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Get Students to Value Learning: Teach them HOW
to Learn!
Saundra Y. McGuire, Ph.D., Director Center for Academic SuccessAdj. Professor, Dept. of ChemistryAssoc. Dean, University College
Louisiana State UniversityBaton Rouge, LA
© LSU Center for Community Engagement, Learning, and Leadership
Desired outcomes
We will have concrete metacognitive strategies that faculty can teach students to increase critical thinking
We will know what motivates students to learn
We will view our students differently We will see positive changes in our
students’ performance and self-perception
© LSU Center for Community Engagement, Learning, and Leadership
A Tale of Three LSU Students Travis, junior psychology student
47, 52, 82, 86 Robert, freshman chemistry student 42, 100, 100, 100 Terrence, junior Bio Engineering
student GPA 1.67 cum, 3.54 (F 03), 3.8 (S
04)
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Reflection Questions
Did you study a lot in high school? In college?
When did you learn the conceptual structure (relationships between basic concepts) of your discipline?
When/why/how did you to learn this?
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How do some faculty members inadvertently
decrease student learning?
By assigning homework and giving tests that require little, if any, higher order thinking
By assessing learning too infrequently 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
Counting Vowels in 30 seconds
How accurate are you?
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So, what can we do to improve student
learning? Teach students about
metacognition Use pedagogical strategies that
reinforce the use of metacognition Assess and provide feedback as
often as possible Use motivational techniques
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Metacognition
The ability to:think about thinkingbe consciously aware of
oneself as a problem solvermonitor and control one’s
mental processing
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.
© LSU Center for Community Engagement, Learning, and Leadership
What Can Faculty Do to Increase Learning?
Clearly communicate course goals and expectations
Teach basic learning strategies within the context of the discipline
Use engaging pedagogical technique(e.g. think pair-share, one-minute essay, in class groups, etc.)
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Provide a Learning-Centered Syllabus Focus less on what you will do and more on
what you expect the students to do. Specify the learning outcomes you expect and
the assessment tools you will use. Clarify the mutual responsibilities of both you
and the students. Provide students with resources and study aids. Indicate all course policies, but in a friendly
helpful tone.Source: Judith Grunert, The Course Syllabus: A Learning Centered Approach, 1997. Anker
Publishing Company
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Clearly specify what is to be learned
Memorization of factsComparing and contrasting dataApplication of informationCreation of new information
(synthesis)Critical evaluation of differing ideasOther
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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
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Keys to Learning Based on Cognitive Science
Principles Deep factual and procedural
knowledge of a discipline is required to solve problems
Learning is a continuous process; repetition is the key
New knowledge must be tied to existing knowledge; accurate judgment of knowledge is crucial!
Learning should involve both sides of the brain and several learning styles
Experts vs. Novices
They think differently about problems
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© LSU Center for Community Engagement, Learning, and Leadership
Novices vs. Intelligent Novices
Intelligent novices learn new domains more quickly than other novices
The metacognitive skills make the difference
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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
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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
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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
How does background knowledge affect comprehension?
Read this passage and see!*”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.”
What is the task?© LSU Center for Community Engagement, Learning, and Leadership
© LSU Center for Community Engagement, Learning, and Leadership
Washing Clothes Exercise
*Source: 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.
© LSU Center for Community Engagement, Learning, and Leadership
Turning Students into Intelligent Novices
Have them determine their learning style
Have them do “think aloud” exercises Provide time for them to do
metacognitive activities in class Have them ask “why” and “what if” Have them write exam questions that
are at the application level (or higher) on Bloom’s taxonomy
Others?
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Active Learning Strategies Get Involved Ask Questions Recite and Write
Review Reflect (megacognate?)
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Good notes are essential for
meaningful learning
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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, 4/05/03
Reduce ideas and facts to concise summaries and cues for reciting, reviewing and reflecting over here.
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Closing the Gap Between What Faculty Present and What Students UnderstandAn acid is a substance that
produces protons when dissolved in water.
Other Examples of Misconceptions of HCC students?
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Get the Most Out of Homework
Start the problems or questions 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
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© LSU Center for Community Engagement, Learning, and Leadership
Compare and Contrast
Acids Bases
How are they similar?
How are they different?
Create a Chapter Map
Title of Chapter
Primary Headings
SubheadingsSecondary Subheadings
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Cooperative Learning Activity
Develop a mini-lesson on the difference between strong acids and weak acids vs. concentrated and dilute acids
© LSU Center for Community Engagement, Learning, and Leadership
Faculty Role in Student MotivationEric Hobson, Albany College of Pharmacy
Positive MotivationTeacher’s attitudes 27%Course structure 22%Intrinsic 20%Course content 17%Performance meas. 10%Financial 1%Parents/Others 1%
Negative MotivationTeacher’s attitudes 27%Course structure 26%Learning environ. 13%Course content 11%Intrinsic 10%Parents/Others 1%
Financial 0.3%
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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 having EVERY student succeed!
© LSU Center for Community Engagement, Learning, and Leadership
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
© LSU Center for Community Engagement, Learning, and Leadership
The Role of Academic Support Centers in Facilitating Learning
Provide faculty with information on student characteristics and on metacognitive learning strategies they can teach students
Assist faculty in developing ways to incorporate learning strategies information into their courses
Help students identify the problem with their performance, and prescribe remedies involving metacognitive strategies
© LSU Center for Community Engagement, Learning, and Leadership
A Tale of Two More LSU Students
Amy, junior organic chemistry student
54, 82, 76, 78
Michael, senior pre-medical organic student 30, 28, 80, 91
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What Metacognitive Learning Strategy Can You Teach that
Might Improve Student Performance in Your Course?
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Strategies that have worked at other colleges Integrating study strategy techniques into class
structure. Teaching and requiring concept mapping Setting up collaborative working groups in class Frequent pop quizzes and different approaches to
testing and homework Using motivational techniques Supplemental Instruction and Service-Learning
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Final Note
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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. Please feel free to contact me at [email protected]. I wish you great success with your students.
Saundra McGuire
© LSU Center for Community Engagement, Learning, and Leadership
References
Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press.
National Research Council, National Academy Press, 2000. How People Learn
Robinson, Adam. 1993. What Smart Students Know. Three Rivers Press.
www.cas.lsu.edu
© LSU Center for Community Engagement, Learning, and Leadership
In conclusion
Our students CAN change their attitudes and behaviors about learning. BUT, this will happen only if and when they are taught how, and are motivated to do so.
B-31 Coates HallLouisiana State
Universitywww.cas.lsu.edu
© LSU Center for Community Engagement, Learning, and Leadership