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Effecting Transformations in Student Learning with Metacognition

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2004 National College Learning Center Association ... Immunology and Immunochemistry, Howard University School of Medicine, ebloch_at_howard.edu ... – PowerPoint PPT presentation

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Title: Effecting Transformations in Student Learning with Metacognition


1
Effecting Transformations in Student Learning
with Metacognition
  • Saundra Y. McGuire, Ph.D., Director
  • Center for Academic Success
  • Adj. Professor, Dept. of Chemistry
  • Louisiana State University

2
2004 National College Learning Center
AssociationFrank L. Christ Outstanding Learning
Center Award 
3
LSU Analytical Chemistry Graduate Students
Cumulative Exam Record
2004 2005 9/04 Failed 10/04 Failed 11/04 Fail
ed 12/04 Failed 1/05 Passed 2/05 Failed 3/05 Faile
d 4/05 Failed
2005 2006 10/05 Passed 11/05 Failed 12/05 P
assed best in group 1/06 Passed 2/06 Passed 3/06 F
ailed 4/06 Passed last one! 5/06 N/A
Began work with CAS in October 2005
4
  • The Impact of Knowledge and Use of Metacognitive
    Strategies on the 2004 LSU Dental School First
    Year Class
  • Metacognition Discussion August 13
  • Histology Exam August 23
  • Previous class averages 74 77
  • Challenge on August 13 84 average
  • Reported average on August 24 85!

5
Reflection Questions
  • Whats the difference, if any, between
  • studying and learning?
  • Which, if either, is more enjoyable? Why?

6
Metacognition
  • The ability to
  • think about thinking
  • be consciously aware of oneself as a problem
    solver
  • monitor and control ones mental processing
  • accurately assess what one
  • understands and does not understand

7
What We Know About Learning
  • Learning is a complex process involving the
    development of conceptual understanding
  • Individual learners must actively construct their
    own learning (constructivism)
  • New learning is based on prior knowledge
  • Active learning is more lasting than passive
    learning
  • Thinking about thinking is important
  • Metacognition
  • The level at which learning occurs is important
    for effective transfer
  • Blooms Taxonomy

8
Rote Learning
  • Involves verbatim memorization
  • (which is easily forgotten)
  • Cannot be manipulated or applied to novel
    situations
  • (e.g. memorizing metabolic pathways with no
    understanding of the chemistry involved)

9
Meaningful Learning
  • Learning that is tied and related to previous
    knowledge and integrated with previous learning
  • (which is not easily forgotten, and can be
    easily reconstructed)
  • Can be manipulated, applied to novel situations,
    and used in problem solving tasks
  • (e.g. using knowledge of organic chemistry
    reactions to aid in learning the pathways)

10
Why Rote Learning Is Ubiquitous
  • More high stakes testing in high schools more
    memorization and curving of grades in college
  • It worked in undergraduate school
  • paradigm shifts dont come easily!
  • Most students have not developed study skills or
    learning strategies
  • Most students do not understand the hierarchy of
    learning levels

11
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.
Blooms Taxonomy
Evaluation
Graduate School
Making decisions and supporting views requires
understanding of values.
Combining information to form a unique product
requires creativity and originality.
Synthesis
Identifying components determining arrangement,
logic, and semantics.
Analysis
Undergraduate
Using information to solve problems transferring
abstract or theoretical ideas to practical
situations. Identifying connections and
relationships and how they apply.
Application
Restating in your own words paraphrasing,
summarizing, translating.
Comprehension
High School
Memorizing verbatim information. Being able to
remember, but not necessarily fully understanding
the material.
Knowledge
Louisiana State University ? Center for Academic
Success ? B-31 Coates Hall ? 225-578-2872 ?
www.cas.lsu.edu
12
Meaningful learning is a continuous, ongoing
process repetition is the key. let it soak
in
13
The Study Cycle
Phase One Preview chapters to be covered in
class before class (Create chapter
maps) Phase Two Go to Class. Listen
actively, take notes, participate in
class Phase Three Review and process class
notes as soon as possible after class Phase
Four Incorporate Intense Study
Sessions Repeat
14
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

15
Just What Is a Learning (Academic) Support
Center?
  • A Learning Support Center, one of many campus
    academic support programs and services, is
    defined as an administrative entity and/or
    location on a college or university campus with a
    primary mission to assist students to learn more
    in less time with greater ease and confidence and
    a secondary mission that extends its services and
    programs to faculty, staff, administration, and
    the surrounding community.
  • http//www.pvc.maricopa.edu/lsche/about/def_lsc.h
    tm

16
How do Learning Support Centers Facilitate
Learning?
  • Provide students and faculty with information on
    the learning process, personal characteristics,
    and effective learning and pedagogical strategies
  • Provide workshops and individual assistance to
    students and faculty
  • Coordinate efforts such as Supplemental
    Instruction, Learning Communities, tutor
    training, etc.

17
Other Medical Schools that Provide Learning
and/or Teaching Support Centers
  • Georgetown University Medical Center
  • Harvard University (Teaching)
  • Howard University College of Medicine
  • Mercer University School of Medicine
  • Stanford Medical School
  • University of Texas Medical Center, Houston
  • University of Wisconsin School of Medicine

18
  • Meharrys Vision Statement
  • To achieve national recognition as a
    community-focused quality-driven academic health
    center noted for its
  • Uniquely nurturing, highly effective educational
    programs
  • Preeminence in health disparities research
  • Culturally sensitive, evidence-based health
    services
  • Significant contribution to the diversity of the
    nation's health professions work force

19
Key Components of a Learning Support Center that
Will Addresses Meharrys Vision
  • Study Skills Consultations with Students
  • Test Preparation and Test Taking Information
  • Faculty Consultations and Workshops on
    Teaching and Learning Research
  • Study Group Facilitation
  • Service-Learning Opportunities
  • Electronic Resources
  • Tutorial Services and Tutor Training
  • Summer Enrichment Programs

20
When Learning Centers Teach Metacognitive
Strategies
Student Performance Improves!
21
LSU STEM URM vs. LA-STEM URM Performance 2005-2006
22
Results at Howard University COM
  • Performance of one student raised from 52 to
    82 on immunology examination when student was
    taught to preview reading assignments, write
    exam questions, accurately assess learning, and
    make tables of information
  • Failure rate reduced from over 30 to less than
    5 when active learning strategies
    were introduced in immunology courses
  • Personal communication, November 18, 2006,
    Professor Earl Bloch, Associate Professor of
    Immunology and Immunochemistry, Howard University
    School of Medicine, ebloch_at_howard.edu

23
Impact of Supplemental Instruction at LSU
  • Average grades of students attending SI
    sessions in Spring 2006 were significantly
    higher than those who did not attend
    (D 0.3 1.0/4.0)
  • Percent of students attending SI who
    successfully completed courses (A, B, or C) was
    significantly higher than those who did not
    attend (80 vs. 60)
  • SI Sessions were provided in sections of
    general and organic chemistry, and biology

24
National Data on Impact of Supplemental
Instruction
25
What do learning support centers give students to
improve learning and performance?
  • Confidence
  • Attitude Adjustment
  • Strategies involving Metacognition

26
What do learning support centers provide faculty
to improve teaching and student performance?
  • Information
  • Small Group Discussions
  • Opportunities for Reflection
  • Teaching Strategies
  • Resources

27
Websites Providing Additional Information
  • www.cas.lsu.edu
  • www.drearlbloch.com
  • www.howtostudy.org
  • www.vark-learn.com

28
We can significantly increase student learning
and success!
  • We must teach them the learning process and
    strategies
  • We must not judge their potential on their
    initial performance
  • We must encourage them to persist in the face of
    initial failure
  • We must encourage the use of metacognitive tools

29
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.
  • 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
  • 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/metac
    ognition.htm
  • Zull, James (2004). The Art of Changing the
    Brain. Sterling, VA Stylus Publishing.
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