1. This is Important: Before we get started, could you please…
Use the Four Questions worksheet provided to prepare a short memorable introduction of yourself with answers to the four questions listed

2. Four Questions to Prime Self-Directed Learning

3. MetaLearning: Why Students Need Brain-Based Learning and How to Teach Them
Presented for WASC attendees ~ 2012 Stephen Carroll, PhD Melissa Ganus, EdD, MBA

4. Framing Our Objectives
Motivate you to try metalearning techniques with your students to help them become more effective learners
Provide you with theories, resources, tools and inspiration to help you develop your own metalearning lessons
Provide you with tools to prove it works

5. The Problem:
Students arrive in our classrooms knowing very little about the kinds of learning they are expected to do in college
Much of what they do “know” is wrong
Using the habits of learning they developed in high school leads to inefficient and ineffective learning
Reduced performance caused by the inaptness of their learning habits creates motivation and engagement problems that further reduce their academic performance—and learning.

6. The Solution: Teach students how to learn
Metalearning Flight School is based on current research in cognitive science, the neurobiology of learning and learning theory
Four years worth of data and experience show that it makes a significant difference in students’ learning
It’s especially effective in making students more self-motivated and more self-directed learners

7. Videos Videos available at Learninghabits.wordpress.com
Youtube.com/user/learninghabits

8. For Best Results: Review Summary within 24 hours
Notes You Can Use
Date, Course, Page #
Notes on what’s being presented
This makes sense!
Thoughts & feelings that arise
Q: How does this connect with … ?
Summary Reflections: ASAP – before sleeping What’s worth reviewing & remembering?
For Best Results: Review Summary within 24 hours
Summary:

9. Quality of Life: Key Correlates
To move from “I want to be happy” to concrete objectives that will help them elevate quality of life, it is helpful to understand what’s correlated with high quality of life
Sources:
Gallup Poll
Positive Psychology
Gross National Happiness
We want to move them toward habits that will help them build quality of life

10. Defining Learning

11. Typical Answers - Understanding
Knowing something
Knowing that (vs knowing how)
Understanding something
Memorizing
Being able to teach something
Being able to recall
Getting it
Remembering something
Eureka!
Understanding the principles
Making a connection to something new
Seeing the logic
Insight
Being able to extrapolate
Discovery
Seeing how it works
Enlightenment
Epiphany

12. Typical Answers - Skills
Being able to do something
Being able to use what I know
Knowing how
Being able to apply something in a new situation
Facility
Doing it
Acquiring the knack of something
Mastering a procedure or process
Gains in craftsmanship
Increasing level of proficiency
Getting better at something
Following correct procedures

13. Typical Answers - Affective
Learning to like something
Learning to love something
Getting engaged
Learning to see the beauty or complexity or artistry in something
Being inspired
Being motivated
Learning to appreciate something
Finding joy
Wanting to do more
Gaining confidence
Wanting to practice
Becoming more interested in something
Looking for chnaces to use what I know

14. Typical Answers - Habits
Being able to do something without paying a lot of attention
Using what I know as a matter of course
Knowing when to use what I've learned
Doing things automatically
Ability to improvise based on what I already know
Integrating what I know into my life

15. Neurobics
Cross-lateral activity

16. A R T The ART of Learning Acquire new material Retain new material
Transfer A
Acquire new material
Retain new material
Transfer use of new material R T

17. The ART of Learning.
A is for Acquisition. Mnemonic=ABC: Actively Build Connections.

19. Multiple neurons firing

20. A Basic Brain—not very fold-ey

21. A Better Brain—more fold-ey

23. Goals
Fat sausages
Foldey lobes
Hairy neurons

24. The ART of Learning R is RETAIN (Acronym) Review, Explain (Explore),
Test,
Analyze,
INtegrate.

25. Key Factors Shaping Retention”
Strong emotion
Repetition and reinforcement
Sleep (then review)
Exercise
Hydration and nutrition
Richness of the learning and studying environments

26. The ART of Learning
T is for Transfer (Bus transfer, job transfer) Transfer is always about taking what you know and applying it to what you don’t know

27. Teaching for Transfer Transfer is about pattern recognition and
Changing set
It is the most difficult part of learning
… and the least practiced!
Students need to practice as much as possible

28. Principles derived from neurobiology:
Learning works best when it is conscious
Learning actively connects new info to old info
Learning requires real effort (difficult is good)
Self-motivation accelerates learning by reducing resistance (electrically and metaphorically)
Practice is critical:
Multiple modes of practice create richer and more persistent connections
Reinforce learning within 24 hours to move what was learned from short-term to long-term memory.

29. What Counts as a Habit?
Periodic Routines & other activities we engage in without having to “think too hard”
Activities or ways of thinking we do automatically when something we perceive triggers them. Typical instinctive reactions or learned patterns.
In context X, IF trigger Y is perceived , THEN reaction/response Z

30. Stages of Change Model based on the Transtheoretical Model developed by James O. Prochaska

31. Stages of Change Model based on the Transtheoretical Model developed by James O. Prochaska

32. Applying the Stages of Change Model

33. Learning Assessment for Courses
The Student
Assessment of their Learning Gains (SALG)
Free Tools at

34. Learning Assessment for Sessions
The Self-Assessment of Increases in Learning (SAIL)

35. Thank You. Questions. Stephen: step. carroll@gmail. com Mel: ganus
Thank You! Questions? Stephen: Mel: