarily rote learning Most students have not developed study skills or learning strategies

19. Can you accurately count the vowels?

21. So, what can we do to improve student learning? Adopt the attitude that ALL students can learn Help students determine their learning style Help students understand the learning process Teach students effective learning strategies based on cognitive science research findings

22. Cognitive Science: The Science of the Mind Questions How do humans process information? How do people increase their knowledge? What factors influence learning? What types of learning facilitate transfer of information learned to new settings? How can we change teaching to improve learning?

23. Experts vs. Novices They think differently about problems

24. Novices vs. Intelligent Novices Intelligent novices learn new domains more quickly than other novices The metacognitive skills make the difference

25. What intelligent novices know Learning is different from memorization Solving problems without looking at the solution is different from using the solution as a model Comprehension of reading material must be tested while the reading is in progress Knowledge is not �handed out� by the instructor; it is constructed by the learner The basic concepts in an area are connected to each other

26. Turning Students into Intelligent Novices Have them determine their learning style Have them do �think aloud� exercises Have them ask �why� and �what if� Have them write exam questions that are at the application level (or higher) on Bloom�s taxonomy Have them make concept maps of material Provide time for them to do metacognitive activities in class

27. Another Cognitive Science Concept: Judgment of Learning (JOL) The ability to: Realistically evaluate what you�ve learned and what you haven�t learned Devise strategies to test your learning (e.g. write about the topic, give a �lecture about the topic�, etc.) Use strategies to deepen your learning

28. Why Students Do Not Accurately Judge their Learning They base their learning on what�s in short term memory They don�t test their learning They�ve never engaged in an activity that would show them that they are overestimating their learning

29. Concept maps facilitate development of higher order thinking skills

30. How Concept Mapping Improves Accuracy of Judgment of Learning It forces students to come to grips with the state of their current understanding of a topic Students see how other students �see� the concepts Students develop a conceptual framework for the material

31. Concepts Maps

32. Chapter Map

33. Persuasive Writing

34. Compare and Contrast

35. Study Strategies Gold Nugget The Study Cycle with Intense Study Sessions* *Adapted from method developed by Frank L. Christ

38. Get the Most Out of Lecture Preview material Arrive early Actively participate Review notes soon after class Rework all example problems done in class

39. Get the Most Out of Homework Start the problems early--the day they are assigned Do not flip back to see example problems; work them yourself! Don�t give up too soon (<15 min.) Don�t spend too much time (>30 min.)

40. Get the Most from Tutorial Centers, Office Hours, & Study Groups Try to understand the concept or work the problem by yourself first Come prepared to ask questions Explain the material to the tutor or instructor

41. Make Study Groups Work FOR You, Not AGAINST You! Set ground rules for the study group No meetings the day the problem set is due Be present, on time, and prepared Do your part or be barred from the session Each one teach something!

42. Good notes are essential for meaningful learning

43. Cornell Note Taking Format* Uses of notes identify major points identify minor points There are 4 Kinds of Notes: Running Text Formal Outline Informal Outline Cornell Note system

44. Motivating Students Bases of Intrinsic Motivation Autonomy (Control Their Own Destiny) Competence (Do Things that Help Them Feel Successful) Belonging (To Feel Part of a Group Effort) Self-Esteem (To Feel Good About Who They Are) Involvement and Enjoyment (To Find Pleasure in What They Do)

45. The LSU Dental School First Year Class: An Amazing Success Story! Metacognition Discussion � August 13, 2004 Histology Exam � August 23, 2004 Previous class averages: 74 � 77 Challenge to class on August 13: 84 average Reported average on August 24: 85!

46. In conclusion Students CAN change their attitudes and behaviors about learning. BUT, we must help them do this and hold them accountable for meaningful learning.

47. Final Note Please visit out website at www.cas.lsu.edu. We have on-line workshops and information that on effective study strategies that will be useful to students with a variety of learning styles. Dr. Saundra McGuire

48. References Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press. Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. Hacker, D. J., Dunlosky, J., and Graesser, A.C. (1998). Metacognition in Educational Theory and Practice. Mahwah, NJ: Erlbaum Associates Halpern, D.F and Hakel, M.D. (Eds.), 2002. Applying the Science of Learning to University Teaching and Beyond. New York, NY: John Wiley and Sons, Inc. Kameenui and Carnine, 1998. Effective Teaching Strategies That Accommodate Diverse Learners. Upper Saddle River, NJ: Merrill Publishing Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing. Learning Support Centers in Higher Education Skip Downing On Course www.cas.lsu.edu