4/25/2017 Getting Students to think about their learning, attitudes, and motivation David Budd University of Colorado

Several students score poorly on your first exam. They come to you for help, what advice would you give them?

Three Principles of Learning UC - Boulder Three Principles of Learning 4/25/2017 Prior Knowledge and Misconceptions Developing Expert Knowledge Deep foundation Contextual framework Organizational structure 3. Metacognition – thinking about learning Bransford et al. (2000)

Metacognitive Knowledge Metacognitive Control Metacognitive Components of Expert Learners UC - Boulder 4/25/2017 Metacognitive Knowledge (declarative, procedural, conditional) Metacognitive Control (self-regulation) Plan Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Appropriate Strategies Strategies: cognitive, motivational, environmental Strategies: self regulation, planning, monitoring, correcting errors, self-assessment Reflection Goals Beliefs Attitudes Motivation Reflection Evaluate Monitor Reflection Reflection Modified from Ertmer and Newby (1996), Butler (1997), Winne and Hadwin (1998), Pintrich (2000), Lovett (2008)

Solving a Problem Novices Experts Schoenfeld (1987) 4/25/2017 Elapsed Time (mins) 2 4 6 8 10 12 14 16 18 Read Analyze Explore Plan Implement Verify Novices Elapsed Time (mins) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Read Analyze Explore Plan Implement Verify Experts Schoenfeld (1987)

Pedagogical Challenge – Many factors influence learning Personal Characteristics of Student (age, gender, academic rank, experience) Course Context (tasks, grading policy, pedagogy, instructional resources) Course Outcomes (effort, interest, performance) Student Metacognition (studying and/or learning behaviors – i.e., planning, choosing appropriate strategies, monitoring, evaluation, reflection) Student motivations (things that drive learning- i.e., goal orientation, task value, self-­‐efficacy, control of learning) adapted from Pintrich and Zusho, 2007

Self-Efficacy is the belief that one will be successful at a given task/course. Students who believe they are capable of doing the coursework and learning the content are much more likely to succeed Predicts performance - (up to ¼ of the final grade has been attributed to Self-Efficacy)5 Predicts learning strategy usage (students are more likely to use more effective learning strategies that lead to deeper comprehension of content. 5Pintrich & Zusho (2007) Self-Efficacy

Control of Learning Control of Learning encompasses the beliefs a student possess about what factors contribute to their success or failure (internal or external; controllable or uncontrollable) David & Jenifer received a similar disappointing grade on an assignment. David knows he didn’t do as well as he could because he did not set aside enough time and he vows to make better use of his time Jenifer shrugs her shoulders and says, “ugh, this teacher makes everything confusing” Both students have had set backs, what differentiates their response is their Control of Learning Beliefs.

Goal Orientation Goal Orientation predicts how students will approach learning based on their goals for a given topic/course “Jackie” is interested in the content, wants to work hard in order to learn as much as she can. “Paul” does the minimum he can to get the grade he needs, learning may or may not happen and that’s ok with him. “Jackie” has more of an intrinsic motivation or a mastery orientation “Paul” has more of an extrinsic motivation or a performance orientation Intrinsic motivation is generally linked to deeper learning and effective use of learning strategies5. 5Pintrich & Zusho (2007) Goal Orientation

Task Value Task Value reflects whether students see the material and work as interesting, useful, or important to them. In an intro geology class, the instructor talks about coastal erosion and makes an assignment to predict future erosion trends. “Heather” has a family home on the coast, and so she is very engaged in the topic, asking questions and looking up additional information. “Jonathan” has never left Boulder, he has no idea what the ocean looks like and doesn’t have any plans in the near future to go to the ocean. He sees little value in this material or exercise. Context provides an additional value for Heather, because she can relate the content to something she cares about. Task Value

Motivation “Pie” Key determinants in whether a student chooses to engage and persevere Goal Orientation Goals that drive how one responds Self-­‐ Efficacy Belief in the ability to be successful Control of Learning Attribution of one‘s success and failures Task Value Valuing of a task

Pedagogical Challenge – Many factors influence learning Personal Characteristics of Student (age, gender, academic rank, experience) Course Context (tasks, grading policy, pedagogy, instructional resources) Course Outcomes (effort, interest, performance) Student Metacognition (studying and/or learning behaviors – i.e., planning, choosing appropriate strategies, monitoring, evaluation, reflection) Student motivations (things that drive learning- i.e., goal orientation, task value, self-­‐efficacy, control of learning) adapted from Pintrich and Zusho, 2007

