Christine Harrington Ph.D. Middlesex County College January 9,
2015 Infusing Research Based Success Strategies into Academic
Courses 1
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Agenda 2
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Unsettling Statistics. Sikorski, et al. (2002) Over 78% of
freshman and sophomore students reported not reading the textbook
at all, or reading it only sparingly, for at least one introductory
course 3
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Reading Compliance is Decreasing Direct from Burchfield and
Sappington, 2000 4
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Why are students not reading the textbook as much as we expect
them to? 5
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What percentage of the textbook/assigned readings are students
reading BEFORE class ? What percentage of the textbook/assigned
readings are students reading BEFORE an exam ? Prediction Time.
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The Results. Clump, Bauer, & Bradley (2004) 7
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Students Know they Should Read Students dont expect to do well
if they just skim or dont read the textbook (Elias, 2005) 8
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Students Realize Reading is Linked to Academic Performance
Stratten (2011) 9
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Students know their professors expect them to read Berry, Hill,
and Stevens (2011) 10
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Reasons for Lack of Reading (Lei et al., 2010) 11
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Interventions What can professors do? 12
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The Student Perspective What do students say will work? 13
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What would make it more likely for you to read? Stratton (2011)
TimeProfessor Actions Reading Quizzes Lectures that do not cover
everything 14
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Increasing Accountability for Reading 15
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What technique will result in better long term memory?
Question! S = Study T = Test 16
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Quizzing is a Powerful Memory Tool! Roediger, H., &
Karpicke, J. D. (2006). Test- Enhanced Learning: Taking Memory
Tests Improves Long-Term Retention. Psychological Science, 17(3),
249-255. doi:10.1111/j.1467-9280.2006.01693.x 17
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The Study Roediger, & Karpicke (2006) S = Study; T= Test
Retention of Information 18
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Retrieval is a MEMORY tool!!! Roediger & Karpicke (2006)
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An Alternative to the Pop Quiz- Random Quizzing Works! Ruscio
(2001) 20
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Quizzing Research Weekly quizzing Testing until you get it
correct Landrum (2007); Di Hoff, Brosvic, & Epstein (2003);
Epstein, Epstein, & Brosvic (2001) 21
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Quizzing in your Class How can you put this research into
action? 22
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Quizzes versus Focused Worksheets Ryan (2006) 23
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Focus Worksheet Direct from Ryan (2006) 24
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The Results Ryan (2006) 25
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On-line Discussions of Text Lineweaver (2010) Read more
carefully Reported higher level of understanding Felt more prepared
for exam But no significantly different results in exam scores were
found 26
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Making Changes in our Reading Assignments General Specific Read
Chapter 1 Focus on major psychological theories Answer questions
Use Power Point to take notes 27
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More Ideas Group Work Inter-teaching Informal Presentations
Online Homework (Publisher Tools) 28
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Inter-teaching Boyce & Hineline (2002) 29
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Inter-teaching 30
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Lets Try It. Reading Assignment Activity 31
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Increasing Reading Comprehension 32
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Activity Time 33
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Importance of Background Knowledge Recht and Leslie (1988) High
Baseball Knowledge Low Baseball Knowledge Good reader 31.418.8 Poor
Reader 27.513.9 34
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How Can We Help Students Build Prior Knowledge BEFORE reading?
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Power Point Slides or Outline 36
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A Research Study Austin, Lee, & Carr (2004) 37
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The Results Austin, Lee, & Carr, (2004) 38
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Teach Reading Skills 39
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Reading Strategies Work! 3R McDaniel, Howard, & Einstein
(2009) SQ3R Artis (2008); Carlston (2011) 40
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Providing Online Support 41
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Learning Strategies that Work! 42
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The Academic Self-Regulation Process 43
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The Academic Self-Regulation Process 44
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The First Step: Establishing a Goal! 45
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What do you think is the MOST IMPORTANT characteristic of a
goal? 46
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Goals Should Be CHALLENGING! Challenging Goals, Better Results
Locke and Latham (2002) Wicker, Hamman, Reed, McCann, & Turner
(2005) 47
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Depression: Is there a Downside to Challenging Goals? Reynolds
& Baird (2010) 48
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Goal Attainment? Reynolds & Baird (2010) 49
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Results Go Ahead Challenge Yourself Reynolds & Baird (2010)
No evidence of emotional cost (depression) for unrealized goals
Higher expectations were associated with lower levels of depression
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ABCS Framework 51
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The Second Step: Learning Strategies that Work! 52
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The BEST Learning Strategies 53
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The Testing Effect Einstein, Mullet, & Harrison, (2012)
Will participating in a demonstration of the testing effect
increase the use of testing as a study strategy? Testing effect-
Testing yourself is a very powerful way to remember 54
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The Study Einstein, Mullet, & Harrison, (2012) Who? 52
college students taking an upper level course on Memory 55
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The Results Einstein, Mullet, & Harrison, (2012) But
Students thought they did equally well 56
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The Results Einstein, Mullet, & Harrison, (2012) Students
were MORE likely to USE TESTING as a study tool after this
demonstration! 67% used testing during reading 82% used testing
strategy when studying 57
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Distributed Practice Works Best! Schwartz, Son, Kornell &
Finn (2011) Require students to space out studying through: Quizzes
Assignments Online Support Tools 58
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Teach Someone: Learning is Social! Rubin & Hebert (1998) In
or out of class study groups Turn and talks Mini-presentations
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Elaboration: Student Examples Reflection and Processing Time
One Minute Papers Think, Pair, Share In Class or Online Discussions
Assignments 60
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Power of Organizing Dickinson and OConnell (1990) Research
Question: Does how long you study or how you study matter more?
