1. Strategies for Accelerated Success: A fresh Vision for Metacognitive Sophistication Saundra Yancy McGuire, Ph.D. Asst. Vice Chancellor for Learning & Teaching Professor, Department of Chemistry Louisiana State University Baton Rouge, LA

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

3. The Story of Four LSU Students Travis, junior psychology student 47, 52, 82, 86B in course Robert, freshman chemistry student 42, 100, 100, 100A in course Michael, senior pre-medical organic student 30, 28, 80, 91B in course Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course

4. How’d They Do It? They became expert, strategic learners by using metacognition! They studied to LEARN, not just to make the grade!

5. What we will cover today Why university students may be inefficient learners Metacognitive learning strategies that work, and why they work Barriers to using these strategies and how to overcome them

6. Reflection Questions Does your current GPA reflect your academic ability or the effort/time you have put into your courses to date? What’s the difference, if any, between studying and learning? Which, if either, is more fun? What are some of the differences between an outstanding dentist and a mediocre one?

7. Would you wanna go to this dentist?

8. Use Metacognition to Become an Expert Learner

9. Metacognition The ability to: think about thinking be consciously aware of oneself as a problem solver to monitor and control one’s mental processing to be aware of the type of learning that you are doing

10. Travis, junior psychology student 47, 52, 82, 86 Problem: Reading Comprehension Solution: Preview text before reading Develop questions Read one paragraph at a time and paraphrase information

11. Robert, freshman chemistry student 42, 100, 100, 100 Problem: Using examples to do homework problems Solution: Study information before trying homework problem Use example to test skill Do homework problems as if doing a test or quiz (no looking at solution manual or examples!)

12. Michael, premed organic chem student 30, 28, 80, 91 Problem: Not understanding the underlying conceptual basis of organic chemistry reactions Solution: Focus on why and how reactions occur, not just on memorizing what the reactants and products are

13. Dana, first year physics student 80, 54, 91, 97, 90 (final) Problem: Memorizing formulas and using www. cramster.com Solution: Solve problems with no external aids and test mastery of concepts

15. Dana’s Spring 2010 Grades Courses Dept Course Grade Hrs Carried Hrs Earned Quality Pts BIOL 1201 A 3.00 3.00 12.00 CSC 1253 A 3.00 3.00 12.00 MATH 2090 A 4.00 4.00 16.00 MEDP 2051 A 3.00 3.00 12.00 PHYS 2221 A 3.00 3.00 12.00 Current Cumulative GPA: 3.88

16. Dana’s Fall 2010 Grades Courses Dept Course Grade Hrs Carried Hrs Earned Quality Pts BIOL 1202 B 3.00 3.00 9.00 CHEM 1201 A 3.00 3.00 12.00 KIN 2500 B 3.00 4.00 9.00 PHYS 2231 B 3.00 3.00 9.00 PHYS 2411A 3.00 3.00 12.00 Semester GPA: 3.4

17. Dana’s Spring 2011 Grades Courses Dept Course Grade Hrs Carried Hrs Earned Quality Pts BIOL 2160 A 3.00 3.00 12.00 CHEM 1202 A 3.00 3.00 12.00 CHEM 1212 A 2.00 4.00 8.00 PHYS 4058 A 3.00 3.00 12.00 PHYS 4132A 3.00 3.00 12.00 Current Cumulative GPA: 3.83

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

19. 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

20. How many words or phrases do you remember? 1.2 or less 2.3 – 5 3.6 – 8 4.9 – 12 5.13 or more Countdown 10

21. 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 What are the words arranged according to?

22. NOW how many words or phrases do you remember? 1.2 or less 2.3 – 5 3.6 – 8 4.9 – 12 5.13 or more Countdown 10

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

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

25. 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.

26. Evaluation Synthesis Analysis Application Comprehension Knowledge Making decisions and supporting views; requires understanding of values. Combining information to form a unique product; requires creativity and originality. Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Restating in your own words; paraphrasing, summarizing, translating. Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material. Bloom’s Taxonomy Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu Identifying components; determining arrangement, logic, and semantics. Graduate School Undergraduate High School 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.

27. 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 Countdown 10

28. 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

29. At what level of Bloom’s do you have to operate to make A’s in college? 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Countdown 10

30. At what level of Bloom’s do you think you’ll need to be to make A’s at the university level? 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

31. Study Strategies Gold Nugget The Study Cycle with Intense Study Sessions

32. How do you move yourself higher on Bloom’s Taxonomy? Use the Study Cycle!

33. 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

34. Time Management is Life Management

35. Tools for organizing your life: Fixed Schedules “Semester-at-a-Peek” “Week-at-a-Peek” Planners To Do Lists Today This Week Sticky Notes

36. The Semester Schedule

37. The “Week at a Peek” Schedule

38. Weekly Master To Do List  Week of Monday ____________________________ to Sunday ____________________________ Class: Other: Class: Download this form in the Time Management Online workshop at www.lsu.edu/learn

39. Weekly Master To Do List

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

41. Time Management Tips from Students  Have a vision—Set goals  Know YOUR unique time management style  Study when the sun is out  Avoid napping  Develop patterns “This is what I do”  Think of yourself as a Professional Student  Kill the TV, cell phone, video game…  Email/chat/Facebook…only as a reward  Exercise  Eat well  Drink water  Take breaks  Have fun

42. ABC’s of Excellence Adopt the right ATTITUDE Begin appropriate BEHAVIOR Consistently make a COMMITMENT

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

44. Behavior It’s the difference between knowing and doing that determines success. Anonymous Don’t let other folks hijack your future!

45. Commitment It’s not over ‘til it’s over, and YOU determine when it’s over! Change strategies when necessary, but never give up your goals. If you can dream it, you can achieve it!

46. So, What Can You Do, Starting Now, to Ensure that Your GPA will reflect your ability? Spend more time studying (at least 2 hours/week for every hour in class) Aim for higher learning levels and 100% mastery Use office hours and study groups productively Use the Study Cycle with Intense Study Sessions Use Metacognition to Study Smarter!!!

47. The 2004 LSU Dental School First Year Class: An Amazing Success Story! Metacognition Discussion – August 13, 2004 Histology Exam – August 23, 2004 Previous class averages: 74 – 78 Challenge to class on August 13: 84 average Reported average on August 24: 85!

48. Challenge to the 2011 Dental School Summer Enrichment Program Students Metacognition Discussion – June 9, 2011 Summer Program Exam Averages: 85% or above Reported average: ??? Celebration: End of Program!

49. Writing Exercise What behavior will you commit to for at least the next four weeks?

50. If you don’t try it in within the next three days... … you probably never will.

51. Final Note Please visit our website at www.cas.lsu.edu. We have on-line workshops and information that will teach you additional effective study strategies. I wish you a fantastically successful future! Dr. Saundra McGuire