Metacognitive Control Metacognitive Knowledge Metacognition UC - Boulder 4/25/2017 Knowing what to do Know how to do it well Evaluate Monitor Plan Reflection Metacognitive Control (self-regulation) Metacognitive Knowledge (declarative, procedural, conditional) Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Appropriate Strategies Goals Beliefs Attitudes Motivation Strategies: cognitive, motivational, environmental Strategies: self regulation, planning, monitoring, correcting errors, self-assessment Modified from Ertmer and Newby (1996), Butler (1997), Winne and Hadwin (1998), Pintrich (2000), Lovett (2008)

Metacognitive Knowledge Metacognitive Control Metacognition UC - Boulder 4/25/2017 Knowing what to do Rehearsal – reciting or naming items from a list. Activates information in working memory & helps with encoding, but does not help construct connections. Elaboration – paraphrasing, summarizing, creating analogies, generative note-taking. Help store info in long-term memory by building internal connections between new and old information. Organization – outlining, clustering, concept sketching. Constructs connections and puts information into learners own frameworks. (Pintrich et al. 1991) Metacognitive Knowledge (declarative, procedural, conditional) Metacognitive Control (self-regulation) Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Appropriate Strategies Plan Strategies: cognitive, motivational, environmental Strategies: self regulation, planning, monitoring, correcting errors, self-assessment Reflection Goals Beliefs Attitudes Motivation Reflection Evaluate Monitor Rehearsal - naming the fault is rehearsal Elaboration - describing it in your own words Organization - linking the geometry & process to stress types & general tectonic setting Reflection

Knowing how to Learn - Self-Regulated Learning Cycle Metacognition Knowing how to Learn - Self-Regulated Learning Cycle Evaluate Progress Monitor Learning Plan, Set Goals Reflection

Expert Learners are “Self-Regulating” 4/25/2017 Expert Learners are “Self-Regulating” Expert learners are highly motivated, independent, and strive toward self-direction and autonomy. They diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate their learning outcomes. Savin-Baden and Major (2004)

Understanding Student Learning Learning Assessment System More instructor understanding of student learning On-going assessment through student dialog in small classes Instructor grading of short answer and essay questions De-evolution of awareness of student learning often tied to increased demands on faculty and increased class size Computer grading of multiple choice questions using bubble-sheets Less instructor understanding of student learning It is difficult for instructors in large classes to recognize student learning difficulties. Students need to know how to assess their own learning and make adjustments.

Solving a Problem Novices Experts 4/25/2017 Elapsed Time (mins) 2 4 6 8 10 12 14 16 18 Read Analyze Explore Plan Implement Verify Novices But as we have already seen, most students are not Expert learners, many do not know how to self-regulate Elapsed Time (mins) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Read Analyze Explore Plan Implement Verify Experts Schoenfeld (1987)

Underperforming Students are the worse at Self-Assessment Low scoring students overestimate their own skill level failed to recognize the degree of their insufficient knowledge recognized their lack of skill, only if they are trained to improve Dunning et al., 2003. Current directions in psychological science, v.12 #3, p.83-87

Reflect on this In the next minute, write down as much as you can remember about the first part of this presentation

Pedagogical Challenge – What can we do? Motivation Task Value Goal Orientation Self-­‐ Efficacy Control of Learning Personal Characteristics of Student (age, gender, academic rank, experience) Self-Regulated Learning interventions will impact motivation and outcomes Course Outcomes (effort, interest, performance) Reflection Metacognitive Knowledge Personal Resources Task Requirement Evaluate Monitor Plan Metacognitive Control Course Context (tasks, grading policy, pedagogy, instructional resources)

Types of Self-Regulated Learning Interventions UC - Boulder 4/25/2017 Types of Self-Regulated Learning Interventions Activity Knowledge or Skills How I Earned an “A” Goal-setting & Reflection Reading Reflections Reflection & Monitoring Exam Wrappers Reflection & Evaluation Reflective Journaling Reflection, Monitoring, Evaluation Knowledge Surveys Goal-setting, Monitoring, Evaluation Retrieval Practice Monitoring & Evaluation Mastery Exercises (quizzes) Monitoring, & Evaluation

Instructor Feedback is Key All interventions have minimum impact without feedback

Reading Reflections What is the main point of this reading? UC - Boulder Reading Reflections 4/25/2017 Completed after each reading assignment Short responses to three questions Submitted online before class Credit awarded for “reflective”submissions Addresses: summarizing, misconceptions monitoring, evaluation, and reflection What is the main point of this reading? What did you find surprising? Why? What did you find confusing? Why?

