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Transcript of Metacognition and Learning Styles: Tools for Helping Students Achieve Improved Learning Strategies...
Metacognition and Learning Styles:
Tools for Helping Students Achieve Improved Learning
Strategies
Saundra Y. McGuire, Ph.D., Director Center for Academic Success Adj. Professor, Department of ChemistryLouisiana State University
2004-2005 National College Learning Center Association
Frank L. Christ Outstanding Learning Center Award
The Center for Academic Success
The Story of Five LSU Students
Travis, junior psychology student 47, 52, 82, 86
Robert, freshman chemistry student 42, 100, 100, 100 Miriam, freshman calculus student
37.5, 83, 93 Maryam, freshman art student
57, 87 Terrence, junior Bio Engineering
student GPA 1.67 cum, 3.54 (F 03), 3.8 (S 04)
Class Average Student 1 Student 2 Student 3 Student 4
Test 1 76 65 67 70 83Test 2 52 67 65 46 55Test 3 72 61 68 68 65
Final 78 107 88 88 90
Chemistry 2001
Date of Final Exam: December 14, 2005
Meeting with Student No. 1: December 12, 2005
Meeting with Student Nos. 2 & 4: December 2, 2005
Meeting with Student No. 3: December 8, 2005
The final was worth 100 points with a 10 bonus question.
Fall 2005
Desired outcomes We will understand why students spend little
time studying and do not know how to learn We will have concrete learning strategies that
faculty can teach students to increase learning, and we will be committed to trying some of these strategies in our classes
We will have more resources for our students We will view our students differently We will see positive changes in our students’
performance and self-perception We will spend time reflecting on improving
our teaching and our students’ learning
Overview
Characteristics of today’s learners Types and levels of learning Cognitive Science Findings General Learning Strategies Concept Mapping Activity Factors Influencing Student
Motivation Wrap Up
Reflection Questions
What is the difference, if any, between studying and learning?
Which, if either, is more enjoyable?
When did you learn the conceptual structure (relationships between basic concepts) of your discipline? When/why/how did you to learn this?
Paradigm Shift in Institutional Attitudes
About Learning Teacher
Centered Institutions
Vs Learner Centered Institutions
The RSCC Mission Statement
“Roane State provides a challenging and nurturing learning environment which encourages and inspires students to meet the high expectations and standards needed for responsible citizenship and to embrace the concept of learning as a lifelong endeavor.”
“Roane State’s success can only be measured by the success of its students and by maintaining its demonstrated reputation as a center for higher education excellence.”
Characteristics of Many of Today’s 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
Why don’t students know how to learn or how to study? 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
Additional Reasons
High Stakes Testing in high school forces teachers to “teach to the test”
Students think everything they need is on the web and can be looked up
Technological advances make it easier to function with less knowledge
Misconceptions that interfere with learning
Student Misconceptions
Who would have thought?!?
How might the institution exacerbate the problem?
Orientation programs that stress fun, recreation, and campus organization involvement
Helping students to schedule courses “back to back” with no breaks between
Very large introductory classes Providing limited or no access to
learning strategies information
How do some faculty members 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 providing limited feedback to students By putting notes on-line and advising
students they don’t need to purchase the textbook
By having little ability to teach students concrete learning strategies
Faculty Must Help Students Learn How to
Learn! Teach them the difference between
learning (meaningful learning) and memorization (rote learning); help them understand the process
Assess and provide feedback soon and often
Help them determine their learning style Teach them specific learning strategies Implement pedagogical strategies that
make them use the learning strategies
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.)
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.)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Making decisions and supporting views; requires
understanding of values.
Combining information to form a unique product; requires creativity and
originality.
Using information to solve problems; transferring abstract or theoretical
ideas to practical situations. Identifying
connections and relationships and how
they apply.Restating in
your own words;
paraphrasing, summarizing, translating.
Memorizing verbatim information. Being able to remember, but not
necessarily fully understanding the
material.
Bloom’s Taxonomy
Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu
Identifying components; determining
arrangement, logic, and semantics.
Gra
du
ate
S
chool
Un
derg
rad
uat
eH
igh
Sch
ool
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.
ExampleExample
~ ~ Bloom’s Levels of Learning ~Bloom’s Levels of Learning ~ Applied to Goldilocks and the Three Bears
Evaluation JudgeJudge whether Goldilocks was good or bad. Defend your opinion.
Synthesis ProposePropose how the story would be different if it were Goldilocks and the Three Fish.
Analysis CompareCompare this story to reality. What events could not really happen.
