saundramcguire-lmu stem faculty 2012.pptx [read-only]$!2b+institutes/center+for... · why don’t...
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Teach STEM Students How to Learn: Metacognition is the Key!
Saundra Yancy McGuire, Ph.D.Asst. Vice Chancellor for Learning, Teaching, & Retention
Professor, Department of ChemistryPast Director, Center for Academic Success
Louisiana State University
2004-2005 National College Learning Center AssociationFrank L. Christ Outstanding Learning Center Award
Outline
• Examples of Results of Teaching Students Metacognitive Strategies
• Definition of Metacognition
• Exercise Demonstrating Efficacy ofExercise Demonstrating Efficacy of Metacognitive Strategies
• Bloom’s Taxonomy & The Study Cycle
• Impact of Teaching Metacognitive Strategies During Class Sessions
• Conclusion
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The Story of Four Students
• Robert, first year chemistry student42, 100, 100, 100 A in course
• Dana, first year physics student80, 54, 91, 97, 90 (final) A in course
• Aaron first year biology student• Aaron, first year biology student78, 92 A in course
• Cici*, first year chemistry student55, 60, 105** A in course
* Learned strategies from chem instructor** Due to bonus points
Four Students in Professor Isiah Warner’sFall 2005 Analytical Chemistry Class
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
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.
Test 3 72 61 68 68 65Final 78 107 88 88 90
How’d They Do It?
They became expert learners
by using metacognition!
They learned to think about their own thinking,
and they studied to LEARN,
not just to make the grade!
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Metacognition*
The ability to:
• think about one’s own thinking
• be consciously aware of oneself as a problem solver
• monitor and control one’s mental processing (e.g. “Am I understanding this material?”)
• accurately judge one’s level of learning
*term coined by Flavell in 1976
Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
Why don’t most students know how to learn or how to study?
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According to data from the entering class of 2010...*
• It wasn’t necessary in high school- 63% of 2010 entering first year
students spent less than six hours per week doing homework in 12th grade.
- More than 48% of these students said they graduated from high school with an “A” average.*
• Students’ confidence level is high- 71.2 % believe their academic ability is
above average or in the highest 10 percent among people their age
*2010 Higher Education Research Institute Study
Approximately how many hours per week did you have to study to make A’s and B’s in high school?
62%
1. 0 – 4
2. 5 – 9
3 10 14
Center for Academic SuccessTransform Learning. Maximize Performance.
1 2 3 4 5 6 7
17%14%
0%0%0%
7%
3. 10 – 14
4. 15 – 19
5. 20 – 24
6. 25 – 29
7. 30 or more
What did most of your teachers in high school do the day before the test?
Wh t did th d d i thi ti it ?
How do you think most students would answer the following questions?
What did they do during this activity?
What grade would you have made on the test if you went to class only on the day before the test?
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Help students identify and close “the gap”
current behavior current grades
Faculty Must Help Students Make the Transition to College
current behavior current grades
Appropriate behavior desired grades
Reflection Questions
• What’s the difference, if any, between
studying and learning? Which, if either, is more enjoyable? Why?
• For which task would you study harder?
–Make an A on the test
– Teach the material to the class
Cause of Fast and Dramatic Increase?
It’s all about the strategies, and getting them to engage their brains!
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Counting Vowels in 45 seconds
How accurate are you?
Dollar BillDiceTricycleFour‐leaf Clover
Cat LivesBowling PinsFootball TeamDozen Eggs
HandSix‐PackSeven‐UpOctopus
Unlucky FridayValentine’s DayQuarter Hour
How many words or phrases do you remember?do you remember?
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Let’s look at the words again…
Wh t th d di t ?What are they arranged according to?
Dollar BillDiceTricycleFour‐leaf CloverHand
Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayHand
Six‐PackSeven‐UpOctopus
Unlucky FridayValentine’s DayQuarter Hour
NOW, how many words or phrases do you remember?y
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What were two major differences between the first attempt
d th d tt t?and the second attempt?
1. We knew what the task was
2. We knew how the information was organized
What we know about learning
• Active learning is more lasting than passive learning‐‐ Passive learning is an oxymoron*
• Thinking about thinking is important– Metacognition**
• The level at which learning occurs is important – Bloom’s Taxonomy***
*Cross, Patricia, “Opening Windows on Learning” League for Innovation in the Community College, June 1998, p. 21.** Flavell, John, “Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.” American Psychologist, Vol 34(10), Oct 1979, 906‐911.*** Bloom Benjamin. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
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Bloom’s Taxonomy
Anderson & Krathwohl, 2001http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy
Evaluation
Synthesis
Analysis
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
Bloom’s Taxonomy
Identifying components; determining
arrangement, logic, and semantics.
Graduate S
choolU
ndergrad u
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.
Application
Comprehension
Knowledge
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.
Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu
uateH
igh School
When we teach students about Bloom’s Taxonomy…
They GET it!
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At what level of Bloom’s did you have to operate to make A’s or B’s in high school?