Impact of Reading Reflections 100 80 60 40 20 With reflection assignment Percent of Students Doing the Reading Without reflection assignment Week 1 Week 14 Budd, Univ. Colorado

Impact of Reading Reflections Self-Reported Depth of Reading Wirth, Macalester College

Impact of Reading Reflections UC - Boulder 4/25/2017 Impact of Reading Reflections Effect Size = 1.35 (Large) Effect Size = 1.08 (Large) Effect Size = 0.71 (Large) Wirth, Macalester College

Classroom Reflections After lectures on topic X List y items that are clear List y items that are muddy Do individually for 2-3 min then discuss in small groups (2-3 students) Call upon groups to report out (list on board) Close the feedback loop by clarifying the “mud”, reflecting on why their might be mud, and offering strategies for students to self-clarify in the future Write down list of muddy and clear items and address each muddy item in the next class.

Exam “Wrapper” Pre and Post Exam Self Evaluation UC - Boulder Wirth - Cutting Edge Metacognition Workshop Exam “Wrapper” 4/25/2017 4/25/2017 Pre and Post Exam Self Evaluation Preparation Strategies Performance Analysis Planning Achacoso (2004) Lovett (2008) 29 Wirth, Macalester College

Exam “Wrapper” Results UC - Boulder Wirth - Cutting Edge Metacognition Workshop Exam “Wrapper” Results 4/25/2017 4/25/2017 Low scoring students most likely to overestimate results Must discuss options for next exam to close the feedback loop 30 Wirth, Macalester College

Exam “Wrapper” Results What, if anything, will you do differently in preparing for the second exam? Study Differently Study More No change other I might try to study earlier than the night before. I will study more, a lot more. I will definitely study more by reading something then try to write it. Quiz myself instead of just looking over notes. Study differently. Summarize more. Make sure I understand the visuals. Study longer and actually practice drawing things out. I will use more charts and organizers . . . I will make sure I understand the learning objectives better. I will make a better outline and study more in small increments. I will try to study more, as well as stopping as I study to test myself on the material I am reviewing. Spend more time preparing and reading over the notes. I have to study more and actually know what material to study. I will take the learning journals more seriously and read them when it comes to studying. McConnell, NC State Univ.

Exam “Wrapper” Results UC - Boulder Wirth - Cutting Edge Metacognition Workshop Exam “Wrapper” Results 4/25/2017 4/25/2017 Study Strategies Analysis of Errors Wirth, Macalester College 32

Retrieval Practice Study material for initial study period Put material away and on a blank piece of paper practice retrieval by recalling and writing down as much information as possible. Do it the first time within 24 hours Repeat retrieval process at regular intervals prior to exam (e.g., weekly) Answer the questions that will help you evaluate your responses and monitor your self-efficacy.

Repetition Aids Retention Learning to Learn - Lake Forest 4/25/2017 Repetition Aids Retention The more effort we put into encoding information at the moment of learning, the more we remember Listening  writing  drawing/ organizing Long-term memory – Remember to repeat Thinking or talking about an event immediately after it occurs enhances memory of the event Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.) Medina (2009) 34

The Value of Retrieval Experimental Group: Three 2-minute pauses per lecture, student discussion of lecture content with peer. Control Group: No pauses for discussion in lecture. Students completed a free recall exercise after lecture Experimental Group – number of facts recalled: 23.0* Control Group – number of facts recalled: 16.6 Ruhl, Hughes, and Schloss., 1987. Teacher Education and Special Education, v.10 #1, p.14-18

Figure from Karpicke and Blunt 2011 (SciencExpress) The Value of Retrieval Figure from Karpicke and Blunt 2011 (SciencExpress) Careful retrieval practice is more effective than standard study methods. Figure from Karpicke and Blunt 2011 (SciencExpress)

Summary Students’ motivations (goals, self-efficacy, task value, control of learning) and metacognition (study strategies, planning, monitoring, evaluation, reflection) affect their learning. Not all students have intrinsic motivations and the metacognitive skills of many are lacking Poor-performers in particular need help in learning how to be a self-regulated learner Metacognitive interventions can help Students will learn to test themselves and reflect on their learning, and build self-efficacy Students will learn more and learn more effectively But instructors must monitor students and provide feedback to help them become more independent learners.