Metacognition: The Key to Expanding the Diversity of Learning Center Promoters

Saundra Yancy McGuire, Ph.D.Assistant Vice Chancellor Professor, Department of ChemistryPast Director, Center for Academic SuccessLouisiana State University

2004 National College Learning Center AssociationFrank L. Christ Outstanding Learning Center Award

Outcomes

• Discuss the factors that make learning centers central to the mission of the institution

• Identify the departments, administrative units and individuals that will be allies in maximizing learning center impact

• Discuss specific strategies that will successfully move the learning center to a position to increase its impact

• Develop an action plan that you can begin implementing in Spring 2013

Overview• Importance of Learning Center Impact • Establishing Campus “Presence”• Infusing Learning Strategies Throughout the

Institution• Strategies for Expanding the Sphere of Impact• Developing an Action Plan for Increasing the

Number of Learning Center Enthusiasts• Discussion and Questions

Reflection Question

In what ways do learning centers impact academic institutions?

Paradigm Shift in Higher Education

Teaching Centered Institutions

Learning Centered Institutions

Barr, R.B., and Tagg, J. "From Teaching to Learning - A New Paradigm for Undergraduate Education." Change, Nov-Dec. 1995, pp 13-25

Characteristics of Many 21st Century Colleges

• Emphasis on meeting student learning outcomes

• Technologically wired• More pressure on faculty

to publish or perish• More adjunct and/or

part time faculty• More diverse students• Others?

Characteristics of Many of Today’s Students

• Working more hours• More diagnosed LD/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 most students know how to learn or how to study?

According to data from the entering class of 2011...*

• It wasn’t necessary in high school

- 60.5% of 2011 (down from 63% in 2010) entering first year students spent less than six hours per week doing homework in 12th grade.

- 49.7% of these students said they graduated from high school with an “A” average.*

• Students’ confidence level is high

- 70.9 % believe their academic ability is above average or in the highest 10 percent among people their age

*2011 Higher Education Research Institute Study, UCLA

Learning Center Stakeholders

Employers

Administrators Parents

Faculty

Students

Others?

Stakeholders

All Stakeholders Must Understand How Learning Centers Teach Students How to Learn!

But what does this mean?

• Help them understand the learning process• Assess and provide feedback early and often• Help them determine their learning style• Teach them specific learning strategies

The Role of Academic Support Centers in Facilitating Learning

• Provide faculty and TA’s with information on the learning process, characteristics of their students, and learning strategies they can teach students

• Teach faculty how to teach students effective study skills learning strategies (e.g. Absent Professor Programs)

• Help students identify the problem with their performance (e.g. memorizing vs understanding)

• Help students (from first year through graduate and professional school) develop effective learning strategies

Learning Center Practices Are Based upon Sound Research

Constructivist Learning Theory

Metacognition

Learning Center Programs

Cognitive Science Principles

Cognitive Science Principles Guiding Learning Centers

• Learning takes place within communities of practice• Novices learn to become experts through practice in

solving a variety of problems in a domain• Becoming an expert means applying learning to

new contexts• Prior knowledge mediates learning• Learning is enhanced when thinking is made visible

by collaboration and reflection among learners

Penuel, P. & Roschelle, J. (1999) “Designing Learning: Cognitive Science Principles for the Innovative Organization”. Center for Technology in Learning, SRI International.http://cilt.concord.org/resources/DesigningLearning.PDF

Constructivist Learning Theory*

Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.

Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press. http://www.instructionaldesign.org/theories/constructivist.html

Metacognition

The ability to: think about one’s own thinking be consciously aware of oneself as a problem

solver monitor, plan, and control one’s mental

processing (e.g. “Am I understanding this material, or just memorizing it?”)

accurately judge one’s level of learningFlavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

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

Hodges, Simpson, Stahl eds. (2012) Teaching Study Strategies in Developmental Education, New York: Bedford/St. Martin’s

Learning Centers Impact Individual Students

The Story of Two Students

• Travis, junior psychology student 47, 52, 82, 86 B in course

• Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course

How’d They Do It?

They became expert learners by using metacognition!

