acing undergraduate and graduate school: metacognition is the key! saundra yancy mcguire, ph.d....
TRANSCRIPT
Acing Undergraduate and Graduate School:
Metacognition is the Key!
Saundra Yancy McGuire, Ph.D.Asst. Vice Chancellor for Learning &
TeachingProfessor, Department of ChemistryPast Director, Center for Academic
SuccessLouisiana State University
Baton Rouge, LA
The Story of Four LSU Students
Travis, junior psychology student 47, 52, 82, 86 B in courseRobert, first year chemistry student 42, 100, 100, 100 A in courseMaryam, first year art student
57, 87 B in courseDana, first year physics student 80, 54, 91, 97, 90 (final) A in course
Dana’s Spring 2010 Grades Courses Dept Course Grade Hrs Carried Hrs Earned
Quality PtsBIOL 1201 A 3.00 3.00
12.00CSC 1253 A 3.00 3.00
12.00MATH 2090 A 4.00 4.00
16.00MEDP 2051 A 3.00 3.00
12.00PHYS 2221 A 3.00 3.00
12.00
Current Cumulative GPA: 3.88
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.
Final Examination Improvement
How’d They Do It?
They became expert, strategic learners
by using metacognition!
They studied to LEARN, not just to make the grade!
What we will cover today
Why university students may be inefficient learnersMetacognitive learning strategies that work, and why they workBarriers to using these strategies and how to overcome them
Reflection QuestionsDoes your current GPA reflect your academic ability or the effort/time you have put into your courses to date?What’s the difference, if any, betweenstudying and learning? Which, if either, is more enjoyable? Why?Approximately how many hours per week do you study at UW
Metacognition
The ability to:think about thinkingbe consciously aware of oneself as a problem solverto monitor and control one’s mental processingto be aware of the type of learning that you are doing
Travis, junior psychology student47, 52, 82, 86
Problem: Reading Comprehension
Solution: Preview text before readingDevelop questionsRead one paragraph at a time and paraphrase information
Robert, freshman chemistry student 42, 100, 100, 100
Problem: Using examples to do homework problems
Solution: Study information before trying homework problemUse example to test skillDo homework problems as if doing a test or quiz (no looking
at solution manual or examples!)
Maryam, freshman art student57, 87
Problem: Not seeing the underlying structure of different types
of art
Solution: Focus on characteristics of different artists’ work in order to indentify the painter of an unfamiliar piece of art
Dana, first year physics student80, 54, 91, 97, 90 (final)
Problem: Memorizing formulas and using www. cramster.com
Solution: Solve problems with no external aids and test mastery of
concepts
Dana’s Spring 2010 Grades
Course Grade Hrs Carried Hrs Earned Quality PtsBiologyA 3.00 3.00 12.00Comp Sci A 3.00 3.00
12.00Math A 4.00 4.00
16.00Med. Phys A 3.00 3.00
12.00Mechanics A 3.00 3.00
12.00Current Cumulative GPA: 3.88
Counting Vowels in 45 seconds:
Let’s test our speed and accuracy
For the words on the next slide, count all of the vowels
18
Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus
Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour
20
Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus
Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour
What are the words arranged according to?
Turning Yourself into an Efficient, Expert Learner
Do “think aloud” exercisesConstantly ask yourself “why” and “what if” questionsAlways test your understanding by verbalizing or writing about concepts; practice retrieval of informationMove your activities higher on the Bloom’s taxonomy scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.
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.
At what level of Bloom’s did you have to operate to make A’s or B’s in high school?
1 2 3 4 5 6
21%
35%
3%3%
13%
25%1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
At what level of Bloom’s do you think you’ll need to be to make A’s at the university level?
1 2 3 4 5 6
7% 6%
14%
35%
23%
15%
1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
4Reflec
t
4Refle
ct
3Revie
w
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 snack
4 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.
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.
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
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
Tools for organizing your life:
Fixed Schedules “Semester-at-a-Peek”“Week-at-a-Peek”
PlannersTo Do Lists
TodayThis WeekSticky Notes
The Semester Schedule
M Aug. 1 8 15ClassesBegin!
22 29 6 13 20
T 2 9 16 23Math Quiz
30 7Math Quiz
14 21
W 3 10 17 24 Oct. 1 8 15Spanish
Exam
22
Th 4 11 18 25 2 9 16 23MathExam
F 5 12 19 26 3Science
Quiz
10 17 24English
Paper due
S 6 13 20 27 4 11Going to
Game
18GoingHome
25
S 7 14 21 28 5 12 19Home
26continued
The “Week at a Peek” Schedule
M T W TH F SA SU
7-8
8-9 Math Math Math
9-10 English English English Service
10-11 Chemistry Chemistry
11-12
12-1 Tennis
1-2 French French French Tennis
2-3 Biology Tennis Biology Tennis Biology
3-4 Work Work Work Work
4-5 Work Work Work Work
5-6 Dinner Dinner Dinner Dinner Dinner
7-8
8-9
9-10
10-11
11-12
12-1
1-2
2-3
3-4
4-5
5-6
ABC’s of Excellence
Adopt the right ATTITUDE
Begin appropriate BEHAVIOR
Consistently make a COMMITMENT
BehaviorIt’s the difference between knowing
and doing that determines success.
Anonymous
Don’t let other folks hijack your
future!
Commitment
It’s not over ‘til it’s over, and YOU determine when it’s over!
Change strategies when necessary, but never give up
your goals. If you can dream it, you can achieve it!
So, What Can You Do, Starting Now, to Ensure that Your GPA will reflect your ability?
Spend more time studying (at least 2 hours/week for every hour in class)Aim for higher learning levels and 100% masteryUse office hours and study groups productivelyUse the Study Cycle
with Intense Study SessionsUse Metacognition to Study Smarter!!!