Metacognition: The Key to Acing Courses (and Life)! Saundra Y. McGuire, Ph.D. Ret. Assistant Vice Chancellor & Professor of Chemistry Director Emerita, Center for Academic Success Louisiana State University

What we will cover today Why university students, especially student leaders, may be inefficient learners Metacognitive learning strategies that work, and why they work

How do I KNOW These Strategies Work? McGuire, S.Y. & McGuire, S.N. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Sterling, VA: Stylus

Metacognition The ability to: think about your own thinking be consciously aware of yourself as a problem solver monitor, plan, and control your mental processing (e.g. “Am I understanding this material, or just memorizing it?”) accurately judge your level of learning know what you know and what you don’t know Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

Power of Metacognitive Learning Strategies Sydnie’s Story: Intro and emails First encounter on September 23, 2013 Email on October 14, 2013 Email on January 9, 2014 Email on January 20, 2014 Email on May 7, 2014 Update on July 26, 2016 Cum GPA 3.5 Email on February 7, 2017 Cum GPA 3.6 Fall Sem GPA 4.18

Sydnie Landry, BS in Biology, May 2017 Louisiana State University Final Semester GPA: 3.77 Applying to Medical School in Fall 2017 Intended Specialty: Dermatology

Sydnie’s Fall 2013 Test Grades Calculus 64, 100, 97, 96, 90, 93 A in course Chemistry 65, 95, 90, 70, 96 A in course

An Effective Homework Strategy Study information before looking at the problems/questions Work example problems (without looking at the solutions) until you get to the answer Check to see if answer is correct If answer is not correct, figure out where mistake was made, without consulting solution Work homework problems/answer questions as if taking a test

Email on January 20, 2014 I started to use the "Get more out of your homework" method. I reviewed my notes right before attempting my homework problems, and tried to work the problems without help from the solutions manual or tutors. If I still could not get the right answer, I'd look at my notes again to get a hint, but not to study the problem and mimic it step by step…

Reflection Questions What’s the difference, if any, between studying and learning? For which task would you work harder: A. Make an A on the test B. Teach the material to the class?

To Ace Courses (and everything else!) Stay in learn mode, not study mode Study as if you have to teach the material, not just make an A on the test

Guardians of the Galaxy Power of Teaching to Master Learning Clint’s Story: Baby Groot and the Licensure Exam Guardians of the Galaxy First encounter on October 29, 2015 Email on January 18, 2016 Msg on April 14, 2016 Msg on June 11, 2016 https://www.youtube.com/watch?v=BEPbXYzE5_Y

Use Metacognition to Become an Expert Learner

The Story of Two Students Travis, junior psychology student 47, 52, 82, 86 B in course Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course

A Reading Strategy that Works: SQ5R Survey (look at intro, summary, bold print, italicized words, etc.) Question (devise questions survey that you think the reading will answer) Read (one paragraph at a time) Recite (summarize in your own words) Record or wRite (annotate in margins) Review (summarize the information in your words) Reflect (other views, remaining questions)

Why the Fast and Dramatic Increase? It’s all about the strategies, and engaging our brains!

Counting Vowels in 45 seconds How accurate are you? Count all the vowels in the words on the next slide.

Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

How many words or phrases do you remember?

Let’s look at the words again… What are they arranged according to?

Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

NOW, how many words or phrases do you remember?

What were two major differences between the 1st and 2nd attempts?

1. We knew what the task was 2. We knew how the information was organized

Turning Yourself into an Efficient, Expert Learner Do “think aloud” exercises Constantly ask yourself “why” and “what if” questions Always test your understanding by verbalizing or writing about concepts; practice retrieval of information Move your activities higher on the Bloom’s taxonomy scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.