What study approach works best? Tom Peterson, Middlesex County
College 61
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The Study Dickinson and OConnell (1990) Test Grade 62
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The Results! Dickinson and OConnell (1990) 63
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The Results! Dickinson and OConnell (1990) 64
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Defining Organizing Dickinson and OConnell (1990) Put
information into your own words Create links between concepts via a
hierarchical structure Create examples to help concepts come alive
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What Can YOU do to help your students ORGANIZE content? 66
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Some Ideas Modeling Summarize concepts in own words Create
concept maps 67
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Organizing 68
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Visual Images Identify images connected to content Focus on
charts, graphs, and images 69
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The Third Step: Self-Reflection and Modifying Behaviors as
needed! 70
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Research on Self-Reflection Dietz-Uhler & Lanter (2009)
Will students who complete a four question self-reflection activity
before a quiz perform better than students who complete this
activity after the quiz? 71
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The Study Dietz-Uhler & Lanter (2009) 72
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The 4 Questions 1.Identify one important concept, research
finding, theory or idea in psychology that you learned while
completing the activity. 2.Why do you believe that this concept,
research finding, or idea in psychology is so important? 3.Apply
what you have learned from this activity to some aspect of your
life. 4.What question(s) has the activity raised for you? What are
you still wondering about? Direct from Dietz-Uhler & Lanter
(2009) p. 40 73
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The Results! Dietz-Uhler & Lanter (2009) 74
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How Can YOU incorporate Self-Reflection Questions into your
Course? 75
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A PROBLEM: Illusions of Competence Students who simply studied
thought they did the best but they did not! Direct from Karpicke
& Blunt (2011) 76
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The Problem with Over-Confidence Students may stop studying too
soon! 77
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How Can YOU help students increase accuracy when making
judgments about their progress? 78
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Post-exam Reflection 79
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Post-Exam Reflection 80
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External Standards are Best! 81
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Re-thinking Assignments: An Equity Issue (Taras, 2006) 82
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Scaffolding Assignments Low-High Stakes to Build Self-Efficacy
Breaking Down Assignments to Benefit from Feedback 83
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Many Learning Opportunities Feedback should be given early and
often ! 84
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Characteristics of Effective Feedback (Wlodkowski, 2008):
Connected to a standard (i.e. rubric) Informs the student Specific
and constructive Prompt and frequent 85
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Feedback How Much Feedback? What Type of Feedback? 86
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Feedback: Too Much? Ackerman & Gross (2010) 87
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Feedback: Faculty Comments Stern and Solomon (2006) Method: 30
student portfolios (all their work during college) were randomly
selected A total of 598 papers were reviewed 88
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Feedback: Faculty Comments Stern and Solomon (2006) Only 8%
used a rubric! No major differences between type of comments,
except that English faculty made more technical comments 89
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Feedback: Faculty Comments Stern and Solomon (2006) 90
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Feedback: Faculty Comments Stern and Solomon (2006) Is this
what we want to emphasize? 91
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Feedback Ideas Facey (2011) Peer Feedback on Specific Elements
1.Main Idea Locator 2.Missing Information Checker 3.Citation Police
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93 Power of Verbal Feedback
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Feedback: Linking Assignments? 94
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Lets Self-Reflect. 1.Identify one important concept, research
finding, theory or idea that you learned from todays session. 2.Why
is it important to infuse study skills into your courses? 3.How can
you apply what you have learned from todays session to your class?
4.What question(s) has the session raised for you? What are you
still wondering about? Adapted from Dietz-Uhler & Lanter (2009)
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96 Questions? Contact me at [email protected] Thank
You and Best Wishes Infusing Study Strategies into your Class!