David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation
Dec 13, 2015
David BuddUniversity of Colorado
Getting Students to think about their learning, attitudes,
and motivation
Several students score poorly on your first exam.
They come to you for help, what
advice would you give them?
Three Principles of Learning
1. Prior Knowledge and Misconceptions
2. Developing Expert Knowledge
• Deep foundation• Contextual framework• Organizational structure
3. Metacognition – thinking about learning
Bransford et al. (2000)
Metacognitive Components of Expert Learners
Modified from Ertmer and Newby (1996), Butler (1997), Winne and Hadwin (1998), Pintrich (2000), Lovett (2008)
Evaluate Monitor
Plan
Reflection
Metacognitive Control(self-regulation)
Metacognitive Knowledge(declarative, procedural, conditional)
PersonalResources
Prior KnowledgeAvailable Strategies
TaskRequirements
Type of LearningAppropriate Strategies
GoalsBeliefs
AttitudesMotivation
Reflection Reflection
Reflection
Schoenfeld (1987)
Solving a ProblemElapsed Time (mins) 0 2 4 6 8 10 12 14 16 18
Read
Analyze
Explore
Plan
Implement
Verify
Experts
Elapsed Time(mins)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Read
Analyze
Explore
Plan
Implement
Verify
Novices
adapted from Pintrich and Zusho, 2007
Pedagogical Challenge – Many factors influence learning
Personal Characteristics
of Student(age, gender, academic
rank, experience)
Course Context (tasks, grading policy,
pedagogy, instructional resources)
Course Outcomes (effort, interest, performance)
Student Metacognition(studying and/or learning behaviors – i.e., planning,
choosing appropriate strategies, monitoring, evaluation, reflection)
Student motivations
(things that drive learning- i.e., goal orientation, task
value, self- ‐efficacy, control of learning)
Self-Efficacy is the belief that one will be successful at a given task/course.
• Students who believe they are capable of doing the coursework and learning the content are much more likely to succeed
• Predicts performance - (up to ¼ of the final grade has been att ributed to Self-Efficacy)5
• Predicts learning strategy usage (students are more likely to use more effective learning strategies that lead to deeper comprehension of content.
5Pintrich & Zusho (2007)
Self-Efficacy
Control of LearningControl of Learning encompasses the beliefs a
student possess about what factors contributeto their success or failure (internal or external;controllable or uncontrollable)
• David & Jenifer received a similar disappointinggrade on an assignment.
• David knows he didn’t do as well as he could because he did not set aside enough time and he vows to make better use of his time
• Jenifer shrugs her shoulders and says, “ugh, this teacher makes everything confusing”
• Both students have had set backs, what differentiates their response is their Control of Learning Beliefs.
Goal Orientati on predicts how students will approach learning based on their goals for a given topic/course
• “Jackie” is interested in the content, wants to work hard in order to learn as much as she can.
• “Paul” does the minimum he can to get the grade he needs, learning may or may not happen and that’s ok with him.
• “Jackie” has more of an intrinsic motivation or a mastery orientati on
• “Paul” has more of an extrinsic motivation or a performance orientati on
• Intrinsic motivation is generally linked to deeper learning and effective use of learning strategies5.
5Pintrich & Zusho (2007)
GoalOrientation
Task Value reflects whether students see the material and work as interesting, useful, or important to them.
•In an intro geology class, the instructor talks about coastal erosion and makes an assignment to predict future erosion trends.
•“Heather” has a family home on the coast, and so she is very engaged in the topic, asking questions and looking upadditional information.
•“Jonathan” has never left Boulder, he has no idea what the ocean looks like and doesn’t have any plans in the near future to go to the ocean. He sees little value in this material or exercise.
•Context provides an additional value for Heather, because she can relate the content to something she cares about.
TaskValue
Self- ‐ EfficacyBelief in the ability
to be successful
Control of Learning
Attribution of one‘s success and failures
Task ValueValuing of a task
Motivation “Pie”Key determinants in whether a student chooses to engage and persevere
Goal OrientationGoals that drive
how one responds
adapted from Pintrich and Zusho, 2007
Pedagogical Challenge – Many factors influence learning
Personal Characteristics
of Student(age, gender, academic
rank, experience)
Course Context (tasks, grading policy,
pedagogy, instructional resources)
Course Outcomes (effort, interest, performance)
Student Metacognition(studying and/or learning behaviors – i.e., planning,
choosing appropriate strategies, monitoring, evaluation, reflection)
Student motivations
(things that drive learning- i.e., goal orientation, task
value, self- ‐efficacy, control of learning)
Metacognition
Modified from Ertmer and Newby (1996), Butler (1997), Winne and Hadwin (1998), Pintrich (2000), Lovett (2008)
Evaluate Monitor
Plan
Reflection
Metacognitive Control(self-regulation)
Metacognitive Knowledge(declarative, procedural, conditional)
PersonalResources
Prior KnowledgeAvailable Strategies
TaskRequirements
Type of LearningAppropriate Strategies
GoalsBeliefs
AttitudesMotivation
Reflection Reflection
Reflection
Knowing what to do Know how to do it well
Metacognition
Evaluate Monitor
Plan
Metacognitive Control(self-regulation)
Metacognitive Knowledge(declarative, procedural, conditional)
PersonalResources
Prior KnowledgeAvailable Strategies
TaskRequirements
Type of LearningAppropriate Strategies
GoalsBeliefs
AttitudesMotivation
Reflection Reflection
Reflection
Knowing what to do
Rehearsal – reciting or naming items from a list. Activates information in working memory & helps with encoding, but does not help construct connections.
Elaboration – paraphrasing, summarizing, creating analogies, generative note-taking. Help store info in long-term memory by building internal connections between new and old information.
Organization – outlining, clustering, concept sketching. Constructs connections and puts information into learners own frameworks.
(Pintrich et al. 1991)
•Rehearsal - naming the fault is rehearsal•Elaboration - describing it in your own words•Organization - linking the geometry & process to stress types & general tectonic setting
Knowing how to Learn - Self-Regulated Learning Cycle
EvaluateProgress
MonitorLearning
Plan, Set Goals
Reflection Reflection
Reflection
Metacognition
Expert Learners are “Self-Regulating”
Savin-Baden and Major (2004)
Expert learners are highly motivated,
independent, and strive toward self-
direction and autonomy. They diagnose
their learning needs, formulate learning
goals, identify resources for learning,
select and implement learning strategies,
and evaluate their learning outcomes.
• Instructor grading of short answer and essay questions
• On-going assessment through student dialog in small classes
• Computer grading of multiple choice questions using bubble-sheets
Understanding Student Learning
More instructor understanding
of student learning
Less instructor understanding of student learning
Learning Assessment System
It is difficult for instructors in large classes to recognize student learning difficulties.
Students need to know how to assess their own learning and make adjustments.
Schoenfeld (1987)
Elapsed Time (mins) 0 2 4 6 8 10 12 14 16 18
Read
Analyze
Explore
Plan
Implement
Verify
Experts
Elapsed Time(mins)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Read
Analyze
Explore
Plan
Implement
Verify
Novices
Solving a Problem
But as we have already seen, most students are not Expert learners, many do not know how to
self-regulate
Underperforming Students are the worse at Self-Assessment
Dunning et al., 2003. Current directions in psychological science, v.12 #3, p.83-87
Low scoring students• overestimate their
own skill level• failed to recognize
the degree of their insufficient knowledge
• recognized their lack of skill, only if they are trained to improve
Reflect on thisIn the next minute, write down as much as you can remember about the first part of this presentation
Personal Characteristics of
Student(age, gender, academic
rank, experience)
Course Context (tasks, grading policy,
pedagogy, instructional resources)
Course Outcomes (effort, interest, performance)
Pedagogical Challenge – What can we do?
Task Value
Goal Orientation
Self- ‐ Efficacy
Control of Learning
Motivation
Reflection
Metacognitive Knowledge
Personal Resources
Task Requirement Evaluate Monitor
Plan
Metacognitive Control
Reflection Reflection
Reflection
Self-Regulated Learning interventions will impact motivation and outcomes
Types of Self-Regulated Learning Interventions
Activity Knowledge or Skills
How I Earned an “A” Goal-setting & Reflection
Reading Reflections Reflection & Monitoring
Exam Wrappers Reflection & Evaluation
Reflective Journaling Reflection, Monitoring, Evaluation
Knowledge Surveys Goal-setting, Monitoring, Evaluation
Retrieval Practice Monitoring & Evaluation
Mastery Exercises (quizzes) Monitoring, & Evaluation
Instructor Feedback is Key
All interventions have minimum impact without
feedback
Reading Reflections• Completed after each reading assignment
• Short responses to three questions
• Submitted online before class
• Credit awarded for “reflective”submissions
• Addresses: summarizing, misconceptions monitoring, evaluation, and reflection
• What is the main point of this reading?• What did you find surprising? Why?• What did you find confusing? Why?
Week 1 Week 14
Impact of Reading ReflectionsP
erce
nt o
f Stu
dent
sD
oing
the
Rea
ding
100
80
60
40
20
0
With reflection assignment
Without reflection assignment
Budd, Univ. Colorado
Wirth, Macalester College
Impact of Reading Reflections
Self-Reported Depth of Reading
Effect Size = 1.35 (Large)
Effect Size = 1.08 (Large)
Effect Size = 0.71 (Large)
Wirth, Macalester College
Impact of Reading Reflections
Classroom Reflections
After lectures on topic X• List y items that are clear• List y items that are muddy
Do individually for 2-3 min then discuss in small groups (2-3 students)
Call upon groups to report out (list on board)
Close the feedback loop by clarifying the “mud”, reflecting on why their might be mud, and offering strategies for students to self-clarify in the future
Exam “Wrapper”
Achacoso (2004)Lovett (2008)
• Pre and Post Exam
• Self Evaluation
• Preparation Strategies
• Performance Analysis
• Planning
Wirth, Macalester College
Exam “Wrapper” Results
• Low scoring students most likely to overestimate results
• Must discuss options for next exam to close the feedback loop
Wirth, Macalester College
Exam “Wrapper” Results
• What, if anything, will you do differently in preparing for the second exam?
Study More
No change Study Differentlyother
I might try to study earlier than the night before.
I will study more, a lot more.
I will definitely study more by reading something then try to write it.
Quiz myself instead of just looking over notes.
Study differently. Summarize more.
Make sure I understand the visuals.
Study longer and actually practice drawing things out.
I will use more charts and organizers . . .
I will make sure I understand the learning objectives better.
I will make a better outline and study more in small increments.
I will try to study more, as well as stopping as I study to test myself on the material I am reviewing.
Spend more time preparing and reading over the notes.
I have to study more and actually know what material to study.
I will take the learning journals more seriously and read them when it comes to studying.
McConnell, NC State Univ.
Exam “Wrapper” Results
Study Strategies
Analysis of Errors
Wirth, Macalester College
Retrieval Practice
• Study material for initial study period
• Put material away and on a blank piece of paper practice retrieval by recalling and writing down as much information as possible.
• Do it the first time within 24 hours
• Repeat retrieval process at regular intervals prior to exam (e.g., weekly)
• Answer the questions that will help you evaluate your responses and monitor your self-efficacy.
Medina (2009)
Repetition Aids Retention
• The more effort we put into encoding information at the moment of learning, the more we remember
• Listening writing drawing/ organizing
Long-term memory – Remember to repeat
• Thinking or talking about an event immediately after it occurs enhances memory of the event
• Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.)
Figure from Karpicke and Blunt 2011 (SciencExpress)
Careful retrieval practice is more effective than standard study methods.
The Value of Retrieval
Summary1. Students’ motivations (goals, self-efficacy, task value, control of learning) and
metacognition (study strategies, planning, monitoring, evaluation, reflection) affect their learning.
2. Not all students have intrinsic motivations and the metacognitive skills of many are lacking
3. Poor-performers in particular need help in learning how to be a self-regulated learner
4. Metacognitive interventions can help
• Students will learn to test themselves and reflect on their learning, and build self-efficacy
• Students will learn more and learn more effectively
• But instructors must monitor students and provide feedback to help them become more independent learners.