Approaches for Teaching Metacognitive Strategies to Individuals and Groups

1. Approaches for Teaching Metacognitive Strategies to Individuals and Groups Saundra Yancy McGuire, Ph.D. Assistant Vice Chancellor Professor, Department of Chemistry Past Director, Center for Academic Success Louisiana State University

2. QUESTIONS? • What questions do you have from this yesterday’s session? • What do you want to know more about?

3. Ten Things Most Faculty Don’t Know 1. It’s not about what we say, it’s about what students hear and are thinking. 2. The amount of learning is often inversely proportional to the clarity of the explanation of the topic 3. “Good” students will not seek help; they must be approached and invited by the instructor; it’s all about the relationship 4. How to teach students how to read, how to listen, how to write, and how to learn 5. Students can learn to be their own tutors

4. 6. Showing students examples of others who drastically improved motivates them to put in the time and the effort it takes to improve 7. The message has to be “you’re brilliant; we’ll help you soar” rather than “you were great in high school, but college requires more” 8. Students CAN be taught how to learn and how to study (www.howtostudy.org) 9. Emotions play a powerful role in learning! 10. There are not smart students and students who are not smart; there are students who have and use strategies, and those who don’t !

5. Effective Metacognitive Strategies • Always ask why, how, and what if • Use SQ5R for reading assignments (survey, question, read, recite, review, wRite, reflect) • Test understanding by giving “mini lectures” on concepts • Always solve problems without looking at an example or the solution • Use the Study Cycle with Intense Study Sessions • Use the textbook!

6. What is the task described here? “The procedure is actually quite simple. First, you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step. Otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one can never tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually, they will be used once more, and the whole procedure will then have to be repeated. However, that is part of life.” Bransford, J.D.& Johnson, M.K. “Contextual Prerequisites for Understanding: Some Investigations of Comprehension and Recall,” Journal of Verbal Learning and Verbal Behavior, 2:7, 1972.

7. Metacognitive Get Acquainted Activity* • What do you believe is important to understand and learn in _____________________? • What do you believe to be critical characteristics of successful students in ___________? • How will you study and prepare for exams in ______________________________? *Simpson, M. & Rush, L. (2012) in Teaching Study Strategies in Developmental Education, Hodges, Simpson, Stahl eds. New York: Bedford/St. Martin’s

8. Hodges, Simpson, Stahl eds. (2012) Teaching Study Strategies in Developmental Education, New York: Bedford/St. Martin’s • Historical Background on Study Strategies • Developmental Education and Learning Assistance Today • Diverse Populations in the Classroom • Students’ Beliefs about Study Strategies • Theory, Research, and Best Practices • Assessment and Evaluation

9. Another Valuable Reference Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

10. Establish High Expectations Emphasize Consistent Contact Determine Students’ Learning Styles Define Student Success Clarify Student Responsibility Establish a Learning Community of Scholars Meet Students Where They Are Interweave Assessment and Teaching Effective Strategies for Teaching Unprepared Students* *Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

11. Learning Style/Preference AURAL VISUAL READ/WRITE KINESTHETIC www.cas.lsu.edu

12. 2.) Sensory Preference (Modality) Reading/Writing Your prefer to learn by reading and taking notes. Read all assignments. Focus on headings and subheadings to help you find the author's organization of information. You might find it useful to reread and rewrite words and notes. Use flashcards, lists, and charts to study. Aural You prefer to learn and process material by listening. Participation in study groups and class discussions provide one of the very best ways to learn from what you hear and say. You might think that you should tape your lectures, but that won't help you separate and organize important lecture ideas. Instead, try converting written lecture notes to audio tapes. Read your notes aloud into a tape recorder, leaving brief amounts of time between main ideas and questions. This gives you time to think and then process out-loud. Kinesthetic You prefer to learn by direct experience or by moving. When you learn from direct experience, you learn by touch or by physical movement. The more you do, the more you learn. Highlighting, underlining, labeling information, and writing add movement to learning. Mapping, creating or using 3-D models if possible, charting, or creating other graphics or interactive tools also are ways to learn by doing. Role-plays, and experiments also help you learn actively. Participation in study groups or tutoring others provides additional ways to become an active learner. Visual Visual learners prefer concept mapping, flash charts, visual outlines and graphics. Adding meaningful symbols, colors, and graphics to notes also provide visual cues. Try to visualize how information appears on a page. In study groups or discussions, clarify what is said through either an image or drawing out a map.

13. Time Management is Life Management

14. Big Rocks Is this jar full? What if we fill it to the top with small rocks… would it be full? What if we fill it to the top with sand… would it be full? What if we fill it to the top with water… would it be full? The question is this: What is the “moral of the story” when it comes to time management?

15. Semester Calendar EXAM PROJECT EXAM EXAM FAMILY REUNION EXAM EXAM EXAM PROJECT FAMILY WEDDING EXAM RESEARCH PAPER EXAM EXAM EXAM PROJECT Find at: www.cas.lsu.edu

16. Weekly Planner ISS’s

17. Using Cognitive Science Information to Improve Student Performance • Scenario Analysis • Learning Strategies Handout • Description of one strategy you can implement to help students achieve greater success in the course(s) you are teaching

18. What Faculty Can Do to Teach Metacognitive Strategies • Administer a Learning Strategies Inventory after the First Examination • Conduct a Learning Strategies Session in Class • Invite a speaker from the Learning Assistance Center to talk with the class • Discuss metacognitive learning strategies during office hours • Take the on-line workshops on the LAC and Student Success & Retention websites • Demonstrate the confidence that all students can excel in the course!

19. Special Note Please visit the CAS website at www.cas.lsu.edu. We have on-line workshops that will introduce you and your students to effective metacognitive strategies, including concept mapping. Have fun turning your students into expert learners! Saundra McGuire