1. Evidence for Deep Learning Building Study Skills Breaking the Lecture Mold Linda Green & Jung Choi School of Biology, Georgia Tech Teaching Retreat 2015

2. Our focus today is to consider how to create deeper learning experiences for our students by – Incorporating metacognition strategies – Breaking the lecture model

3. Metacognition The ability to:  think about one’s own thinking  be consciously aware of oneself as a problem solver  monitor, plan, and control one’s mental processing (e.g. “Am I understanding this material, or just memorizing it?”)  accurately judge one’s level of learning Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

4. Why haven’t most students developed metacognitive skills? It wasn’t necessary in high school

5. 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

6. Why Can Students Make Such a Fast and Dramatic Increase? It’s all about the strategies!

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

8. 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

9. How many words or phrases from the list do you remember?

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

11. 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

12. NOW, how many words or phrases from the list do you remember?

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

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

15. 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.

16. Creating Evaluating Analyzing Applying Understanding Remembering 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. Carrying out or using a procedure through executing, or implementing. Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Bloom’s Taxonomy http://www.odu.edu/educ/llschult/blooms_taxonomy.htm  Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure. 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.

17. How do we teach students to move higher on Bloom’s Taxonomy? Teach them the Study Cycle *adapted from Frank Christ’s PLRS system

18. 4 Reflect The Study Cycle 1 Set a Goal1-2 min Decide what you want to accomplish in your study session 2 Study with Focus30-50 min Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3 Reward Yourself10-15 min Take a break– call a friend, play a short game, get a snack 4 Review5 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 C enter for A cademic S uccess B-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

19. Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing Two Valuable References Nilson, Linda. (2013) Creating Self-regulated Learners Sterling, VA: Stylus Publishing

20. What happens when we teach metacognitive learning strategies, Bloom’s Taxonomy, and the Study Cycle to an entire class, not just individuals?

21. Performance in Gen Chem I in 2011 Based on One Learning Strategies Session AttendedAbsent Exam 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 resulted in an improvement of one full letter grade! *Cook, E.; Kennedy, E.; McGuire, S. Y. J. Chem. Educ., 2013, 90 (8), 961–967

22. Performance in Gen Chem 1202 Sp 2013 Based on One Learning Strategies Session AttendedAbsent Exam 1 Avg.: 71.33%69.27% Homework Total 169.8 119.1 Final course Avg*.: 82.36%67.71% Final Course Grade: B D The 50-min presentation on study and learning strategies resulted in an improvement of two letter grades!

23. Typical study habits for exam 1, BIOL 1520 at GT 50% spend 15 hours in intensive exam-prep studying Most start studying on Sunday (S14) or Tuesday (F13) for Thursday exam Most common tactics are reviewing lecture slides, then notes in F13; reviewing LC questions, then notes in S14 Most common ideas of what to do differently: study earlier/more and change focus/method Compiled from F13 and S14

24. Typical study habits for exam 4, BIOL 1520 at GT Most start studying on Tuesday for Thursday exam Most common tactics are reviewing lecture slides, then mastering biology homework 33% feel more comfortable with the material than the same moment prior to exam 3 Compiled from S14

25. We can significantly increase learning by… teaching students how to learn making the implicit explicit not judging student potential on initial performance Implementing small interventions to address psychological factors encouraging the use of metacognitive tools

26. Flipping/Inverting the Classroom The “flipping” method of classroom instruction relies on – significant student engagement of the material prior to class, – interactive learning techniques during class, and – reinforcement of the material after class through homework The goals are – to increase student engagement and comprehension during the class period – to move the bulk of instructor-directed content outside of class and use class time to engage in activities where students drive the pace of learning. – students spend class time recognizing what they know and don’t know, and instructor can better assess student learning.

27. How can we guide learning and metacognition among novice students? because as we know, there are known knowns; there are things we know that we know. There are known unknowns; that is to say, there are things that we now know we don't know. But there are also unknown unknowns – there are things we do not know we don't know. – Donald Rumsfeld

28. Self-Reported Study Methods Biol 510/11 Fall 2014

29. Asked of Biol 1511 students fall 2014: What is the most effective way for you to learn? In situations where you learned a lot, what worked? 5/42 – mentioned only passive modes (listening to lecture, reviewing) 7/42 – primarily note-taking during reading, lecture 29/42 – highly active modes (drawing, small group discussion, quizzing, teaching others, homework problems, lab exercises)

30. Fig. 2 Highly structured course designs benefit all students, but especially disadvantaged students. D C Haak et al. Science 2011;332:1213-1216 Published by AAAS

32. Using higher bloom’s taxonomy at little cost When UMich Intro Bio instructors flipped their course, they saw post-hoc that the nature of their exams changed  harder! Student performance stayed the same despite more challenging questions M. Duffy, Dynamic Ecology blog

33. 1520 Class Structure 92 (85) students, 35% BIOL majors 3-5 Learning Objectives per class or 2-class topic Pre-class video, animation, or reading assignment paired with a 5 question Incoming Knowledge Evaluation (IKE) in Learning Catalytics Team-based In-Class Activities (TICA) for every class period, interspersed with 10 min lecturettes and Learning Catalytics questions Post-class weekly homework assignments using a Mastering Biology

34. Fall ‘13 versus Spring ‘14 Fall: 121 students, 29% BIOL.Spring: 92 students, 35% BIOL.

35. BusCh/BChBioEngIALPsyCSOverall F_N7935268919116 S_N47302129685

36. In-Class Activities Working in a team helped me better understand the material I was more likely to be distracted during ‘work time’ c/t Dr. Green lecturing I generally understood the material from pre-class activity, class was unnecessary I would rather have moved past the basic principles and spent class in applied scenarios It was clear to me from class activity what I needed to know for that topic I was engaged and focused during class all or most of the time NeitherStrongly disagree DisagreeAgreeStrongly agree

37. Big Ideas for Smaller Classes Homework portfolios Authentic experiences Case studies Team-based learning (IFAT style) Problem-based learning

38. What resonates for your teaching? These tools (teaching metacognition, ‘active’ teaching) usually result in big impacts on student engagement and satisfaction – Are you convinced? – How could this be applied to your class?