1. Saundra Yancy McGuire, Ph.D. Asst. Vice Chancellor & Professor of Chemistry Past Director, Center for Academic Success Metacognition: The Key to Knowledge Transfer in Writing Writing Instructor Seminar February 1, 2013

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. Reflection Questions What skills do you want students to transfer? How do you teach students these skills? How do you teach students to transfer these skills?

4. C enter for A cademic S uccess Transform Learning. Maximize Performance. Desired outcomes We will understand why many students have difficulty with writing We will have concrete strategies that faculty can teach students to improve knowledge transfer in writing, and we will be committed to trying them We will have more resources for our students We will view our students differently We will see positive changes in our students’ self-perception and performance

5. C enter for A cademic S uccess Transform Learning. Maximize Performance. The Story of Two Students Travis, a psychology student 47, 52, 82, 86B in course Robert, a chemistry student 42, 100, 100, 100A in course

6. C enter for A cademic S uccess Transform Learning. Maximize Performance. Travis, 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

7. C enter for A cademic S uccess Transform Learning. Maximize Performance. Robert, 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!)

8. C enter for A cademic S uccess Transform Learning. Maximize Performance. Two quick stories  Paradigm shift in speaking skills  Paradigm shift in writing skills

9. C enter for A cademic S uccess Transform Learning. Maximize Performance. What facilitated the paradigm shift?  Foundational Knowledge  Metacognition

10. Why don’t many students know how to write? *www.braintrack.com/blog/2012/11/why-college-students-today-cant- write Several reasons are suggested by Brain Track*

11. C enter for A cademic S uccess Transform Learning. Maximize Performance. Colleges don’t demand high-quality writing High schools aren’t preparing students with writing skills College professors don’t want to spend time playing catch-up Students don’t get enough feedback Graduation doesn’t depend on demonstrating writing skills Grading isn’t harsh enough Web and text habits seep into academic writing Required writing courses often aren’t writing-focused. Students aren’t taught the fundamentals - rules of good writing - how to think critically and creatively

12. C enter for A cademic S uccess Transform Learning. Maximize Performance. Reasons suggested by others… Writing instructors and students don’t speak the same language Students are “programmed” NOT to think or trust their judgment; writing is emotional Students don’t know how to respond to feedback

13. Help students identify and close “the gap” Past strategies unsatisfactory writing Effective strategies good writing Instructors Must Help Students Make the Transition to College Writing

14. C enter for A cademic S uccess Transform Learning. Maximize Performance. To Close the Gap  Teach students how to learn, think, and write!  Metacognition is the key!

15. 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 assignment?”) accurately judge one’s level of learning *term coined by Flavell in 1976

16. C enter for A cademic S uccess Transform Learning. Maximize Performance. Reflection Questions to Help Students Develop a New Paradigm What’s the difference, if any, between studying and learning? For which task would you work harder? A. Do well on a on a test B. Teach the material to the class What are the parallel questions for shifting the paradigm in writing?

17. C enter for A cademic S uccess Transform Learning. Maximize Performance. To Perform Well in Classes Students Must… Stay in learn mode, not study mode Study as if they have to teach the material, not just make an A on the test

18. C enter for A cademic S uccess Transform Learning. Maximize Performance. To Write Well Students Must … Stay in knowledge transformation mode, not knowledge telling mode Engage in a conversation with the readers, whose characteristics they’ve carefully considered Others?

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

20. C enter for A cademic S uccess Transform Learning. Maximize Performance. 20 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

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

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

23. 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

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

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

26. 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

27. 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 –

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

29. 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.

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

31. 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

32. 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

33. 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

34. 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

35. 4 Reflect 3 Review Stages in the Writing Cycle? 1 Set a Goal(1-2 min) Decide what you want to accomplish in your session (prewriting, drafting, revising, etc.) 2 Write with Focus(30-50 min) Interact with material- organize, concept map, process, draft, 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 wrote and make plans to continue. Schedule your next session! *Intense Writing Sessions Prewrite Draft Revise Get started!– Use a strategy! Freewriting, focused freewriting, looping, brainstorming, clustering, mapping, others? Brainstorm ideas… Develop a thesis statement,. Come back after letting it “Sit” for 24 hours. Have others look at it… Don’t be afraid to change things around Plan C enter for A cademic S uccess B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu Assess/ Reflect Revise for: focus, development, organization, style, convention; use a reverse outline

36. Concept Mapping  A visual manipulative approach to learning  Excellent tool for content/concept analysis  Organize and manipulate concepts, ideas, theories and other material in a visual format.  Can be used for learning, teaching, organizing, problem- solving, decision-making and brainstorming.  Offers simplicity and clarity to complex, multifaceted material.

