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This is Important: Before we get started, could you please…. If you have a few minutes before we begin, prepare a short memorable introduction of yourself by answering the four questions below: Who are you? Why are you here? Where ar e you going? What do you want? . - PowerPoint PPT Presentation
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This is Important:Before we get started, could you please…
If you have a few minutes before we begin, prepare a short memorable introduction of yourself by answering the four questions below:• Who are you?• Why are you here? • Where are you going? • What do you want?
Getting Students to Take Responsibility for Their
Own Learning:Keys to Student Success
AACU ~ 2013
Dee Fink, PhDStephen Carroll, PhD
Managing the
Course
FUNDAMENTAL TASKS OF TEACHING
Knowledge of the
Subject Matter
Interacting with
Students
Designing Learning Experienc
es
Beginning of the Course
Taxonomy of Significant Learning
Taxonomy of Significant Learning
CaringDeveloping new…
· Feelings· Interests· Values
Learning How to Learn
· Becoming a better student
· Inquiring about a subject
· Self-directing learners
Human DimensionsLearning about:· Oneself· Others
IntegrationConnecting:· Ideas· People· Realms of life
Foundational KnowledgeUnderstanding and remembering:
· Information· Ideas
Application· Skills· Thinking: Critical, Creative, & Practical
· Managing projects
St1 St2
Teacher/Coach
“TAKING CHARGE OF ONE’S OWN LEARNING”
St1 St2
Meta-Learner:?
Teacher/Coach
•
St1 St2
Own Learning/Development
Meta-Learner:?
Own Knowing/BeliefsOwn Thinking
Own Performance
Own Caring/Values
Teacher/Coach
• One Who Takes Charge of their…
St1 St2
Teacher/Coach
“TAKING CHARGE OF ONE’S OWN LEARNING”
20-70% FAIL to complete college
20-50% complete college but with a
MEDIOCRE EDUCATION
10-20% EXCELLCurrent Practice:
St1 St2
Teacher/Coach
“TAKING CHARGE OF ONE’S OWN LEARNING”
10-20% FAIL to complete college
10-20% complete college but with a
MEDIOCRE EDUCATION
30-60% EXCELL
If we can help students “Learn how to learn”:
Notes You Can Use
Summary Reflections: ASAP –
before sleepingWhat’s worth reviewing &
remembering?
For Best Results:
Review Summary within 24 hours
Notes on what’s being presentedThought
s & feelings
that arise
Summary:
Date, Course, Page #
This makes sense!
Q: How does this connect with … ?
The Problem: Presented by
Father Guido Sarduccihttp://www.youtube.com/watch?v=kO8x8eoU3L4
The Problem:Students arrive in our classrooms knowing very little about the kinds of learning they are expected to do in collegeMuch of what they do “know” is wrongUsing the habits of learning they developed in high school leads to inefficient and ineffective learningReduced performance caused by the inaptness of their learning habits creates motivation and engagement problems that further reduce their academic performance—and learning.
A Solution:Teach students how to learnMetalearning Flight School is based on current research in cognitive science, the neurobiology of learning and learning theorySeven years worth of data and experience show that it makes a significant difference in students’ learning It’s especially effective in making students more self-motivated and more self-directed learners
The ContractThis is not a miracle cure and it will be difficult at first. It will take you and your students a while to unlearn old habits and to develop new ones. (It takes ~21 days to break in a new habit.)
What I can promise you is that if you teach your students how to learn, they will learn more, learn faster and retain what they learn longer—thus, your performance as faculty will increase as well.
Start with one day—the first day of class, perhaps.
Objectives for TodayMotivate you to try metalearning techniques with your students to help them become more effective learnersProvide you with theories, resources, tools and inspiration to help you develop your own metalearning lessonsProvide you with tools to prove it works
MetaLearning: 6 Steps to Changing Learning Habits1. Help students discover self-motivations
for learning2. Align their definitions of learning with
ours (redefine learning)3. Teach students how learning works and
derive principles they can use to guide themselves
4. Derive strategies and tactics from principles (application)
5. Practice often to develop effective learning habits
6. Maintain those habits
Step 1: Priming Students for Self-Directed Learning
http://www.youtube.com/user/learninghabits/videos
Start with the foundation and the goal!