Bloom’s Taxonomy Creating Evaluating Analyzing Applying Understanding 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. Bloom’s Taxonomy Creating Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Making judgments based on criteria and standards through checking and critiquing. Evaluating Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure . Analyzing Carrying out or using a procedure through executing, or implementing. Applying Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Understanding Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Remembering http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Remembering Understanding Applying Analyzing Evaluating Creating At what level of Bloom’s did you have to operate to make A’s and B’s in high school? Remembering Understanding Applying Analyzing Evaluating Creating

At what level of Bloom’s do you have to operate to make A’s at KSU? Remembering Understanding Applying Analyzing Evaluating Creating

How do you move yourself higher on Bloom’s Taxonomy How do you move yourself higher on Bloom’s Taxonomy? Use the Study Cycle with Intense Study Sessions!

*Intense Study Sessions The Study Cycle 4 Reflect 3 Review 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. Preview 4 Reflect Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. Attend Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. Review 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 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? Assess *Intense Study Sessions 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 Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

Effective Metacognitive Strategies Always solve problems without looking at an example or the solution Memorize everything you’re told to memorize (e.g. polyatomic ions) Always ask why, how, and what if questions Test understanding by giving “mini lectures” on concepts Spend time on every subject every day Use the Study Cycle with Intense Study Sessions Attend tutoring sessions on a regular basis Aim for 100% mastery, not 90%!

Tips to remember... Use daylight hours wisely! 1 day light hour = about 1 1/2 evening hours.

Get the Most from Academic Support Units, Office Hours, and Supplemental Instruction (SI) Try to understand the concept or work the problem by yourself first Come prepared to ask questions Explain the material to the tutor or instructor Actively participate in SI sessions

Which One of the Next Two Slides More Accurately Describes YOUR Actions to Date in Your Courses?

Top 5 Reasons Folks Did Not Do Well on Test 1 in Chemistry: 1. Didn’t spend enough time on the material 2. Started the homework too late 3. Didn’t 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

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

Email from an EE Professor at New Mexico State Univ. Received on 10/22/2013 …At the end of the presentation, they were given a survey to determine their self-assessment of their use of the strategies, and were divided into groups Group 1: students who did not use the strategies Group 2: students who used the strategies The results are shown below: Use of Strategies Av. on Exams 1 and 2 Students who did not use strategies 58 and 54 Students who used metacognitive strategies 95 and 80

What students said they changed: I changed my study habits by doing the homework early. I also started reading some of the material before going to the class. The most effective was spending more time on the material. I started studying for the exam sooner. I also took more time to do the homework. I reviewed/rewrote my notes from class. I studied for the class as close to everyday as possible I got together with other classmates and helped them with their weakness and of course they helped me with mine as well. *class average increased from 65.7% to 80.5%!

START Implementing the Strategies TODAY and watch your reading skills, problem solving abilities, learning, and grades soar!

The ABCs of Academic Success! Attitude, Behavior, Commitment

that determines your altitude.” Attitude “It’s your attitude, not your aptitude, that determines your altitude.” Zig Ziglar

Behavior It’s the difference between knowing and doing that determines success. Anonymous

It’s not over ‘til it’s over, Commitment It’s not over ‘til it’s over, and only you can determine when it’s over!

So, What Can You Do, Starting Now, to Pursue Your 4.0 this semester? Spend more time studying (at least 2 hours/week for every hour in class) Aim for higher learning levels and 100% understanding Use office hours and study groups productively Use the Study Cycle & Intense Study Sessions Use academic support services regularly! http://uc.kennesaw.edu/academicinitiatives

Writing Exercise What behavior will you commit to changing?

If you don’t start it within the next 48 hours... … you probably never will.

Fall 2017 Kennesaw State Univ Student Challenge Average GPA of 3.5! No attendee with GPA less than 3.0 Commitment to Personal and Group Excellence

Final Note Visit www.cas.lsu.edu for on-line workshops and information that will teach you more effective study strategies. I wish you a fantastically successful future! Dr. Saundra McGuire

Coming in January… A Book for Students McGuire, S.Y. (2018). Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level. Sterling, VA: Stylus

Geaux Owls!!!