35%
25%
1. Knowledge
2. Comprehension
1 2 3 4 5 6
21%
3%3%
13%
p
3. Application
4. Analysis
5. Synthesis
6. Evaluation
At what level of Bloom’s do you think you’ll need to be to make an A in college?
23%
35%
1. Knowledge
2. Comprehension
1 2 3 4 5 6
7% 6%
15%14%
3. Application
4. Analysis
5. Synthesis
6. Evaluation
How do we teach students to move higher on Bloom’s Taxonomy?
Teach them the Study Cycle*
*adapted from Frank Christ’s PLRS system
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4Reflect
4Reflect
3Review
The Study Cycle
Attend
Review
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.
Preview
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.• Intense St d Sessions* 3 5 short st d sessions per da
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
Study
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?
Center for Academic SuccessB-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu
Assess
• Intense Study Sessions* ‐ 3‐5 short study sessions per day• Weekend Review – Read notes and material from the week to make
connections
Concept maps facilitate development
of higher order thinking skills
Center for Academic SuccessTransform Learning. Maximize Performance.
And there are many different forms ofconcept maps…
Chapter MapTitle of Chapter
Primary Headings
Center for Academic SuccessTransform Learning. Maximize Performance.
SubheadingsSecondary Subheadings
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Compare and Contrast
Concept #1 Concept #2
How are they similar?
Center for Academic SuccessTransform Learning. Maximize Performance.
How are they different?
LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record
2004 – 2005
9/04 Failed
10/04 Failed
11/04 F il d
2005 – 2006
10/05 Passed
11/05 FailedBegan work
11/04 Failed
12/04 Failed
1/05 Passed
2/05 Failed
3/05 Failed
4/05 Failed
12/05 Passed best in group
1/06 Passed
2/06 Passed
3/06 Failed
4/06 Passed last one!
5/06 N/A
gwith CAS and the Writing Center in October 2005
Dr. Algernon Kelley, December 2009
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“Without these strategies, I probably would have gotten a C in chemistry. You showed us the first week a way to get an A in the class and I knew that was going to be my only way to achieve that A. I was planning on just studying before the test.
The Impact of Using Metacognitive Strategies
But when you stressed how important it was to preview and review and study 2 hours a day or so, I was in shock, but I followed the guideline and got myself an A. So, I would like to thank you, because without these strategies, I probably would have done terribly in Chemistry.”
Fall 2009 First semester chemistry student
“…Personally, I am not so good at chemistry and unfortunately, at this point my grade for that class is reflecting exactly that. I am emailing you inquiring about a possibility of you tutoring me.”
April 6, 2011
“I made a 68, 50, 50, 87, 87, and a 97 on my final. I ended up earning a 90 in the course but I started with a
… and from a Spring 2011 student
ended up earning a 90 in the course, but I started with a 60. I think what I did different was make sidenotes in each chapter and as I progressed onto the next chapter I was able to refer to these notes. I would say that in chemistry everything builds from the previous topic”
May 13, 2011Semester GPA: 3.8
“…I am happy to report to you that many of my students are using the study cycle and all of the outcomes are positive.In summary, students who were failing all of their classes, including my course and in their final semester before being removed from the university
… and from the perspective of a faculty member who learned metacognitive strategies as a student
semester before being removed from the university are now the top students in their respective classes.I am so proud of these students. Many of the students stated to me that they will continue to use the study cycle.....”
October 15, 2010
Algernon Kelley, Xavier University Chemistry Instructor
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The story of General Chemistry I in 2008, 2009, 2010, and 2011:what happens when we teach metacognitive strategies to an
entire class?*entire class?
*Cook, Elzbieta and Saundra McGuire. 2011. “Is less
more? How much, when and how to teach learning strategies in General Chemistry courses”. Poster presented at the spring national meeting of the American Chemical Society, Anaheim, CA.
What was done in 2008 and 2009 in General Chemistry I
In 2008 and 2009, students lacking math skills (Math ACT score < 24) were allowed to take Gen Chem I.
However they had toHowever, they had to
• co‐enroll in College Algebra
• enroll in a 1‐credit hour supplemental chemistry course (Chem 1200), in which study and learning strategies, as well as problem solving skills, were taught throughout the semester in a weekly 75 minute review session.
Gen. Chem. I Results for Students with MATH ACT score < 24
2006
Before CHEM 1200
2007
Combined Combined
%ABC
%DFW
46
54
47
53
54
46
47
53
Cook Instructors Cook Instructors
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2008 2009
Performance in Gen Chem I based on Chem 1200 attendance
1200 (≥75% sessions)
ABCD
15.7129.8432.9818 32
33.0526.8715.788 96
12.0124.2043.9512 73
1200 (≥75% sessions)
(N = 191; 86%) (N = 157; 64%)No-1200
29.8225.0621.556 02
No-1200
DFW
ABCDFW
18.323.14−
78.5321.47
8.968.107.25
75.6924.31
12.735.101.91
80.2519.75
6.028.778.77
76.4423.55
What was done in 2010 and 2011?
• No students with ACT math scores < 24 were allowed in Gen Chem I
• No Chem 1200 was offeredNo Chem 1200 was offered.
• But, study and learning strategies were taught in one 50‐min class immediately after the results of Exam 1 were announced.
Aug. 23: 657 students were enrolled at the start of the course
Sept. 25: 632 students took Exam 1:
• 123 (19.5%) students failed Exam 1
• 86 students failed Exam 1 but stayed in the course
Sept 27: 461 students attendedMcGuire’s talk; 156 did not
Fall 2010 chain of events…
Sept. 27: 461 students attended McGuire’s talk; 156 did not
Oct. 20: 617 students took Exam 2
Attended Absent
Exam 1 Avg.: 72.35% 70.11%
Improvement on Exam 2: 230 (50%) 55 (35%)Decline on Exam 2: 127 (27.5%) 70 (45%)No change on Exam 2: 104 (22.5%) 31 (20%)
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Fall 2010 chain of events…
Aug. 23: 657 students were enrolled at the start of the semester
Sept. 25: 461 students attended McGuire’s talk; 156 did not
Oct. 20: 617 students took Exam 2
Attended Absent
Exam 1 Avg.: 72.35% 70.11%
Exam 2 Avg.: 76.01% 68.74%
Exam 1 to Exam 2 Change +3.66% ‐1.37% +
Net change: +5.03%
One 50‐min presentation on study and learning strategies resulted in an improvement of over 1/2 of a letter grade
Performance in Gen Chem I in 2010 Based on One Learning Strategies Session
Attended AbsentExam 1 Avg.: 72.35% 70.11%Exam 2 Avg.: 76.01% 68.74%Final course Avg*.: 82.48% 72.61%
Final Course Grade: B C
Even one 50‐min presentation on study and learning strategies may mean an improvement of one full letter grade!
Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.
Fall 2011 chain of events…
Aug. 22: 718 students were enrolled at the start of the semester
Sept. 23: 502 students attended McGuire’s talk; 216 did not
Oct. 11: 695 students took Exam 2
Attended Absent Entire Class
Exam 1 Avg.: 71.65% 70.45% 71.30%
Exam 2 Avg.: 77.18% 68.90% 74.74%
Exam 1 to Exam 2 Change +5.53% ‐1.55% +3.34%
Net change: +7.08%
One 50‐min presentation on study and learning strategies resulted in an improvement of over 2/3 of a letter grade
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Performance in Gen Chem I in 2011 Based on One Learning Strategies Session
Attended AbsentExam 1 Avg.: 71.65% 70.45%Exam 2 Avg.: 77.18% 68.90% Final course Avg*.: 81.60% 70.43%
Final Course Grade: B C
The one 50‐min presentation on study and learning strategies again resulted in an improvement of one full letter grade!
Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.
Performance in Organic Chem I Based on One Learning Strategies Session
Fall 2011
Attended AbsentExam 1 Avg.: 67.95% 74.04%Exam 2 Avg.: 71.36% 70.39%
Change +3.41% ‐3.65%
Net Change +7.06%
One 50‐min presentation on study and learning strategies again resulted in an improvement of over 2/3 of a letter grade on Exam 2
Teaching and Learning Strategies That WorkSCIENCE , VOL 325
4 SEPTEMBER 2009
www.sciencemag.org
ROALD HOFFMANN1* AND SAUNDRA Y. MCGUIRE2
1Department of Chemistry and Chemical Biology, CornellUniversity, Baker Laboratory, Ithaca, NY 14853, USA.
2Center for Academic Success and Department of Chemistry,Louisiana State University, Baton Rouge, LA 70803, USA.
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September‐October 2010Volume 98, Number 5
MARGINALIA
Learning and Teaching Strategies
Roald Hoffmann and Saundra Y. McGuire
Special Note
Please visit the CAS website at www.cas.lsu.edu.
We have on-line workshops that will introduce d t d t t ff tiyou and your students to effective
metacognitive strategies. Have fun helping your students learn how to learn!
Saundra McGuire
Additional References
• Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press.
• Christ, F. L., 1997. Seven Steps to Better Management of Your Study Time*. Clearwater, FL: H & H Publishing.
• 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.
• Ellis, David, 2006. Becoming a Master Student*. New York: Houghton-Mifflin.g
• McGuire, Saundra, 2004. Teaching Your Students HOW to Learn Chemistry. In D. Bunce and C. Muzzi (Eds.), Survival Handbook for the New Chemistry Instructor. Upper Saddle River, NJ: Pearson Prentice Hall.
• Nilson, Linda, 2004. Teaching at It’s Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company.
• Pierce, William, 2004. Metacognition: Study Strategies, Monitoring, and Motivation. http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm
*Excellent student references
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Acknowledgments
• Dr. Elzbieta Cook, General Chem I Instructor
• Faculty in the LSU Chemistry Department
• Prof. Isiah Warner and the Office of Strategic Initiatives
• Sarah Baird & LSU Center for Academic Success
• National College Learning Center Association
• All of the students who changed their attitudes and behaviors and showed me what was possible!
• The National Science Foundation