1. Saundra Yancy McGuire, Ph.D. Asst. Vice Chancellor for Learning & Teaching Professor, Department of Chemistry Past Director, Center for Academic Success Enhancing Learning: Metacognition is the Key! IRACDA Conference June 21, 2011

2. 2004-2005 National College Learning Center Association Frank L. Christ Outstanding Learning Center Award

3. C enter for A cademic S uccess Transform Learning. Maximize Performance. The Story of Three Students Travis, intro psychology student 47, 52, 82, 86 Robert, first year chemistry student 42, 100, 100, 100 Dana, first year physics student 80, 54, 91, 97, 90 (final)

4. C enter for A cademic S uccess Transform Learning. Maximize Performance. 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!

5. C enter for A cademic S uccess Transform Learning. Maximize Performance. 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

6. C enter for A cademic S uccess Transform Learning. Maximize Performance. Faculty Must Help Students Learn How to Learn ! Help them understand the learning process Make learning visible Make the implicit explicit Assess and provide feedback early and often Teach them specific learning strategies Create communities of learners who will reinforce each other’s use of the strategies

7. C enter for A cademic S uccess Transform Learning. Maximize Performance. Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

8. C enter for A cademic S uccess Transform Learning. Maximize Performance. Counting Vowels in 45 seconds How accurate are you?

9. C enter for A cademic S uccess Transform Learning. Maximize Performance. 9 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

10. C enter for A cademic S uccess Transform Learning. Maximize Performance. How many words or phrases do you remember?

11. C enter for A cademic S uccess Transform Learning. Maximize Performance. Let’s look at the words again… What are they arranged according to?

12. C enter for A cademic S uccess Transform Learning. Maximize Performance. 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

13. C enter for A cademic S uccess Transform Learning. Maximize Performance. NOW, how many words or phrases do you remember?

14. C enter for A cademic S uccess Transform Learning. Maximize Performance. What were two major differences between the first attempt and the second attempt?

15. C enter for A cademic S uccess Transform Learning. Maximize Performance. 1. We knew what the task was 2. We knew how the information was organized

16. C enter for A cademic S uccess Transform Learning. Maximize Performance. What we know about learning Active learning is more lasting than passive learning Thinking about thinking is important – Metacognition The level at which learning occurs is important – Bloom’s Taxonomy

17. Bloom’s Taxonomy Anderson & Krathwohl, 2001 http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy

18. C enter for A cademic S uccess Transform Learning. Maximize Performance. When we teach students about Bloom’s Taxonomy… They GET it!

19. C enter for A cademic S uccess Transform Learning. Maximize Performance. At what level of Bloom’s did you have to operate to make A’s or B’s in high school? 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

20. C enter for A cademic S uccess Transform Learning. Maximize Performance. At what level of Bloom’s do you think you’ll need to be to make an A in college? 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

21. C enter for A cademic S uccess Transform Learning. Maximize Performance. How do we teach students to move higher on Bloom’s Taxonomy? Teach them the Study Cycle* *adapted from Frank Christ’s PLRS system

22. 4 Reflect 3 Review The Study Cycle 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 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

23. C enter for A cademic S uccess Transform Learning. Maximize Performance. Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

24. C enter for A cademic S uccess Transform Learning. Maximize Performance. Effective Strategies for Teaching Unprepared Students* Establish high expectations Emphasize Consistent Contact Determine Students’ Learning Styles Define Student Success Clarify Student Responsibility Establish a Learning Community of Scholars Meet Students Where They Are Interweave Assessment and Teaching *Kathleen Gabriel, Stylus Publishing, 2008

25. C enter for A cademic S uccess Transform Learning. Maximize Performance. LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record 2004 – 2005 9/04 Failed 10/04Failed 11/04Failed 12/04Failed 1/05Passed 2/05Failed 3/05Failed 4/05Failed 2005 – 2006 10/05Passed 11/05Failed 12/05Passed best in group 1/06Passed 2/06Passed 3/06Failed 4/06Passed last one! 5/06N/A Began work with CAS and the Writing Center in October 2005

26. C enter for A cademic S uccess Transform Learning. Maximize Performance. Dr. Algernon Kelley, December 2009

27. C enter for A cademic S uccess Transform Learning. Maximize Performance. “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. 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 The Impact of Using Metacognitive Strategies

28. C enter for A cademic S uccess Transform Learning. Maximize Performance. “…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 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, 2011 Semester GPA: 3.8 … and from s Spring 2011 student

29. C enter for A cademic S uccess Transform Learning. Maximize Performance. “…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 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 … and from the perspective of a faculty member who learned metacognitive strategies as a student

30. C enter for A cademic S uccess Transform Learning. Maximize Performance. We can significantly increase student learning! We must teach students the learning process and specific strategies We must not judge student potential on initial performance We must encourage students to persist in the face of initial failure We must encourage the use of metacognitive tools in student and faculty learning communities

31. C enter for A cademic S uccess Transform Learning. Maximize Performance. Useful Websites www.cas.lsu.edu www.howtostudy.org www.vark-learn.com www.oncourseworkshop.com Skip Downing Searches on www.google.com

32. C enter for A cademic S uccess Transform Learning. Maximize Performance. Additional References Bruer, John T., 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press. Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. 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. Hoffman, Roald and Saundra Y. McGuire. (2010). Learning and Teaching Strategies. American Scientist, vol. 98, pp. 378-382. 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 reference

33. C enter for A cademic S uccess Transform Learning. Maximize Performance. Additional Resources The National College Learning Center Association www.nclca.org www.nclca.org The College Reading and Learning Association www.crla.net www.crla.net The Professional and Organizational Development Network (POD) www. podnetwork.org The Teaching, Learning and Technology Group www.tlt.org www.howtostudy.org www.vark-learn.com www.drearlbloch.com Searches on www.google.com

34. C enter for A cademic S uccess Transform Learning. Maximize Performance. And now my family…

35. Professor and past chair (1999 – 2009) of the department of physics at Southern University. Elected a fellow of the American Physical Society in 2008 “for his leadership in exploring new ways for research physicists, traditional educators and museum professionals to work together to engage students and the public, particularly under-represented groups, in the excitement of physics.” Stephen McGuire, Ph.D.

36. C enter for A cademic S uccess Transform Learning. Maximize Performance.

37. Carla McGuire Davis, M.D. Pediatrician and Pediatric Allergist and Immunologist, Clinical Asst. Professor, Baylor College of Medicine B.S., summa cum laude, Chem E, Howard Univ. M.D., Duke University Residency, Baylor College of Medicine Research Fellowship, Baylor College of Medicine

38. Mezzo Soprano S.B., Biology, Marshall Scholar, MIT M.Sc., Neuroscience, D.Phil., Psychoacoustics, The University of Oxford M.Mus., Longy Conservatory Has appeared with the Boston Pops, New York City Opera in Lincoln Center and at Carnegie Hall Stephanie McGuire, D. Phil., M.M. As Marcellina and Dame Quickly with the Martina Arroyo Foundation