1. Promoting Student Metacognition: How to Study to Learn
Dr. John Waters, Dr. Josh Wede
& Dr. Jackie Bortiatynski

2. Why should we study how people study?F B A C D
Time spent studying
Final Grade
BIO 110 & PSYCH 100 Class Results

3. Is there a difference between studying and learning?
Is it more work to earn an A on a test or to be able to teach the same material to someone else? Why?
These questions will be answered on index cards
Think about one course you are taking this semester. Write one learning goal that you have for this course.

4. Goals are the compass that drives and directs our actions.
Performance Goals
“get the grade”
Shallow Learning
The Learning Compass
Focus on memorization of isolated facts not relationships or connections
Learning
Goals
Deeper Learning
Mastery Goals
”want to learn”
The compass or GPS of our learning behaviors is dictated by the goals we set. We would like students to focus more on the mastery pathway
Focus on understanding and analytical thinking; relate information to previous knowledge and personal experiences
Ambrose, S. et. al ; Chapter 3

5. Using Metacognition to Become an Expert Learner

6. 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

7. Estimated vs Actual Exam Score
Estimated Score
Actual Score

8. What is the most important factor in successful learning?
Learning in a way that matches your own learning style
The amount of time you spend learning
What you think about while learning
The intention to learn the material
Paying close attention to the material as you learn

9. Word processing demo Read the instructions
I’ll read the words – just check yes or no as we go

10. The Study Cycle Preview Attend Review Study Assess 4 Reflect 3 Review
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.
Preview
4 Reflect
Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.
Attend
Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.
Review
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
Intense Study Sessions* short study sessions per day
Weekend Review – Read notes and material from the week to make connections
Study
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?
Assess
*Intense Study Sessions 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

11. What do you need to learn?
Any prior knowledge or experience?
Is everything working out ok?
Go Study
and monitor
your learning
Plan,
Plan!

12. 1) BEFORE you begin studying…
Ask yourself: What do I need to learn?
What does your teacher wants you to know?
How can you figure this out?
Learning Objectives - Powerpoint slides or other material
Cues from instructor - Advise from past students
Sample tests, quizzes, etc.
Be sure you know -
Are textbook or other readings important? Is the text hard to read?
Are there processes, equations or relationships between ideas to learn?
Knowing these things can help you choose a study strategy.

13. What do you need to learn?
Any prior knowledge or experience?
Is everything working out ok?
Go Study
and monitor
your learning
Plan,
Plan!

14. 1) BEFORE you begin studying…
Ask yourself: Do I have any prior knowledge or experiences that could help me learn this?
More specifically, ask yourself
What do I already know about this?
What experience have I had with this?
What have I read or heard about this?
Connecting new information to something you already know makes learning much easier!

15. What is it?
The procedure is actually quite simple.  First, you arrange things into different groups.  One pile may be sufficient, depending on how much there is to do.  If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set.  It is important not to overdo things.  That is, it is better to do too few things at once than too many.  In the short run this may not seem important but complications can easily arise.  A mistake can be expensive as well.  At first the whole procedure will seem complicated.  Soon, however, it will become just another facet of life.  It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell.  After the procedure is completed one arranges the materials into different groups again.  Then they can be put into their appropriate places.  Eventually they will be used once more and the whole cycle will then have to be repeated.  However, that is part of life.

16. What do you need to learn?
Any prior knowledge or experience?
Is everything working out ok?
Go Study
and monitor
your learning
Plan,
Plan!

17. 1) BEFORE you begin studying…
Plan
Where you will study?
When you will study?
Make a schedule
Include breaks!
What do you need to study?
Supplies
Music?
Multitasking?
Demo? One of us move around side/back of room and quietly says common names
Emily Jessica Hannah
Michael Jacob Matthew

19. 1) BEFORE you begin studying…
More Planning
What strategy will you choose? Each one has plusses and minuses
Shallower
Rote Memorization and flash cards
Watch videos/listen to lectures
Re-reading text and notes (copying notes or text)
Deeper
Rewrite notes (i.e. Integrate your lecture notes with ppt slides into one doc – like you are writing a letter to teach Mom! )
Integrate diagrams and texts (draw looking at diagrams before doing any reading!)
Flow charts/Concept maps
Create tables
Teach someone else
Share handout
Do the balloon demo for the section about the importance of figures
Point out this stuff is more engaging – will result in much better recall
Nice place for “e” counting demonstration if there is time

20. 1) BEFORE you begin studying…
Share handout
Do the balloon demo for the section about the importance of figures
Point out this stuff is more engaging – will result in much better recall
Nice place for “e” counting demonstration if there is time

21. 1) BEFORE you begin studying…
Share handout
Do the balloon demo for the section about the importance of figures
Point out this stuff is more engaging – will result in much better recall
Nice place for “e” counting demonstration if there is time

22. What are the best learning tools for me?
Plan to use study strategies that are tested to promote deeper learning
-No cramming
-Interleave
-Ask, explain, connect
-Concrete examples
-Recall what you know

23. What do you need to learn?
Any prior knowledge or experience?
Is everything working out ok?
Go Study
and monitor
your learning
Plan,
Plan!

24. You’ve Got an Information Processing System: How does it work?
How information is routed
GOAL

25. 2) Now GO AND STUDY… Do all the things you planned to do
And monitor if your plan is working
Is the place ok? The time? Have everything you need? If not, then make a new plan and study again!
Is the strategy working?
Compare your figures and explanations to your class notes, the text, your study partners’, or other resources.
Make a note of anything you leave out or that does not make sense to you.
Can I summarize (text or figs),
Do I know it well enough to teach it?
It’s ok, not to know, but then follow up to get help.
Where can you go for help?
Notes, textbook, classmates, TAs, etc,
If you are feeling that you are not getting anywhere, then choose another strategy.

26. The Study Cycle Preview Attend Review Study Assess 4 Reflect 3 Review
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.
Preview
4 Reflect
Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.
Attend
Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.
Review
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
Intense Study Sessions* study sessions per day
Weekend Review – Read notes and material from the week to make connections
Study
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?
Assess
*Intense Study Sessions 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

27. 2) Now GO AND STUDY…

28. What do you need to learn?
Any prior knowledge or experience?
Is everything working out ok?
Go Study
and monitor
your learning
Plan,
Plan!

29. 3) AFTER you are done… Is everything working out ok?
Did your study plan work out the way you hoped it would?
Are you happy with what you’ve learned or did you discover holes or think of new questions?
Review your homework, returned quizzes, exams, writing assignments, etc. and ask the following questions.
Are you happy with your performance? –Great, keep up good work!
Not happy… then re-evaluate your plan and make adjustments (where you studied, when you studied, supplies for studying, the study strategy you chose, did you follow through with all that?)
Speak with your TAs and instructors ANY TIME YOU ARE HAVING TROUBLE. Don’t wait until you have a few bad grades or worse, until the end of the course.

30. Learning ain’t easy…
Students need to:
PRACTICE

31. References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
Benjamin, A. S., & Tullis, J. (2010). What makes distributed practice effective?. Cognitive Psychology, 61(3),
Berry, J. W., & Chew, S. L. (2008). Improving learning through interventions of student-generated questions and concept maps. Teaching of Psychology, 35(4),
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6),  
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.
Roediger III, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. Psychology of Learning and Motivation, 44, 1-36.
Smith, B. L., Holliday, W. G., & Austin, H. W. (2010). Students' comprehension of science textbooks using a question‐based reading strategy. Journal of Research in Science Teaching, 47(4),