Videos online atmetalearninghabits.org
learninghabits.wordpress.com
and on our YouTube Youtube.com/user/learninghabits/videos
Part 1: Building Self-Motivated Learners
Self-Directed LearningPlaces burden of learning on the studentConnects students’ learning to their own goalsConstantly returning to these goals develops a practice of self-reflection and self-regulation around metalearning. Herbert Simon: “Learning takes place in the minds of students and nowhere else, and the effectiveness of teachers lies in what they can induce students to do.” –What we know about learning: Journal of Engineering Education.
Step 2 (Definition): What is Learning?What is learning? What does it mean to learn something? How can you tell when you’ve learned something?
Part 2: Defining Learning
Typical Answers - UnderstandingKnowing somethingUnderstanding somethingBeing able to teach somethingGetting itEureka! Making a connection to something newInsightDiscoveryEnlightenment
Knowing that (vs. knowing how)MemorizingBeing able to recallRemembering somethingUnderstanding the principlesSeeing the logicBeing able to extrapolateSeeing how it worksEpiphany
Part 2: Defining Learning
Typical Answers - SkillsBeing able to do somethingKnowing howFacilityDoing itMastering a procedure
or processIncreasing level of proficiencyFollowing correct
proceduresBeing able to use what I knowBeing able to apply something in a new situationAcquiring the knack of somethingGains in craftsmanshipGetting better at somethingPart 2: Defining Learning
Typical Answers - AffectiveLearning to like somethingGetting engagedBeing inspiredBeing motivatedFinding joyWanting to do moreWanting to practiceLooking for chances to use what I knowLearning to love
somethingLearning to see the beauty or complexity or artistry in somethingLearning to appreciate somethingGaining confidenceBecoming more interested in somethingPart 2: Defining Learning
Typical Answers - HabitsBeing able to do something without paying a lot of attention
Doing things automatically
Integrating what I know into my life
Using what I know as a matter of course
Knowing when to use what I've learned
Ability to improvise based on what I already know
Part 2: Defining Learning
Defining Learning
How we define learning affects how we teach and shapes how students learn in our classes
Part 2: Defining Learning
Learning is Forming New HabitsFueled by attitudes and desires (emotion)Supported by skills and understanding
Part 2: Defining Learning
Therefore
We want to move away from the learning-as-acquisition-of-facts and teaching-as-Sherwin-Williams model toward defining learning as durable habit formation and teaching as developing and mentoring self-directed learners.
Teaching ≠
A Cross-lateral Neurobic
Cross-lateral ActivityCross-lateral activity opens up
the corpus callosumGets more of your brain involvedBalances the loadAids memoryMakes learning easier
Write your summaries3-5 sentences in 3 minutes
Step 3: The ART of Learning
Acquire new material
Retain new material
Transfer use of new material
R
A
T
AcquireRetainTransfer
The ART of Learning.The A in ART is for Acquisition
Mnemonic: Actively Build Connections
Part 3: How Learning Works
Part 3: How Learning Works
Learning IS making connections:Neurons that fire together wire together
2 pyramidal neurons forming a synapsePart 3: How Learning Works
Ideas are patterns of neural firing
Part 3: How Learning Works
More complex ideas are more complex patterns—made up of smaller patterns
Part 3: How Learning Works
A Basic Brain—not very fold-eyPart 3: How Learning Works
Learning Changes the Brain
A Better Brain—more fold-ey
Part 3: How Learning Works
New Brain Cells FormingPart 3: How Learning Works
Learning Hard Stuff Grows Your Brain
Learning Builds and Maintains Healthy Neurons
Part 3: How Learning Works
Some Mantras for Learning
Fat sausagesFoldey lobesHairy neurons
Part 3: How Learning Works
Fat, Foldey, and Hairy
The ART of Learning
Habits of Acquisition (Making Connections)
• Note-Taking• Reading strategies• Paying attention/active
learning• Not multitasking Part 3: How Learning Works
The ART of LearningR is RETAIN (Acronym)REview, Test, Analyze, INtegrate.
Part 3: How Learning Works
Part 3: How Learning Works
Retention is controlled by Repetition and Chemistry
Review/RepetitionThe importance of review within certain windowsHow to make review happen in the classroom
Daily review at start of classDaily summaries at end of class
Review summaries offline on a regular basisRepeated review is necessary for habit formation and transferFrequent low-stakes quizzes
Classroom mantras
Key Influences on Brain ChemistryEmotionsHow much and what kind of sleep you’re getting
How much and what kind of exercise you’re getting
Hydration and nutrition (including caffeine and alcohol)
Physical cycles and rhythms
Part 3: How Learning Works
Your amygdalas
Amygdalas
Part 3: How Learning Works
Fear response
Part 3: How Learning Works
Key Factors Shaping RetentionRepetition and reinforcementStrong emotionSleep (then review)ExerciseHydration and nutritionRichness of the learning and studying environments
Part 3: How Learning Works
The ART of LearningT is for Transfer (Bus transfer, job transfer)
Part 3: How Learning Works
Transfer is taking what you know and applying it to what you don’t know
Teaching for TransferTransfer is about pattern recognition and Changing setIt is the most difficult part of learning… and the least practiced!Students need to practice as much as possible
Part 3: How Learning Works
Principles derived from neurobiology: 1)Learning ONLY works when it is active
and conscious.2)Learning actively connects new ideas to
old information. 3)Learning IS making connections/patterns.4)Involving multiple senses enhances
learning
Part 3: How Learning Works
Principles derived from neurobiology: 5) Learning works best if it requires real effort
(if it is difficult). 6) Learning depends on managing emotions
well. Positive emotions (especially self-motivation) accelerate learning by reducing resistance (electrically and metaphorically). Negative emotions (esp. fear and stress) block learning and recall.
Part 3: How Learning Works
Principles derived from neurobiology: 7) Varying your modes of learning (rich
learning environment) increases activity, helps reinforce neural pathway development and moves what was learned to long-term memory.
8) Active repetition is the best way to create durable learning. (Moving things from short-term to long-term memory requires reinforcement within 24 hours.)
Part 3: How Learning Works
Write your summaries3-5 sentences in 3 minutes
Break Time!
Neurobic: While on your break, use only your non-dominant hand.
Practice in Teams
Make a team of 4-5 peoplePick one of the principles we just derivedMake a plan for teaching this to your studentsMake a plan to change one aspect of your teaching practice to reflect this principle.
Step 4: Strategies and TacticsThis section has to do with lifestyle and the mechanics of learning: things like sleeping, exercise, nutrition, daily cycles and such. Students like it because they think they’re getting something for nothingHow much detail do you want to go into today?
Part 4: Application
Strategies and TacticsExercise regularly—Moving blood and oxygen to your brain
helps it work more effectively. (Making new brain cells is a huge metabolic load on the body.)
The chemicals your body makes when you exercise help you make connections more easily.
And taking your mind off of the mental work you’re doing helps you solve the problems you’re working on. (Eureka!)
Part 4: Application
Strategies and TacticsMake sure you are properly hydrated and nourished. If what you eat comes through a car window or
if the label lists ingredients with numbers, it isn’t food.
Hard mental work is equally taxing to the body as hard physical work—you have to nourish it to sustain peak performance.
Water is key. Even a modest amount of dehydration decreases your reasoning ability by 20%. (Don’t overdo it—over-hydration also adversely affects cognition.)
Caffeine, nicotine and alcoholPart 4: Application
Strategies and TacticsPay attention to your daily cycles and rhythms—you’re more awake and better able to learn at certain times than at others. Arrange your day so that you study during these times. Attention Cycle: Take breaks every 20
minutes so that you remain active and don’t go on autopilot. Do something physical and bilateral on your break.
Study Cycle: Take a major break every 2 hours. Spend ten minutes on a different kind of task. Make sure you get up and move around. (Put an alarm on your phone to help you remember.)
Part 4: Application
Strategies and TacticsGet enough sleep—New research shows that mental
performance drops off quite sharply if you don’t get at least six hours of sleep per night regularly. You cannot learn some things without this amount of sleep: long-chain reasoning problems, persistence, etc.
Teenagers need 9-10 hours of sleep for optimum brain performance.
You’ll perform better on the test if you are well-rested than if you have stayed up most of the night reviewing the material one more time.
Part 4: Application
Strategies and TacticsSleep Cycle: 90 minutes. Minimum of 6 hours for optimum
performance. (9-10 hours for teenagers.)
If you must do with less, you want to wake in the REM period at the end of the cycle, not a deep part of the cycle. The less sleep you get, the more important it is when you wake up.
Part 4: Application
Sleep cycles: ~ 90 minutes/cycle
Chart shows 7 hours of sleep
1 2 73
REM
If you wake up in these troughs, you’ll be tired and groggy all day. You’ll perform significantly less well on cognitive tasks.
If you wake up in one of these peaks, you’ll feel rested and perform well.
Part 4: Application
Strategies and TacticsSleep Cycles
Plot your cycle so that you know how it works.Your period of maximum fatigue will fall 12 hours after the deepest period of sleep. Use the information-sorting function of sleep to help you solve problems. Focus on the problem you want to solve repeatedly as you fall asleep. Review in the morning. (Keep paper by the bed.)Lucid dreaming can also help you study.Adjust bedtime to the type of test you’re taking.
Part 4: Application
Strategies and TacticsInformation Transfer Cycle
Summarize materials before you sleep to mark them as important.Review materials within 24 hours to move to long-term memory.
Part 4: Application
Step 5 Practice: Note-Taking
Reading strategiesGet More Out of Reading in Less Time
Part 5: Practice
Step 6: Maintain Stages of Change Model
based on the Transtheoretical Model developed by James O. Prochaska
Part 6: Maintain
Prochaska’s Stages of Change Model
Part 6: Maintain
Stages of Change Modelbased on the Transtheoretical Model developed by James O. Prochaska
1. Dean’s List (Top 10% of each class)• Juniors: ~40% of my students make this list• Seniors: ~45%
2. Elected to honor societies: More than 3 times the rate of the general population.
3. Campus Leadership Positions: Significantly over-represented in peer tutoring, EMT group, editor of Santa Clara Review, etc.
The quality of the work my students do now is better in every way than the work my students did before I started using these methods.
Evidence that MetaLearning Works
More EvidenceA recently completed study of 6 years’ worth of data showed correlations between MetaLearning and increased learning proficiency in relation to 4 aspects of the course: • Instructional approach• Integration of class topics, activities, readings
and assignments• Course activities which required them to read with
a critical point of view that displayed depth of thought and is mindful of the rhetorical situation
• Course activities which required them to analyze the rhetorical opportunities and constraints offered by different modes of presentation
Learning Assessment for CoursesThe Student Assessment of theirLearning Gains (SALG)
Free Tools at www.salgsite.org
Using Metacognition to Become an Expert
Learner
Saundra McGuire and her colleagues at CAS (Center for Academic Success):
Students’ Big Needs:
1. Change their views about “Intelligence”
2. Change the way they study, i.e., the way they try to learn
Students’ Big Needs:
1. Change their views about “Intelligence”
Counting Vowels in 45 seconds
How accurate are you?
Count all of 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 items in the list do you remember?
1 2 3 4 5
25%
41%
6%
16%13%
1. 2 or less2. 3 – 53. 6 – 84. 9 – 125. 13 or more
Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus
Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour
What are the words arranged according to?
NOW how many words or phrases do you remember?
1 2 3 4 5
0% 0%
63%
16%22%
1. 2 or less2. 3 – 53. 6 – 84. 9 – 125. 13 or more
What were two major differences
between the 1st and 2nd attempts?
1. We knew what the task was
2. We knew how the information was organized
4Reflec
t
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.
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 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.
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
The Story of Three LSU Students Travis, junior psychology student 47, 52, 82, 86 B in courseJoshua, first year chemistry student*
68, 50, 50, 87, 87, 97, 90 (final) A in courseDana, first year physics student 80, 54, 91, 97, 90 (final) A in course
*2010 Summer Scholar