Application DemonstrateDemonstrate what Goldilocks would use if she came to your house.
Comprehension
ExplainExplain why Goldilocks liked Baby Bear’s chair the best.
Knowledge ListList the items used by Goldilocks while she was in the Bears’ house.
Courtesy of http://www.kyrene.k12.az.us/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm
Counting Vowels in 30 seconds
How accurate are you?
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?
Keys to Learning Based on Cognitive Science Findings
Deep factual and procedural knowledge of a discipline is required to solve complex problems
Learning is a continuous process; repetition is the key
New knowledge must be tied to existing knowledge
Learning should involve both sides of the brain and several learning styles
Experts vs. Novices
They think differently about problems
Novices vs. Intelligent Novices
Intelligent novices learn new domains more quickly than other novices
The metacognitive skills make the difference
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
Turn Students into Expert Learners:
Metacognition and Learning Styles are the Keys!
Metacognition
thinking about thinkingbeing consciously aware of
yourself as a problem solverPlanning, monitoring, and
controlling your mental processing
The Study CyclePhase 1: Read or preview chapter(s) to be covered in
class… before class.
Phase 2:GO TO CLASS! Listen actively, take notes, participate in class.
Phase 3: Review and process class notes as soon after class as possible.
Phase 4:Implement Intense Study Sessions.
Repeat
Intense Study Sessions
2-5 minutes: Set Goals 20-50 minutes: STUDY with FOCUS and ACTION
(Read your text, create flash cards, create maps and/or outlines, work problems -without
peeking at the answers, quiz yourself…) Achieve your goal!
5 minutes Take a break
5 minutes Review what you have just studied
Repeat
*Once a week review the entire week’s notes and problems
Active Learning Strategies Get Involved Ask Questions Recite and Write
Review Reflect (megacognate?)
Good notes are essential for
meaningful learning
Cornell Note Taking FormatCornell 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
Recall
Column:
Notes on Taking Notes, 08/04/08
Reduce ideas and facts to concise summaries and cues for reciting, reviewing and reflecting over here.
Getting the Most Out of Homework:
Effective Strategy for Problem Solving
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.)
Concept maps facilitate development of higher order thinking
skills
MappingMapping
Molar mass
grams
formula
Colligative properties
Fp. Dep; b.p. elev.
Symbols + subscripts
moles
Compare and Contrast
Acids Bases
How are they similar?
How are they different?
Create a Chapter Map
Title of Chapter
Primary Headings
SubheadingsSecondary Subheadings
Time for a Break!
Learning Strategies Should be Based on
Learning Style
Learning Styles Influence how we take in information
from the outside world Influence how we process information Influence how we interact with others Influence our motivation for learning
different subjects Influence our frustration level with
learning tasks
http://www.cas.lsu.edu
Brain Dominance
Personality
Modality
Learning Style Diagnostics
Hemispheric Preference
Left Brain vs. Right Brain– Right Brain: visual, intuitive, holistic,
abstract, spatial and main ideas; use charts, maps, time lines, graphs, or visualization as study tools
– Left Brain: verbal, logical, linear, concrete, time oriented, and details; use outlines, lecture notes, or the Cornell note taking format as study tools
– Some students will be “balanced”
Personality Profile
Modified Myers-Briggs
Extrovert Introvert
Sensing iNtuitive
Thinking Feeling
Judging Perceiving
Modality (Sensory Preference) Visual: prefers pictures, symbols, charts,
graphs, concept maps, etc. Aural or auditory: prefers hearing
lectures, reading notes out loud, etc. Read/write: prefers flashcards, notes,
lists, outlines, etc. Kinesthetic: prefers direct experience,
mapping, charting, experiments, visualizing action, etc.
What’s YOUR Style?
Left or right brain dominant?Personality Type
Extrovert or Introvert?
Sensing or Intuitive?Thinking or Feeling?Judging or Perceiving?
Modality (Sensory Preference)?Visual, Aural, Read/Write Kinesthetic
Learning Style Inventories
www.vark-learn.com
www.cas.lsu.edu
Many others!
Time Management is Life Management
I
Big Rocks
The question is this:
What is the “moral of the story” when it comes to time management?
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 water…would it be full?
What if we fill it to the top with sand…would it be full?
