1. Polling Question... How do you think you did on the test?
Did the Chapter Outlines help?
Did StudyMate help?

2. What else can help? Using Research Based Learning Strategies
Travis, junior psychology student
47, 52, 82, 86 (B in course)
Joshua, first year chemistry student
68, 50, 50, 87, 87, 97, 90 (final) (A in course)
Dana, first year physics student
80, 54, 91, 97, 90 (final) (A in course)

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

4. Reflection Questions
What’s the difference, if any, between studying and learning?
For which task would you work harder:
A. Get an A on the test
B. Teach the material to the class?
Turn to your neighbor and discuss 1 minute

5. For Success... Stay in learn mode, not study mode
Study as if you have to teach the material, not just get an A on the test

6. Why is this important?
Because this class is harder than other courses (e.g. lower division or high school)
The course moves a lot faster
The material is conceptually more difficult and cumulative
The problems and questions are more involved
The tests are less straightforward and require you to apply several concepts at one time

7. Examples from the Test

8. Use Metacognition Strategies
Metacognition is the ability to:
Think about thinking
Be consciously aware of oneself as a problem solver
Monitor and control one’s mental processing
Be aware of the type of learning that you are doing

9. Theory to Practice 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 to higher order thinking by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.

10. Remember this?
Recognize - which of these two items is a phone? that’s fine b/c you can prove it. but recognize the importance of something… not provable
compare and contrast — do you want to include competitor’s info in the comm. tool? maybe, maybe not. more likely in an ad, not so much

11. What level for most of your previous classes?
Recognize - which of these two items is a phone? that’s fine b/c you can prove it. but recognize the importance of something… not provable
compare and contrast — do you want to include competitor’s info in the comm. tool? maybe, maybe not. more likely in an ad, not so much

12. What level did you need for the test?
Recognize - which of these two items is a phone? that’s fine b/c you can prove it. but recognize the importance of something… not provable
compare and contrast — do you want to include competitor’s info in the comm. tool? maybe, maybe not. more likely in an ad, not so much

13. Evaluating Creating Analyzing Applying Understanding Remembering
Making judgments based on criteria and standards through checking and critiquing.
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating,
planning, or producing.
Creating
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.
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

14. How to Move “Higher” on Blooms...
The Study Cycle
Preview
Attend
Review
Study
Assess
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.
Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.
Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.
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
Assess your Learning – Periodically perform reality checksAm I using study methods that are effective?Do I understand the material enough to teach it to others?

15. Intense Study Session PLAN 1-2 min. STUDY 30-50 min. BREAK 5-10 min.
Decide what you will accomplish in your study session and start
STUDY min.
Interact with material: organize, concept map, summarize, process, re-read.
BREAK 5-10 min.
Step away from material to clear your head.
RECAP 5 min.
Go back over, summarize, wrap-up and check what you studied.
CHOOSE
Should I continue studying? Take a break? Change tasks or subject?

16. Effective Metacognitive Strategies
Always solve problems and answer questions without looking at an example or the solution
Memorize everything you’re told to memorize
Always ask why, how, and what if questions
Test understanding by giving “mini lectures” on concepts
Spend time on course material every day
Use the Study Cycle with Intense Study Sessions
Aim for 100% mastery, not 90%!
Attend SI sessions on a regular basis (removed since I don’t have those)

17. Two Other Strategies
Create Concept Maps
Compare and Contrast

18. Chapter Map Title of Chapter Primary Headings Subheadings
Secondary Subheadings

19. Compare and Contrast Concept #1 Concept #2 How are they similar?
How are they different?

20. Which One of the Next Two Slides More Accurately Describes YOUR Actions Before Test 1?

21. Reasons Students Did NOT Do Well
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

22. Reasons Students DID Do Well
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

23. Thinking Ahead to Test #2
Test #1 average = 80%
Test #2 average = ??
Other classes have increased the average by using these strategies.

24. Writing Exercise
What strategy will you use for the next month to prepare for test #2?

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