They learned to think about their own thinking, and they studied to LEARN,

not just to make the grade!

Travis, junior psychology student47, 52, 82, 86

Problem: Reading Comprehension

Solution: Preview text before readingDevelop questionsRead one paragraph at a time and paraphrase information

Dana, first year physics student80, 54, 91, 97, 90 (final)

Problem: Memorizing formulas and using www. cramster.com

Solution: Solve problems with no external aids and test mastery of concepts

Why the Fast and Dramatic Increase?

It’s all about the strategies, and getting them to engage their brains!

Counting Vowels in 45 seconds

How accurate are you?

Count all the vowels in the words on the next

slide.

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

How many words or phrases do you remember?

Let’s look at the words again…

What are they arranged according to?

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

NOW, how many words or phrases do you remember?

1. We knew what the task was

2. We knew how the information was organized

What were two major differences between the two attempts?

Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

What we know about learning• Active learning is more lasting than passive learning -- Passive learning is an oxymoron*

• Thinking about thinking is important -- Metacognition**

• The level at which learning occurs is important -- Bloom’s Taxonomy***

*Cross, Patricia, “Opening Windows on Learning” League for Innovation in the Community College, June 1998, p. 21.** Flavell, John, “Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.” American Psychologist, Vol 34(10), Oct 1979, 906-911.*** Bloom Benjamin. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Bloom’s Taxonomy

Anderson & Krathwohl, 2001 http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy

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.

Graduate School

Undergraduate

High School

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.

How do we teach students to move higher on Bloom’s Taxonomy?

Teach them the Study Cycle*

*adapted from Frank Christ’s PLRS system

4Reflect

4Reflect

3Review

The Study Cycle

1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session

2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.

3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack4 Review (5 min) Go over what you just studied

*Intense Study Sessions

Attend

Review

Study

Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.

Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you.

Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.

Assess your Learning – Periodically perform reality checks• Am I using study methods that are effective?• Do I understand the material enough to teach it to others?

Preview

Center for Academic SuccessB-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

Assess

Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.

• Intense Study Sessions* - 3-5 short study sessions per day• Weekend Review – Read notes and material from the week to make

connections

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

Helping Unprepared Students

LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record

2004 – 20059/04 Failed10/04 Failed11/04 Failed12/04 Failed1/05 Passed2/05 Failed3/05 Failed4/05 Failed

2005 – 200610/05 Passed11/05 Failed12/05 Passed best in group1/06 Passed2/06 Passed3/06 Failed4/06 Passed last one!5/06 N/A

Began work with CAS and the Writing Center in October 2005

Dr. Algernon Kelley, December 2009

What happens when we teach metacognitive learning strategies,

Bloom’s Taxonomy, and the Study Cycle to an entire class, not just individuals?

Performance in Gen Chem I in 2010 Based on One Learning Strategies Session

Attended AbsentExam 1 Avg.: 72.35% 70.11%Exam 2 Avg.: 76.01% 68.74%Final course Avg*.: 82.48% 72.61%Final Course Grade: B C

Even one 50-min presentation on study and learning strategies may mean an improvement of one full

letter grade! Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.

Performance in Gen Chem I in 2011 Based on One Learning Strategies Session

Attended AbsentExam 1 Avg.: 71.65% 70.45% Exam 2 Avg.: 77.18% 68.90% Final course Avg*.: 81.60% 70.43%Final Course Grade: B C

The one 50-min presentation on study and learning strategies again resulted in an improvement of one

full letter grade! Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.

Intro Chem Results Spring 2007

Test 1 Test 2 Final Total pts

Attended lecture 156 109 214 801 (B) on metacog. 3/2*

Did not attend 154 93 153 563 (D)

Class average 153 100 176 662 (C)

*Approximately 80 attendees out of 200 students because session was on a Friday afternoon. Exam 1 was Wednesday, March 7.

Learning Centers can teach metacognitive strategies to students

on warning or probation

Results from Spring 2011

Group IMPACT (n=466)

NON-IMPACT(n= 184)

Warning or Probation +0.53 -0.12

GPA change from Fall 2010 to Spring 2011

+0.65 Net Difference!

