Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 1 Chapter 6 How Are You Doing? Maximizing Learning via Self-Reflection

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 2 Chapter Questions © arek_malang/shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 3 Exploring the Research Dietz-Uhler, B., and Lanter, J. R. (2009), Using the four-questions technique to enhance learning. Teaching of Psychology, 36 (1), 38– 41.

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 4 The Research Question Dietz-Uhler & Lanter (2009) Will students who complete a four question self- reflection activity before a quiz perform better than students who complete this activity after the quiz? Tom Peterson, Middlesex County College

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 5 The Study Dietz-Uhler & Lanter (2009) 107 undergraduate students Reflection First Self-enhancement topic Prisoner’s dilemma topic Quiz First Self-enhancement topic Prisoner’s dilemma topic The Reflection Exercise: Analyze Reflect Relate Question

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 6 The Results! Dietz-Uhler & Lanter (2009)

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 7 Application Dietz-Uhler & Lanter (2009) Ask yourself reflective questions such as: “What is the purpose of learning this information?” “What are the benefits of learning this information?” © Filipe Frazao/shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 8 The Academic Self-Regulation Process © wavebreakmedia/shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 9 Self-Regulation Process Set a goalMonitor progress toward goal Make changes as needed so that the goal can be achieved

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 10 The Academic Self-Regulation Process

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 11 Self-Reflective Questions Is the amount of time you are spending on learning strategies enough? What learning strategies are working well? What learning strategies are not working well? What additional learning strategies, if any, are needed to stay on track toward your goal? © Jezper/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 12 The Accuracy of Self-Assessments © 9nong/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 13 Illusions of Competence Students who simply studied thought they did the best but they did not!

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 14 The Problem with Over-Confidence You may stop studying too soon! Tom Peterson, Middlesex County College

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 15 Exploring the Research Dunlosky & Rawson (2012) Research Questions: 1.What happens when students are over-confident? 2.Does overconfidence lead to lower levels of achievement? © 9nong/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 16 The First Study Dunlosky & Rawson (2012) 48 students No Standard Idea-Unit- check section of text Task: Read a passage and learn key words; Had to make judgment about their accuracy

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 17 The First Study: Results! Dunlosky & Rawson (2012) Students who were over-confident stopped practicing and performed more poorly. Students who checked their answers were more accurate

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 18 The Second Study Dunlosky & Rawson (2012) 158 college students read passage to learn key words All in Idea Unit- compared their answer to information in the text Confidence level assessed

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 19 The Second Study: Results! Dunlosky & Rawson (2012) Over-confidence associated with poor performance

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 20 The So What Factor Dunlosky & Rawson (2012) Accurate judgments are important Seek external information to increase accuracy © Filipe Frazao/shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 21 Making Mistakes: The Role of Attribution Theory © Tyler Olson/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 22 Understanding Attributions

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 23 A Productive Attribution Style

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 24 Mistakes are for learning! Mistakes to Avoid: 1.One that causes harm to you or someone else. 2.SAME mistake. © Andy Dean Photography/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 25 Self-Reflection Techniques © racorn/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 26 Monitoring Progress: Types of Feedback Cognitive Feedback During homework or studying process Outcome Feedback After you receive your grade

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 27 WHAT IS YOUR CURRENT GRADE? © Andrey_Popov/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 28 Checking Your Grade Students who check their grades regularly are more motivated. Use: Electronic Gradebook Grade Calculator Apps Source: Tappity

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 29 Understanding How Much Assignments “Count” 87

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 30 Impact of a Missing Assignment

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 31 ONLINE PUBLISHER SUPPORT © Syda Productions/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 32 SELF-ASSESSMENT OF LEARNING OUTCOMES

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 33 HOMEWORK AND ASSIGNMENTS Tom Peterson, Middlesex County College

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 34 Use External Standards When Available Models- Sample Papers or Presentations Rubrics for Assignments

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 35 Homework Self-Reflection Strategies

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 36 STUDYING PROGRESS AND POST-EXAM REFLECTION © James Woodson/Digital Vision/Getty Images

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 37 Monitoring Study Progress QuizzesFlashcardsSQ3RTeaching it to Others © Diego Cervo/shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 38 Post-Exam Reflection

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 39 CHECK PROGRESS WITH INSTRUCTORS © Tyler Olson/Shutterstock.com

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 6 | 40 Self-Reflection Techniques