Embedding Learning Strategies in Content Courses

Dr. Cari KennerVictoria WilliamsAcademic Learning CenterSt. Cloud State University

Overview

• Deep Learning versus Surface Learning.• Metacognition.• Beliefs predict performance.• Teaching self-regulated learning.• Dipsticks Wrappers.• Metacognition and reading.

Kelsey: Novice Learner

Sarah: Expert

Learner

Deep Learning vs. Surface Learning

Discussion

Metacognition

Thinking about your own cognitive processes.

Being aware of what is happening when you read, learn, reason, problem-solve.

Essential for effective learning, especially complex material.

Stephen Chew video.

Practice Questions

Question One

Metacognition is least relevant to:

A. Performing a highly-practiced skill.B. Text comprehension.C. Solving a difficult problem.D. Critical evaluation of a politician’s claim.

Question adapted from: prod.ocw.uci.edu/upload/files/practicequizmetacognition.doc

Question TwoWhich of the following is the best illustration of metacognition?

A. Sarah stays up late studying for a geography test. The following morning in school, she is too tired to think straight during the test.

B. Kenny is studying for a spelling test. He writes each spelling word five times in his nicest handwriting.

C. Houston is preparing to take the Scholastic Achievement Test (SAT), so he checks out an SAT preparation book from the local library and reads it from cover to cover.

D. Kelsey is studying for a history test. He knows that he has trouble with dates, so he checks herself by giving himself a short quiz after each chapter.

Question adapted from: prod.ocw.uci.edu/upload/files/practicequizmetacognition.doc

Self Regulated Cycle

/http://www.edu.gov.mb.ca/k12/tech/lict/teachers/epearl_supports.html

Planning(Goal Setting)

Doing(Producing)

Reflecting(Self Monitoring)

Beliefs Predict Performance

Incremental view:– Learning is a skill that can improve over time.

Fixed view:– Ability to learn is a trait that is inherited at birth.

Beliefs affect the Self-regulated Learning Cycle (SRL).

http://net.educause.edu/upload/presentations/eli081/fs03/metacognition-eli.pdf

PracticeQuestions

Question Three

Which statement most accurately reflects Self-Regulated Learners?

A. They always get high grades in their classes.B. They know how to control their learning

environment.C. They aren’t afraid to make mistakes.D. All of the above.

Question adapted from: http://www.quizrevolution.com/ch/a162683/go/self_regulation

Question Four

The way learners encode and retrieve information is most closely related to

A. Second language acquisition. B. Marathon studying.C. Motivational control.D. Innate ability, usually progressing with age.E. Strategy use.

Question adapted from: : http://www.quizrevolution.com/ch/a162683/go/self_regulation

Teaching Self-Regulated Learning

• Step One: Teach students that the ability to learn is not a fixed quantity.

• Step Two: Teach students how to set goals and plan to meet them.

• Step Three: Give students opportunities to practice self-monitoring and adapting.

PracticeQuestions

Question Five

Which of the following statements is false about goal-setting theory?

A. Feedback is not necessary for effective goal setting.B. A person must accept the goal for goal setting to be

effective.C. Specific, difficult goals have a greater effect on

performance than fuzzy goals.D. Participation in goal setting is unimportant for goal

acceptance.

Question adapted from: http://cw.routledge.com/textbooks/champoux/questions.asp?unit=8

Question Six

Which of the following support an incremental view of how beliefs predict performance?

A. How did you approach the task of taking this quiz?B. On a scale of 1-5, how good are you at mathematics?C. On a scale of 1-5, how productive was your study

time? D. On a scale of 1-5, how well did you estimate the

amount of time required to learn the material? Question adapted from link.

“When the cook tastes the soup, that’s formative;

When the guests taste the soup, that’s summative.”

--Robert E. Stake

Summative and Formative Assessment

http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finleyImage: http://cdn4.thegrommet.com/wordpress/wp-content/uploads/2012/01/Soup-pic.jpg

Alternative Formative Assessment(Dipsticks and Wrappers)

• Dipsticks• Lecture wrappers• Homework wrappers• Exam wrappers

Dipsticks Examples (See Handout)

• Summary Poem Activity• Muddy Moment• 3-2-1• Bio Poem• Color Cards

http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

Wrappers(See Handout)

• Lecture wrappers• Homework wrappers• Exam wrappers

Other Strategies

• Pre-assessments.• Muddiest point.• Retrospective post-assessments.• Reflective journals.• Test analysis.

Discussion Questions

Question Seven

The National Capital Language Resource Center recommends all except the following when introducing alternative assessment for the first time:

A. Integrate alternative assessments gradually, while still using the traditional assessments.

B. Ensure that students realize the difference between authentically graded traditional assessments and alternative assessments.

C. Walk students through the rubrics and discuss expectations when you introduce assignments.

D. Teach students how to thoughtfully give each other feedback as you introduce them to peer-response.

Question adapted from:http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

Question Eight

Which of the following would be not considered formative assessment? A. Write 10 higher-order text questions related to the

content. Pick 2 and answer them in half a page.B. Identify the theory or idea the author is advancing.

Then identify an opposite theory. C. Tweet: Define the concept in under 140 characters.D. All of these are considered formative assessments.

Question adapted from: http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

Metacognition and Reading

Readers become confused when– Their inner voice is reciting the text not talking about the

text.– Their mind wanders; no longer “paying attention.”– They can’t remember what has been read.– They can’t answer their own questions.

Reading steps– Planning– Monitoring– Evaluating

Discussion Questions

Question Nine

Which of the following is not true about the reading process?

A. Reading is a complex process of recalling and creating associations.

B. Students can use overview reading to become familiar with new material before reading and studying the details more thoroughly.

C. When students have developed strong reading skills, their reading goal may be to use their automatic pilot to read many of their college textbooks.

D. Chunking information into appropriate sizes gives students’ working memory time to process and integrate information.

Question adapted from:Wong, Linda. Essential Study Skills. 8th edition.

Levels of Information (explanation for Question Ten)

Level One

Level Two

Level Three

Level Three

Question TenA good option for students is to make a visual map of their reading. Which of the following is not true about visual mappings?

A. In a well-developed mapping, different levels of information are easy to identify.

B. For consistency in “reading” a visual mapping, a standard format for ordering level-two information is required.

C. Pictures, shapes, and colors strengthen visual memory and recall of information.

D. To avoid clutter, visual mappings should include only two levels of detail.

Question adapted from:Wong, Linda. Essential Study Skills. 8th edition.

cmkenner@stcloudstate.edu

vlwilliams@stcloudstate.edu

For materials: stcloudstate.edu/alc

Conclusions, Materials, and Contacts