Results from Spring 2011

Group IMPACT (n=466)

NON-IMPACT(n=184)

Warning or Probation 68% 48%

Retention from Spring 2011 to Fall 2011

20% Difference!

IMPACT Content• Learning Center Services

• How I Learn• Super Strategies

(Bloom’s, Metacognition, Mindset)

• Get Organized

• Reduce My Stress

I had fallen below the GPA requirement my scholarship demands, and I was sure there was no hope for me and maybe I just wasn’t cut out for it. However, after IMPACT I really utilized all the tools I was given … With all these tools, I was able to discover that I do have time for other fun and important things, such as a social life and most importantly, sleep… I can now proudly say that after beginning college with a 2.79 GPA, I have just recently finished midterms week with a solid 4.0!!

Thank you so much, and please continue with programs like IMPACT and CAS!!

Student Feedback from Impact

Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing

Learning Centers can Change theInstitutional Mindset

Shenk, David, 2010. The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday

Mindset* is Important!

Fixed Intelligence MindsetIntelligence is staticYou have a certain amount of it

Growth Intelligence MindsetIntelligence can be developedYou can grow it with actions

*Dweck, Carol (2006) Mindset: The New Psychology of Success. New York: Random House Publishing

Five Barriers to LC Impact1. Mindset that the LC is only for remedial

students2. Teaching and Learning Centers that focus

only on faculty development3. Attitude that any good, student friendly

faculty or staff member can effectively lead a learning center

4. Learning center directors who are unaware of the community of scholars and body of research, and scholarly journals in this field

5. The absence of a clear academic pathway to working in this field

Ten Habits of Highly Effective LC

Professionals

Let’s try to adopt as many as possible

1. Present workshops at accreditation body meetings (SACS, WASC, NEASC)

2. Publish in learning center and discipline specific journals (The Learning Assistance Review, Journal of College Reading and Learning, Journal of Chemical Education, etc.

3. Get NCLCA leadership certification; CRLA certify tutors; apply the CAS standards; etc

4. Present LC work at meetings outside of the learning center community (POD, NISOD, discipline specific meetings)

5. Offer to help the daughter, son, or other relative of an influential administrator

6. Develop a message that is NOT threatening to faculty, and present faculty development workshops

7. Get recognition for LC and for LC faculty and staff

8. Work with all students – first year through graduate school, Greeks, Honor Societies, faculty and staff associations, etc.

9. Partner with other units on campus to secure funding

10.Help institutions understand that the learning center is the key to helping students achieve student learning outcomes!

Developing the Plan for Increasing the LC Supporters

Questions to consider:

• Who will be involved in increasing the supporters?• What actions will be taken?• What human and financial resources will be

needed?• How will you go about getting them?• What will success look like?

Reflection Question

What are some steps your learning center can take to increase its supporters and maximize its impact on campus?

Colleagues at LSU, especially the Center for Academic Success, the Division of Student Life, and the Office of Academic Affairs

Sarah Baird, former CAS learning strategist National College Learning Center Association (NCLCA) College Reading and Learning Association (CRLA) The National Association for Developmental Education Dr. Frank Christ All of the students and faculty who have demonstrated

that learning center activities and strategies can have a significant impact on institutional effectiveness

Acknowledgements

Useful Websites

• www.lsche.net • www.lists.ufl.edu/archives/lrnasst-l.html• www.howtostudy.org• www.vark-learn.com/english/index.asp• www.drearlbloch.com• www.cas.lsu.edu• www.oncourseworkshop.com

Additional References• Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the

Classroom. MIT Press.• Burns, James MacGregor, 1978. Leadership. New York: Harper and Row.• Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn:

Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

• Christ, F. L., 1997. Seven Steps to Better Management of Your Study Time. Clearwater, FL: H & H Publishing

• Cooper, Morton., 1990. Winning With Your Voice. Los Angeles, CA: Voice and Speech Company of America.

• 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.

• Nilson, Linda, 2004. Teaching at It’s Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company.

• Murray, M. and Owen, M. (1991). Beyond the Myths of Mentoring. San Francisco, CA: Josey-Bass.

• 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.