The “Master To Do List”
The “Master To Do List” Class #1
Ch. 4 10/13Ch. 5 10/13Ch. 6 10/15Assignment Due
10/15Ch. 7 10/19
Studio:pp. 65-96 10/12Project #1
3 references 10/14
drawings (3) 10/14
model 10/16
Class #3
Ch. 15 10/13
Ch. 17 10/15
Ch. 18 10/20
Class #4
Homework 10/14
Ch. 3 10/14
Review Ch. 2 10/15
Life:
Mom’s Birthday card send 10/15)
Master To Do List:
Date to be completed: Sunday, Oct. 17th
Monday, Oct. 11Class 1, Ch. 4Review pp. 65-96HomeworkBuy cardEmail ClydeComplete formsPick up materialsLibrary, 3 referencesPay bills
Weekly Master To Do List
Weekly Master To Do List
Wee
k of
Mon
day
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to S
unda
y __
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__ Class: Class: Class: Other:Class:
Download this form in the Time Management Online workshop at www.lsu.edu/learn
Time Management Tips from Students
Have a vision—Set goals Know YOUR unique time management style Study when the sun is out Avoid napping Develop patterns “This is what I do” Think of yourself as a Professional Student Kill the TV, cell phone, video game… Email/chat/Facebook…only as a reward Exercise Eat well Drink water Take breaks Have fun
Motivation
“In the academy, the term ‘motivating’ means stimulating interest in a subject and, therefore, the desire to learn it.”
(Nilson, 57)
Motivation to Learn Study Hobson 2000 & 2001 (n=412)
Positive motivation:– Teachers’ attitudes &
behaviors 27.1 %– Course structure
22.5%– Intrinsic
19.8 %– Course content
17.0 %– Perform. Measures 10.0
%– Vocational/financial 1.4
%– Learning environ. 1.1
%– Parents/others
1.0 %
Negative motivation:– Teachers’ attitudes &
behaviors 31.6 %– Course structure: 25.9
%– Learning environ. 12.9
%– Course content
10.8 %– Intrinsic
10.0 %– Perform. measures 7.5
%– Parents/others
0.9 %– Vocational/financial 0.3
%
Motivation Boosters
Partial credit for partially correct answers
Letting students use their own problem solving method
Flexible grading scale based on student performance
Demonstrated personal interest in, and belief that EVERY student can succeed!
Motivation Busters
Multiple choice tests with no opportunity for partial credit
Requiring students to use one problem solving method
Absolute grading scale with no flexibility
Attitude that most students are not prepared to do well, and probably won’t!
Assessment that is not closely tied to what students learned
Answer the following questions:* In baseball, how many outs are there in an
inning? A rancher has 33 head of cattle standing in a
field, when suddenly a bolt of lightning kills all but 9 of them. How many head of cattle are left standing?
Some months have 31 days, and some months have 30 days. But how many have 28 days?
Two U.S. coins are worth a total of $0.30, and one of them is not a nickel. What are the coins?
* http://www.quizrocket.com/dumb-test
Strategies that Work
Learning Style & Personality Assessments
Note taking Systems Concept Mapping The Study Cycle with Intense Study
Sessions Time Management Tools Test Taking Strategies Metacognitive Reflections
Strategies that have worked at Other Schools Integrating study strategies techniques
into class structure Teaching and requiring concept
mapping Setting up collaborative working
groups in class Implementing Supplemental
Instruction Offering Service-Learning courses
Chem 1001 Results Spring 2007
Test 1 Test 2 Final Total points
Attended SYM 156 109 214 801 Lecture on 3/2
Did not attend 154 93 153 563
Class average 153 100 176 662
*app. 80 attendees out of 200 students because session was on a Friday afternoon. Exam 1 was Wednesday, March 7.
Reflection Question
Who is primarily responsible for student learning?
a) the student b) the instructor c) the institution
Our students can significantly increase their
learning! We must teach them the learning
process and strategies We must use pedagogical
strategies that motivate students to learn
What Learning Strategy Can You Teach that Might Improve Student Performance in Your
Course?
Final Note
Please visit the websites at www.cas.lsu.edu and www.howtostudy.org.
We have information and on-line workshops that will introduce you and your students to effective study strategies techniques. Please feel free to contact me at [email protected]. I wish you great success as you help your students SAIL at Roane State Community College!
Saundra McGuire
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.
Cromley, Jennifer, 2000. Learning to Think, Learning to Learn: What the Science of Thinking and Learning Has to Offer Adult Education. Washington, DC: National Institute for Literacy.
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
Nilson, Linda, 2004. Teaching at It’s Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company.
Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning, 30(1), 34ff. Retrieved November 9, 2002, from Expanded Academic Index ASAP. http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm
Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing.