Get LSU Students to Focus on Learning Instead of Grades: Metacognition is the Key

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Get LSU Students to Focus on Learning Instead of
Grades  Metacognition is the Key!

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

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2004 National College Learning Center
AssociationFrank L. Christ Outstanding Learning
Center Award 
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The Story of Four LSU Students

• Robert, freshman chemistry student
• 42, 100, 100, 100
• Amy, junior organic chemistry student
• 54, 82, 76, 78
• Michael, senior pre-medical organic student
• 30, 28, 80, 91
• Terrence, junior Bio Engineering student
• GPA 1.67 cum, 3.54 (F 03), 3.8 (S 04)

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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
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Presidential Recognition White House Oval Office
November 16, 2007
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Reflection Question

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

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Characteristics of Many of Todays 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

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Why dont students know how to learn or how to
study?

• It wasnt 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

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Many Student Misconceptions

• ln P1 DHvap x (1/T2 - 1/T1)
• P2 R
• --------------------------------------------------
  --
• An acid is a substance that produces protons
  when dissolved in water what happens to the
  neutrons?
• --------------------------------------------------
  --
• Arent ALL gases liquids?

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Faculty Must Help Students Learn How to Learn!

• Teach them the difference between learning
  (meaningful learning) and memorization (rote
  learning)
• Teach them the difference between learning goals
  and performance goals
• Help them determine their learning style
• Teach them specific learning strategies
• Implement pedagogical strategies that make them
  use the learning strategies

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Teaching Students How to Learn

• Metacognition is the key to lasting, meaningful
  learning
• Learning is a process
• There are different levels of learning
• Expert learners can be developed by providing the
  proper tools for learning
• Self-directed, independent learners are made, not
  born its never too late!

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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

term coined by J. H. Flavell
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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

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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
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Metacognitive Learning Strategies

• Always ask why, how, and what if
• Use SQ5R for reading assignments
• (survey, question, read, recite, review, wRite,
  reflect)
• Test understanding by giving mini lectures on
  concepts
• Always solve problems more than one way
• Connect new information to current knowledge
• Use the Study Cycle with Intense Study Sessions

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Effective Active Study StrategySQ5R

• Survey
• Question
• Read
• Recite
• Review
• Reflect
• wRite

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The Study Cycle
Phase 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
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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

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Teaching Students How to Get the Most Out of
Homework

• Start the problems early--the day they are
  assigned
• Do not flip back to see example problems work
  them yourself!
• Dont give up too soon (lt15 min.)
• Dont spend too much time (gt30 min.)

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Concept maps facilitate development of higher
order thinking skills
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Create a Chapter Map
Title of Chapter
Primary Headings
Subheadings
Secondary Subheadings
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Compare and Contrast
Acids
Bases
How are they similar?
How are they different?
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• Student Reflection is critical
• to the process of teaching students how to learn

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Top 5 Reasons Folks Did Not Do as Well As
Possible on Test 1

• 1. Didnt spend enough time on the material
• 2. Started the mastering chem homework too late
• 3. Didnt memorize the information I needed to
• 4. Did not use the book
• 5. Assumed I understood information that I had
  read and re-read, but had not applied

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Top 5 Reasons Folks Made an A on Test 1

• 1. Did preview-review for every class
• 2. Did a little of the homework at a time
• 3. Used the book and did the suggested problems
• 4. Made flashcards of the information to be
  memorized
• 5. Practiced explaining the information to
  others

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Useful Websites

• www.lsa.umich.edu/slc
• www.cas.lsu.edu
• www.howtostudy.org
• www.vark-learn.com
• www.drearlbloch.com

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Other Campus Resources

• Tutorial Centers
• Centers for Excellence in Learning and Teaching
  (CELT) Dr. Lynn Evans
• Professor Jim Wandersee, who teaches course in
  college science teaching in College of Education

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• Final Reflection Question
• What Change Can You Make
• that Might Improve Student Performance in Your
  Course?

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Final Note

• Please visit the CAS website at
  www.cas.lsu.edu.
• We have on-line workshops that will introduce
  you and your students to effective study
  strategies techniques. Please feel free to
  contact me at smcgui1_at_lsu.edu. I wish you great
  success this semester.
• Saundra McGuire

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References

• Bloom, Benjamin S. 1984. Taxonomy of Educational
  Objectives. Boston, MA Allyn and Bacon, Pearson
  Education.
• Bruer, John T. , 2000. Schools For Thought A
  Science of Learning in the Classroom. Cambridge,
  MA 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.
• Bunce, Diane and Cinzia Muzzi eds. (2004).
  Survival Handbook for the New Chemistry
  Instructor, Pearson Prentice Hall.
• Flavell, J. H. (1979). Metacognition and
  cognitive monitoring A new area of
  cognitive-developmental inquiry. American
  Psychologist, 34, 906-911.
• 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.
• Zull, James (2004). The Art of Changing the
  Brain. Sterling, VA Stylus Publishing.
• http//academic.pg.cc.md.us/wpeirce/MCCCTR/metaco
  gnition.htm