Saundra Yancy McGuire, Ph.D.Asst. Vice Chancellor for Learning, Teaching, & Retention

Professor, Department of ChemistryPast Director, Center for Academic Success

Louisiana State University

Teach STEM Students HOW to Learn:Metacognition is the Key!

2004-2005 National College Learning Center Association

Frank L. Christ Outstanding Learning Center Award 

Outline

 

• Examples of Results of Teaching Students Metacognitive Strategies

• Definition of Metacognition • Exercise Demonstrating Efficacy of

Metacognitive Strategies• Bloom’s Taxonomy & The Study Cycle• Impact of Teaching Metacognitive Strategies

During Class Sessions• Conclusion

The Story of Four Students• Robert, first year chemistry student 42, 100, 100, 100 A in course• Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course• Aaron, first year biology student

78, 92 A in course• Cici*, first year chemistry student

55, 60, 105** A in course

* Learned strategies from chem instructor** Due to bonus points

Date of Final Exam: December 14, 2005

Meeting with Student No. 1: December 12, 2005

Meeting with Student Nos. 2 & 4: December 2, 2005

Meeting with Student No. 3: December 8, 2005

The final was worth 100 points with a 10 bonus question.

Four Students in Professor Isiah Warner’sFall 2005 Analytical Chemistry Class

Class Average Student 1 Student 2 Student 3 Student 4

Test 1 76 65 67 70 83Test 2 52 67 65 46 55Test 3 72 61 68 68 65Final 78 107 88 88 90

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!

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 material?”)

• accurately judge one’s level of learning

*term coined by Flavell in 1976

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

Reflection Questions for Students• What’s the difference, if any, between

studying and learning? Which, if either, is more enjoyable? Why?

• How many hours per week, outside of class, did you study in high school?

• Approximately how many hours per week do

you think you will have to study in college?

Approximately how many hours per week did you have to study to make A’s and B’s in high school?

1 2 3 4 5 6 7

62%

17%14%

0%0%0%

7%

1. 0 – 4

2. 5 – 9

3. 10 – 14

4. 15 – 19

5. 20 – 24

6. 25 – 29

7. 30 or more

Approximately how many hours per week do you think you’ll have to study to make A’s in college?

1 2 3 4 5 6 7

0%

9%

14%

34%

14%

11%

17%

1. 0 – 4

2. 5 – 9

3. 10 – 14

4. 15 – 19

5. 20 – 24

6. 25 – 29

7. 30 or more

Help students identify and close “the gap”

current behavior current grades

efficacious behavior desired grades

Faculty Must Help Students Make the Transition to College

Counting Vowels in 45 seconds

How accurate are you?

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 -- 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.

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.

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

Further Identifying the “Gap” to Shift the Paradigm

• Reflection questionsWhat could I have done differently?

• Comparison of successful vs non-successful student behaviors

Reflection Question

For which task would you study more?A. Make an A on the testB. Teach the material to the class

Top 5 Reasons Folks Did Not Make an A on First Chemistry Test

1. Didn’t spend enough time on the material2. Started the homework too late3. Didn’t memorize the information I needed to4. Did not use the book5. Assumed I understood information that I had read and re-read, but had not applied

Top 5 Reasons Folks Made an A on Test 1:

1. Did preview-review for every class2. Did a little of the homework at a time3. Used the book and did the suggested problems4. Made flashcards of the information to be

memorized5. Practiced explaining the information to others

Concept maps facilitate development

of higher order thinking skills

And there are many different forms of

concept maps…

Chapter MapTitle of Chapter

Primary Headings

SubheadingsSecondary Subheadings

Compare and Contrast

Concept #1 Concept #2

How are they similar?

How are they different?

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

Do you have unprepared students?

Effective Strategies for Teaching Unprepared Students*

• Establish high expectations• Emphasize Consistent Contact• Determine Students’ Learning Styles• Define Student Success• Clarify Student Responsibility• Establish a Learning Community of Scholars• Meet Students Where They Are• Interweave Assessment and Teaching*Kathleen Gabriel, Stylus

Publishing, 2008

LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record

2004 – 2005

9/04 Failed

10/04 Failed

11/04 Failed

12/04 Failed

1/05 Passed

2/05 Failed

3/05 Failed

4/05 Failed

2005 – 2006

10/05 Passed

11/05 Failed

12/05 Passed best in group

1/06 Passed

2/06 Passed

3/06 Failed

4/06 Passed last one!

5/06 N/A

Began work with CAS and the Writing Center in October 2005

Dr. Algernon Kelley, December 2009

“Without these strategies, I probably would have gotten a C in chemistry. You showed us the first week a way to get an A in the class and I knew that was going to be my only way to achieve that A. I was planning on just studying before the test.

But when you stressed how important it was to preview and review and study 2 hours a day or so, I was in shock, but I followed the guideline and got myself an A. So, I would like to thank you, because without these strategies, I probably would have done terribly in Chemistry.”Fall 2009 First semester chemistry

student

The Impact of Using Metacognitive Strategies

What happens when we teach metacognitive learning strategies,

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

The story of General Chemistry I in 2008, 2009, 2010, and 2011:what happens when we teach metacognitive strategies to an

entire class?*

*Cook, Elzbieta and Saundra McGuire. 2011. “Is less more? How much, when and how to teach learning strategies in General Chemistry courses”. Poster presented at the spring national meeting of the American Chemical Society, Anaheim, CA.

What was done in 2008 and 2009 in General Chemistry I

In 2008 and 2009, students lacking math skills (Math ACT score < 24) were allowed to take Gen Chem I.

However, they had to

• co-enroll in College Algebra

• enroll in a 1-credit hour supplemental chemistry course (Chem 1200), in which study and learning strategies, as well as problem solving skills, were taught throughout the semester in a weekly 75 minute review session.

Gen. Chem. I Results for Students with MATH ACT score < 24

2006

Before CHEM 1200

%ABC

%DFW

2007

46

54

47

53

54

46

47

53

CookCombined Instructors Cook

Combined

Instructors

2008 2009

Performance in Gen Chem I based on Chem 1200 attendance

1200 (≥75% sessions)

ABCDFW

ABCDFW

15.7129.8432.9818.32 3.14 −

78.5321.47

33.0526.8715.78 8.96 8.10 7.25

75.6924.31

12.0124.2043.9512.73 5.10 1.91

80.2519.75

1200 (≥75% sessions)(N = 191; 86%) (N = 157; 64%)

No-1200

29.8225.0621.55 6.02 8.77 8.77

76.4423.55

No-1200

What was done in 2010 and 2011?

• No students with ACT math scores < 24 were allowed in Gen Chem I

• No Chem 1200 was offered.

• But, study and learning strategies were taught in one 50-min class immediately after the results of Exam 1 were announced.

Aug. 23: 657 students were enrolled at the start of the course

Sept. 25: 632 students took Exam 1:• 123 (19.5%) students failed Exam 1 • 86 students failed Exam 1 but stayed in the course

Sept. 27: 461 students attended McGuire’s talk; 156 did not

Oct. 20: 617 students took Exam 2

Attended AbsentExam 1 Avg.: 72.35% 70.11%

Improvement on Exam 2: 230 (50%) 55 (35%)Decline on Exam 2: 127 (27.5%) 70 (45%)No change on Exam 2: 104 (22.5%) 31 (20%)

Fall 2010 chain of events…

Fall 2010 chain of events…

Aug. 23: 657 students were enrolled at the start of the semester

Sept. 25: 461 students attended McGuire’s talk; 156 did not

Oct. 20: 617 students took Exam 2

Attended Absent Exam 1 Avg.: 72.35% 70.11%

Exam 2 Avg.: 76.01% 68.74%

Exam 1 to Exam 2 Change +3.66% -1.37% +

Net change: +5.03%

One 50-min presentation on study and learning strategies resulted in an improvement of over 1/2 of a letter grade

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.

Fall 2011 chain of events…

Aug. 22: 718 students were enrolled at the start of the semester

Sept. 23: 502 students attended McGuire’s talk; 216 did not

Oct. 11: 695 students took Exam 2

Attended Absent Entire ClassExam 1 Avg.: 71.65% 70.45% 71.30%

Exam 2 Avg.: 77.18% 68.90% 74.74%

Exam 1 to Exam 2 Change +5.53% -1.55% +3.34%

Net change: +7.08%

One 50-min presentation on study and learning strategies resulted in an improvement of over 2/3 of a letter grade

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.

Performance in Organic Chem I Based on One Learning Strategies Session

Fall 2011

Attended AbsentExam 1 Avg.: 67.95% 74.04%Exam 2 Avg.: 71.36% 70.39%

Change +3.41% -3.65%Net Change +7.06%

One 50-min presentation on study and learning strategies again resulted in an improvement of over 2/3 of a letter grade on Exam 2

Intro Chem Results Spring 2007

Test 1 Test 2 Final Total points

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.

                                               

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

Important Reading

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

Mindset* Matters!

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

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

Teaching and Learning Strategies That Work SCIENCE , VOL 325 4 SEPTEMBER 2009

www.sciencemag.org

ROALD HOFFMANN1* AND SAUNDRA Y. MCGUIRE2

1Department of Chemistry and Chemical Biology, CornellUniversity, Baker Laboratory, Ithaca, NY 14853, USA.

2Center for Academic Success and Department of Chemistry,Louisiana State University, Baton Rouge, LA 70803, USA.

MARGINALIA

Learning and Teaching Strategies

Roald Hoffmann and Saundra Y. McGuire

September-October 2010Volume 98, Number 5

Knowledge of Metacognition Greatly Increases URM Student Success

They are less likely to have been cognitively challenged in high school

They are less likely to be encouraged to stick with it

They are more likely to experience the impact of a paradigm shift

“…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

From Spring 2011 AA male Eng student…

Oct. 17, 2011Hello Dr. Kelley. … I am struggling at Xavier and I REALLY want to succeed, but everything I've tried seems to end with a "decent" grade. I’m not the type of person that settles for decent. What you preached during the time you were in Dr. Privett's class last week is still ringing in my head. I really want to know how you were able to do really well even despite your circumstances growing up.  I was hoping you could mentor me and guide me down the path that will help me realize my true potential while here at Xavier. Honestly I want to do what you did, but I seriously can't find a way how to. Can I please set up a meeting with you as soon as you’re available so I can learn how to get a handle on grades and classes?

Oct. 24, 2011Hey Dr. Kelley, I made an 84 on my chemistry exam (compared to the 56 on my first one) using your method for 2 days (without prior intense studying). Thanks for pointing me in the right direction. I’ll come by your office Friday and talk to you about the test.

Nov 3, 2011Hey Dr. Kelley! I have increased my Bio exam grade from a 76% to a 91.5% using your system. Ever since I started your study cycle program, my grades have significantly improved. I have honestly gained a sense of hope and confidence here at Xavier. My family and I are really grateful that you have taken time to get me back on track.

From a Xavier University student to Dr. Kelley in Fall 2011

Center for Academic

SuccessTransform Learning. Maximize Performance.

Innovative Educators WebinarOctober 20, 2010

LA-STEMRESEARCH SCHOLARS

PROGRAM:AN AMAZING SUCCESS STORY!

Louisiana State University

213 Hatcher Hall

Office of Strategic Initiatives

Center for Academic

SuccessTransform Learning. Maximize Performance.

LA-STEM SCHOLARS

Office of Strategic Initiatives

Percentage of total Scholars Served by Ethnicity &Gender: 2003-2011

Asian/Pacific Islander

AmericanIndian

Black Hispanic White

SIX-YEAR GRADUATION RATES IN STEM 

*LA-STEM Research Scholars Program

 Highly

Selective Institutions

 Louisiana

StateUniversity

 Selective Institutions

 Moderately Selective

Institutions

All 92.3% 49.6% 34.4% 37.6% 28.0%

Male 96.0% 50.0% 38.4% 39.2% 28.5%

Female 90.2% 46.7% 29.0% 34.6% 27.2%

Black 92.3% 33.0% 26.7% 24.6% 12.5%

0

10

20

30

40

50

60

American Indian

Asian/Pacific Islander

Black Hispanic White

FemalesMales

Office of Strategic Initiatives

LA-STEM GRADUATES

Office of Strategic Initiatives

Columbia University Duke University Georgia Institute of TechnologyMassachusetts Institute of TechnologyMount Sinai School of Medicine Rice University Texas A & M University The Ohio State University Tulane University University of Alabama University of California, Davis University of California, IrvineUniversity of Florida at Gainesville University of Iowa University of Michigan University of North Carolina at Chapel Hill University of Texas/M.D. Anderson Cancer Center

University of Washington University of Wisconsin-Madison Vanderbilt University School of Medicine Wake Forest University Washington University

Office of Strategic Initiatives

We can significantly increase student learning in STEM!

• We must teach students the learning process and specific strategies

• We must not judge student potential on initial performance

• We must encourage students to persist in the face of initial failure

• We must encourage the use of metacognitive tools

Useful Websites

• www.cas.lsu.edu• www.howtostudy.org• www.vark-learn.com • www.drearlbloch.com• Searches on www.google.com• www.khanacademy.org

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.

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

• 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

Acknowledgments Dr. Elzbieta Cook, General Chem I Instructor Prof. Roald Hoffmann, mentor and collaborator Faculty in the LSU Chemistry Department Prof. Isiah Warner and the Office of Strategic Initiatives Sarah Baird & LSU Center for Academic Success National College Learning Center Association All of the students who changed their attitudes and

behaviors and showed me what was possible!

• Support provided by: