Metacognition and Learning Styles: Tools for Helping Students Achieve Improved Learning Strategies Saundra Y. McGuire, Ph.D., Director Center for Academic.

Metacognition and Learning Styles:

Tools for Helping Students Achieve Improved Learning

Strategies

Saundra Y. McGuire, Ph.D., Director Center for Academic Success Adj. Professor, Department of ChemistryLouisiana State University

2004-2005 National College Learning Center Association

Frank L. Christ Outstanding Learning Center Award 

The Center for Academic Success

The Story of Five LSU Students

Travis, junior psychology student 47, 52, 82, 86

Robert, freshman chemistry student 42, 100, 100, 100 Miriam, freshman calculus student

37.5, 83, 93 Maryam, freshman art student

57, 87 Terrence, junior Bio Engineering

student GPA 1.67 cum, 3.54 (F 03), 3.8 (S 04)

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 65

Final 78 107 88 88 90

Chemistry 2001

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.

Fall 2005

Desired outcomes We will understand why students spend little

time studying and do not know how to learn We will have concrete learning strategies that

faculty can teach students to increase learning, and we will be committed to trying some of these strategies in our classes

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

performance and self-perception We will spend time reflecting on improving

our teaching and our students’ learning

Overview

Characteristics of today’s learners Types and levels of learning Cognitive Science Findings General Learning Strategies Concept Mapping Activity Factors Influencing Student

Motivation Wrap Up

Reflection Questions

What is the difference, if any, between studying and learning?

Which, if either, is more enjoyable?

When did you learn the conceptual structure (relationships between basic concepts) of your discipline? When/why/how did you to learn this?

Paradigm Shift in Institutional Attitudes

About Learning Teacher

Centered Institutions

Vs Learner Centered Institutions

The RSCC Mission Statement

“Roane State provides a challenging and nurturing learning environment which encourages and inspires students to meet the high expectations and standards needed for responsible citizenship and to embrace the concept of learning as a lifelong endeavor.”

“Roane State’s success can only be measured by the success of its students and by maintaining its demonstrated reputation as a center for higher education excellence.”

Characteristics of Many of Today’s Students

Working more hours More ADD/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 students know how to learn or how to study? It wasn’t necessary in high school

- 66% of 2003 entering first year students spent less than six hours

per week doing homework in 12th grade. - More than 46% of these students said they graduated from high school with an “A” average.

Students’ confidence level is high- 70% believe their academic ability is above average or in the highest 10 percent among people their age

Higher Education Research Institute Study

http://www.gseis.ucla.edu/heri/03_press_release.pdf

Additional Reasons

High Stakes Testing in high school forces teachers to “teach to the test”

Students think everything they need is on the web and can be looked up

Technological advances make it easier to function with less knowledge

Misconceptions that interfere with learning

Student Misconceptions

Who would have thought?!?

How might the institution exacerbate the problem?

Orientation programs that stress fun, recreation, and campus organization involvement

Helping students to schedule courses “back to back” with no breaks between

Very large introductory classes Providing limited or no access to

learning strategies information

How do some faculty members further add to

the problem? By assigning homework and giving tests

that require little, if any, higher order thinking

By assessing learning too infrequently By providing limited feedback to students By putting notes on-line and advising

students they don’t need to purchase the textbook

By having little ability to teach students concrete learning strategies

Faculty Must Help Students Learn How to

Learn! Teach them the difference between

learning (meaningful learning) and memorization (rote learning); help them understand the process

Assess and provide feedback soon and often

Help them determine their learning style Teach them specific learning strategies Implement pedagogical strategies that

make them use the learning strategies

Rote Learning

Involves verbatim memorization (which is easily forgotten)

Cannot be manipulated or applied to novel situations

(e.g. remembering phone numbers, dates, names, etc.)

Meaningful Learning

Learning that is tied and related to previous knowledge and integrated with previous learning

Can be manipulated, applied to novel situations, and used in problem solving tasks

(e.g. comparing and contrasting the Arrhenius and B-L definitions of acids and bases.)

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.

ExampleExample

~ ~ Bloom’s Levels of Learning ~Bloom’s Levels of Learning ~ Applied to Goldilocks and the Three Bears

Evaluation JudgeJudge whether Goldilocks was good or bad. Defend your opinion.

Synthesis ProposePropose how the story would be different if it were Goldilocks and the Three Fish.

Analysis CompareCompare this story to reality. What events could not really happen.

Application DemonstrateDemonstrate what Goldilocks would use if she came to your house.

Comprehension

ExplainExplain why Goldilocks liked Baby Bear’s chair the best.

Knowledge ListList the items used by Goldilocks while she was in the Bears’ house.

Courtesy of http://www.kyrene.k12.az.us/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm

Counting Vowels in 30 seconds

How accurate are you?

Cognitive Science: The Science of the Mind

Questions How do humans process information? How do people increase their knowledge? What factors influence learning? What types of learning facilitate transfer

of information learned to new settings? How can we change teaching to improve

learning?

Keys to Learning Based on Cognitive Science Findings

Deep factual and procedural knowledge of a discipline is required to solve complex problems

Learning is a continuous process; repetition is the key

New knowledge must be tied to existing knowledge

Learning should involve both sides of the brain and several learning styles

Experts vs. Novices

They think differently about problems

Novices vs. Intelligent Novices

Intelligent novices learn new domains more quickly than other novices

The metacognitive skills make the difference

What intelligent novices know

Learning is different from memorization

Solving problems without looking at the solution is different from using the solution as a model

Comprehension of reading material must be tested while the reading is in progress

Knowledge is not “handed out” by the instructor; it is constructed by the learner

Turn Students into Expert Learners:

Metacognition and Learning Styles are the Keys!

Metacognition

thinking about thinkingbeing consciously aware of

yourself as a problem solverPlanning, monitoring, and

controlling your mental processing

The Study CyclePhase 1: Read or preview chapter(s) to be covered in

class… before class.

Phase 2:GO TO CLASS! Listen actively, take notes, participate in class.

Phase 3: Review and process class notes as soon after class as possible.

Phase 4:Implement Intense Study Sessions.

Repeat

Intense Study Sessions

2-5 minutes: Set Goals 20-50 minutes: STUDY with FOCUS and ACTION

(Read your text, create flash cards, create maps and/or outlines, work problems -without

peeking at the answers, quiz yourself…) Achieve your goal!

5 minutes Take a break

5 minutes Review what you have just studied

Repeat

*Once a week review the entire week’s notes and problems

Active Learning Strategies Get Involved Ask Questions Recite and Write

Review Reflect (megacognate?)

Good notes are essential for

meaningful learning

Cornell Note Taking FormatCornell Note Taking Format

Uses of notes• identify major points• identify minor points

There are 4 Kinds of Notes:• Running Text• Formal Outline• Informal Outline• Cornell Note system

Recall

Column:

Notes on Taking Notes, 08/04/08

Reduce ideas and facts to concise summaries and cues for reciting, reviewing and reflecting over here.

Getting the Most Out of Homework:

Effective Strategy for Problem Solving

Start the problems early--the day they are assigned

Do not flip back to see example problems; work them yourself!

Don’t give up too soon (<15 min.)Don’t spend too much time (>30

min.)

Concept maps facilitate development of higher order thinking

skills

MappingMapping

Molar mass

grams

formula

Colligative properties

Fp. Dep; b.p. elev.

Symbols + subscripts

moles

Compare and Contrast

Acids Bases

How are they similar?

How are they different?

Create a Chapter Map

Title of Chapter

Primary Headings

SubheadingsSecondary Subheadings

Time for a Break!

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

http://www.cas.lsu.edu

Brain Dominance

Personality

Modality

Learning Style Diagnostics

Hemispheric Preference

Left Brain vs. Right Brain– Right Brain: visual, intuitive, holistic,

abstract, spatial and main ideas; use charts, maps, time lines, graphs, or visualization as study tools

– Left Brain: verbal, logical, linear, concrete, time oriented, and details; use outlines, lecture notes, or the Cornell note taking format as study tools

– Some students will be “balanced”

Personality Profile

Modified Myers-Briggs

Extrovert Introvert

Sensing iNtuitive

Thinking Feeling

Judging Perceiving

Modality (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.

What’s YOUR Style?

Left or right brain dominant?Personality Type

Extrovert or Introvert?

Sensing or Intuitive?Thinking or Feeling?Judging or Perceiving?

Modality (Sensory Preference)?Visual, Aural, Read/Write Kinesthetic

Learning Style Inventories

www.vark-learn.com

www.cas.lsu.edu

Many others!

Time Management is Life Management

I

Big Rocks

The question is this:

What is the “moral of the story” when it comes to time management?

Is this jar full? What if we fill it to the top with small rocks…

would it be full?

What if we fill it to the top with water…would it be full?

What if we fill it to the top with sand…would it be full?

The “Master To Do List”

The “Master To Do List” Class #1

Ch. 4 10/13Ch. 5 10/13Ch. 6 10/15Assignment Due

10/15Ch. 7 10/19

Studio:pp. 65-96 10/12Project #1

3 references 10/14

drawings (3) 10/14

model 10/16

Class #3

Ch. 15 10/13

Ch. 17 10/15

Ch. 18 10/20

Class #4

Homework 10/14

Ch. 3 10/14

Review Ch. 2 10/15

Life:

Mom’s Birthday card send 10/15)

Master To Do List:

Date to be completed: Sunday, Oct. 17th

Monday, Oct. 11Class 1, Ch. 4Review pp. 65-96HomeworkBuy cardEmail ClydeComplete formsPick up materialsLibrary, 3 referencesPay bills

Weekly Master To Do List

Weekly Master To Do List

Wee

k of

Mon

day

____

____

____

____

____

____

____

to S

unda

y __

____

____

____

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____

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__ Class: Class: Class: Other:Class:

Download this form in the Time Management Online workshop at www.lsu.edu/learn

Time Management Tips from Students

Have a vision—Set goals Know YOUR unique time management style Study when the sun is out Avoid napping Develop patterns “This is what I do” Think of yourself as a Professional Student Kill the TV, cell phone, video game… Email/chat/Facebook…only as a reward Exercise Eat well Drink water Take breaks Have fun

Motivation

“In the academy, the term ‘motivating’ means stimulating interest in a subject and, therefore, the desire to learn it.”

(Nilson, 57)

Motivation to Learn Study Hobson 2000 & 2001 (n=412)

Positive motivation:– Teachers’ attitudes &

behaviors 27.1 %– Course structure

22.5%– Intrinsic

19.8 %– Course content

17.0 %– Perform. Measures 10.0

%– Vocational/financial 1.4

%– Learning environ. 1.1

%– Parents/others

1.0 %

Negative motivation:– Teachers’ attitudes &

behaviors 31.6 %– Course structure: 25.9

%– Learning environ. 12.9

%– Course content

10.8 %– Intrinsic

10.0 %– Perform. measures 7.5

%– Parents/others

0.9 %– Vocational/financial 0.3

%

Motivation Boosters

Partial credit for partially correct answers

Letting students use their own problem solving method

Flexible grading scale based on student performance

Demonstrated personal interest in, and belief that EVERY student can succeed!

Motivation Busters

Multiple choice tests with no opportunity for partial credit

Requiring students to use one problem solving method

Absolute grading scale with no flexibility

Attitude that most students are not prepared to do well, and probably won’t!

Assessment that is not closely tied to what students learned

Answer the following questions:* In baseball, how many outs are there in an

inning?  A rancher has 33 head of cattle standing in a

field, when suddenly a bolt of lightning kills all but 9 of them. How many head of cattle are left standing?

Some months have 31 days, and some months have 30 days. But how many have 28 days? 

Two U.S. coins are worth a total of $0.30, and one of them is not a nickel. What are the coins?

* http://www.quizrocket.com/dumb-test

Strategies that Work

Learning Style & Personality Assessments

Note taking Systems Concept Mapping The Study Cycle with Intense Study

Sessions Time Management Tools Test Taking Strategies Metacognitive Reflections

Strategies that have worked at Other Schools Integrating study strategies techniques

into class structure Teaching and requiring concept

mapping Setting up collaborative working

groups in class Implementing Supplemental

Instruction Offering Service-Learning courses

Chem 1001 Results Spring 2007

Test 1  Test 2    Final     Total points

  Attended SYM 156 109 214 801 Lecture on 3/2

                     Did not attend 154        93      153           563    

    Class average  153 100 176 662

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

Reflection Question

Who is primarily responsible for student learning?

a) the student b) the instructor c) the institution

Our students can significantly increase their

learning! We must teach them the learning

process and strategies We must use pedagogical

strategies that motivate students to learn

What Learning Strategy Can You Teach that Might Improve Student Performance in Your

Course?

Final Note

Please visit the websites at www.cas.lsu.edu and www.howtostudy.org.

We have information and on-line workshops that will introduce you and your students to effective study strategies techniques. Please feel free to contact me at [email protected]. I wish you great success as you help your students SAIL at Roane State Community College!

Saundra McGuire

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.

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.

Kameenui and Carnine, 1998. Effective Teaching Strategies That Accommodate Diverse Learners. Upper Saddle River, NJ: Merrill Publishing

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

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.