Metacognition: The Key to Knowledge Transfer in Writing

Saundra Yancy McGuire, Ph.D.Asst. Vice Chancellor & Professor of

ChemistryPast Director, Center for Academic Success

Metacognition: The Key to Knowledge Transfer in

Writing

Writing Instructor SeminarFebruary 1, 2013

2004-2005 National College Learning Center Association

Frank L. Christ Outstanding Learning Center Award

Center for Academic Success

Transform Learning. Maximize Performance.

Reflection Questions• What skills do you want students to

transfer?

• How do you teach students these skills?

• How do you teach students to transfer these skills?



Desired outcomes

• We will understand why many students have difficulty with writing

• We will have concrete strategies that faculty can teach students to improve knowledge transfer in writing, and we will be committed to trying them

• We will have more resources for our students• We will view our students differently• We will see positive changes in our students’ self-

perception and performance



The Story of Two Students

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

• Robert, a chemistry student 42, 100, 100, 100 A in course



Travis, psychology student47, 52, 82, 86

Problem: Reading Comprehension

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



Robert, chemistry student 42, 100, 100, 100Problem: Using examples to do

homework problems

Solution: Study information before trying homework problemUse example to test skillDo homework problems as if doing a test or quiz (no looking at

solution manual or examples!)



Two quick stories

Paradigm shift in speaking skills

Paradigm shift in writing skills



What facilitated the paradigm shift?

Foundational Knowledge Metacognition

Why don’t many students know how to write?

*www.braintrack.com/blog/2012/11/why-college-students-today-cant-write

Several reasons are suggested by Brain Track*



• Colleges don’t demand high-quality writing• High schools aren’t preparing students with writing

skills• College professors don’t want to spend time playing

catch-up• Students don’t get enough feedback• Graduation doesn’t depend on demonstrating writing

skills• Grading isn’t harsh enough• Web and text habits seep into academic writing• Required writing courses often aren’t writing-focused.• Students aren’t taught the fundamentals

- rules of good writing - how to think critically and creatively



Reasons suggested by others…

• Writing instructors and students don’t speak the same language

• Students are “programmed” NOT to think or trust their judgment; writing is emotional

• Students don’t know how to respond to feedback

Help students identify and close “the gap”

Past strategies unsatisfactory writing

Effective strategies goodwriting

Instructors Must Help Students Make the Transition to College Writing



To Close the Gap

Teach students how to learn, think, and write!

Metacognition is the key!



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

problem solver• monitor and control one’s mental

processing (e.g. “Am I understanding this assignment?”)

• accurately judge one’s level of learning*term coined by Flavell in 1976



Reflection Questions to Help Students Develop a New Paradigm

• What’s the difference, if any, between studying and learning?

• For which task would you work harder?A. Do well on a on a testB. Teach the material to the class

What are the parallel questions for shifting the paradigm in writing?



To Perform Well in Classes Students Must…

• Stay in learn mode, not study mode

• Study as if they have to teach the material, not just make an A on the test



To Write WellStudents Must …

• Stay in knowledge transformation mode, not knowledge telling mode

• Engage in a conversation with the readers, whose characteristics they’ve carefully considered

• Others?



Counting Vowels in 45 seconds

How accurate are you?


Transform Learning. Maximize Performance.20

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?



What were two major differences between the

first attempt and the second attempt?



1. We knew what the task was

2. We knew how the information

was organized



What we know about learning

• Active learning is more lasting than passive learning

• Thinking about thinking is important– Metacognition

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

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.



When we teach students about Bloom’s Taxonomy…

They GET it!



At what level of Bloom’s did you have to operate to make A’s or

B’s in high school?

1 2 3 4 5 6

21%

35%

3%3%

13%

25%

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation



At what level of Bloom’s do you think you’ll need to be to make

an A in college?

1 2 3 4 5 6

7% 6%

15%

23%

35%

14%

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation



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

4Reflect

4Reflect

3Review

Stages in the Writing Cycle?

1 Set a Goal (1-2 min) Decide what you want to accomplish in your session (prewriting, drafting, revising, etc.)

2 Write with Focus (30-50 min) Interact with material- organize, concept map, process, draft, 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 wrote and make plans to continue. Schedule your next session!

*Intense Writing Sessions

Prewrite

Draft

Revise

Get started!– Use a strategy! Freewriting, focused freewriting, looping, brainstorming, clustering, mapping, others?

Brainstorm ideas…

Develop a thesis statement, .

Come back after letting it “Sit” for 24 hours. Have others look at it…Don’t be afraid to change things around

Plan

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

Assess/ Reflect

Revise for: focus, development, organization, style, convention; use a reverse outline

Concept Mapping

A visual manipulative approach to learning

Excellent tool for content/concept analysis

Organize and manipulate concepts, ideas, theories and other material in a visual format.

Can be used for learning, teaching, organizing, problem-solving, decision-making and brainstorming.

Offers simplicity and clarity to complex, multifaceted material.

Create a Chapter/Research Paper Map

Chapter/Title of Paper

Primary Headings

SubheadingsSecondary Subheadings

Compare and Contrast

Concept #1 Concept #2

How are they similar?

How are they different?

Persuasive Writing or Critical Analysis

Thesis

Details

ViewpointViewpoint

Details

Conclusion

Reasons, Facts, Examples Reasons, Facts, Examples



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



Effective Strategies for Teaching Unprepared Students*

Establish High ExpectationsEmphasize Consistent ContactDetermine Students’ Learning StylesDefine Student SuccessClarify Student ResponsibilityEstablish a Learning Community of ScholarsMeet Students Where They AreInterweave Assessment and Teaching

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



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

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

Help Students Develop the Right 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 determines reactions to

• Challenges – avoid vs. embrace• Obstacles – give up easily vs. persist• Tasks requiring effort – fruitless vs. path to

mastery• Criticism – ignore vs. learn from• Success of Others – feel threatened by vs.

find lessons and inspiration in



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



www.cas.lsu.edu

• Brain Dominance

• Personality

• Sensory Preference

Learning Style Diagnostics



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.



“…Personally, I am not so good at chemistry and unfortunately, at this point my grade for that class is reflecting exactly that. I am emailing you inquiring about a possibility of you tutoring me.”April 6, 2011“I made a 68, 50, 50, 87, 87, and a 97 on my final. I ended up earning a 90 in the course, but I started with a 60. I think what I did different was make sidenotes in each chapter and as I progressed onto the next chapter I was able to refer to these notes. I would say that in chemistry everything builds from the previous topic”

May 13, 2011Semester GPA: 3.8

Feedback from a Spring 2011 student



How might you significantly improve student writing?

• Teach students the writing process and specific strategies

• Don’t judge student potential on initial performance, and don’t them do it!

• Encourage students to persist in the face of initial failure

• We must encourage the use of metacognitive tools in student and instructor learning communities



Five Strategies for Instructors to Promote Metacognitive Learning Skills

1. Present Bloom’s Taxonomy2. Encourage Use of the Writing Cycle with Intense Writing Sessions3. Teach Students to Judge Their Learning by getting the most out of assignments and “teaching” the material4. Promote Active Reading Techniques (SQ5R – survey, question, read, recite, review, wRite, reflect)5. Strongly promote CAS on-line workshops

www.cas.lsu.edu



Final Reflection Questions• What are three strategies that you feel

might help your students become better writers?

• How do you plan to implement these strategies?



Special Note

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]. Have fun teaching your students powerful metacognitive strategies!

Saundra McGuire

http://www.cas.lsu.edu/

mailto:[email protected]



Useful Websites• www.cas.lsu.edu• www.howtostudy.org• http://

learners.ncu.edu/writingprogram/writing_center.aspx?menu_id=63

• www.vark-learn.com• www.oncourseworkshop.com

Skip Downing• Searches on www.google.com

http://www.cas.lsu.edu/

http://www.howtostudy.org/

http://learners.ncu.edu/writingprogram/writing_center.aspx?menu_id=63




http://www.vark-learn.com/

http://www.oncourseworkshop.com/



Additional 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.

• Ellis, David, 2006. Becoming a Master Student*. New York: Houghton-Mifflin.

• Hoffman, Roald and Saundra Y. McGuire. (2010). Learning and Teaching Strategies. American Scientist , vol. 98, pp. 378-382.

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

• Pierce, William, 2004. Metacognition: Study Strategies, Monitoring, and Motivation.

http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm

*Excellent student reference





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

Documents

Metacognition: The Key to Knowledge Transfer in Writing