37. Create a Chapter/Research Paper Map Chapter/Title of Paper Primary Headings Subheadings Secondary Subheadings

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

39. Persuasive Writing or Critical Analysis Thesis Details Viewpoint Details Conclusion Reasons, Facts, Examples

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

41. 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 *Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

42. C enter for A cademic S uccess Transform Learning. Maximize Performance. Mindset* is Important!  Fixed Intelligence Mindset Intelligence is static You have a certain amount of it  Growth Intelligence Mindset Intelligence can be developed You can grow it with actions Dweck, Carol (2006) Mindset: The New Psychology of Success. New York: Random House Publishing

43. Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing Help Students Develop the Right Mindset Shenk, David, 2010. The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday

44. C enter for A cademic S uccess Transform Learning. Maximize Performance. Mindset determines reactions to Challenges – avoid vs. embrace Obstacles – give up easily vs. persist Tasks requiring effort – fruitless vs. path to mastery Criticism – ignore vs. learn from Success of Others – feel threatened by vs. find lessons and inspiration in

46. C enter for A cademic S uccess Transform Learning. Maximize Performance. Learning Strategies Should be Based on Learning Style

47. C enter for A cademic S uccess Transform Learning. Maximize Performance. Learning Styles Influence how we take in information from the outside world Influence how we process information Influence how we interact with others Influence our motivation for learning different subjects Influence our frustration level with learning tasks

48. C enter for A cademic S uccess Transform Learning. Maximize Performance. www.cas.lsu.edu Brain Dominance Personality Sensory Preference Learning Style Diagnostics

49. C enter for A cademic S uccess Transform Learning. Maximize Performance. Sensory Preference Visual: prefers pictures, symbols, charts, graphs, concept maps, etc. Aural or auditory: prefers hearing lectures, reading notes out loud, etc. Read/write: prefers flashcards, notes, lists, outlines, etc. Kinesthetic: prefers direct experience, mapping, charting, experiments, visualizing action, etc.

50. 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 Feedback from a Spring 2011 student

51. C enter for A cademic S uccess Transform Learning. Maximize Performance. How might you significantly improve student writing? Teach students the writing process and specific strategies Don’t judge student potential on initial performance, and don’t them do it! Encourage students to persist in the face of initial failure We must encourage the use of metacognitive tools in student and instructor learning communities

52. C enter for A cademic S uccess Transform Learning. Maximize Performance. Five Strategies for Instructors to Promote Metacognitive Learning Skills 1. Present Bloom’s Taxonomy 2. Encourage Use of the Writing Cycle with Intense Writing Sessions 3. Teach Students to Judge Their Learning by getting the most out of assignments and “teaching” the material 4. Promote Active Reading Techniques (SQ5R – survey, question, read, recite, review, wRite, reflect) 5. Strongly promote CAS on-line workshops www.cas.lsu.edu

53. C enter for A cademic S uccess Transform Learning. Maximize Performance. Final Reflection Questions What are three strategies that you feel might help your students become better writers? How do you plan to implement these strategies?

54. C enter for A cademic S uccess Transform Learning. Maximize Performance. Special Note Please visit the CAS website at www.cas.lsu.edu. www.cas.lsu.edu We have on-line workshops that will introduce you and your students to effective metacognitive strategies. Please feel free to contact me at smcgui1@lsu.edu.smcgui1@lsu.edu Have fun teaching your students powerful metacognitive strategies! Saundra McGuire

55. C enter for A cademic S uccess Transform Learning. Maximize Performance. Useful Websites www.cas.lsu.edu www.howtostudy.org http://learners.ncu.edu/writingprogra m/writing_center.aspx?menu_id=63http://learners.ncu.edu/writingprogra m/writing_center.aspx?menu_id=63 www.vark-learn.com www.oncourseworkshop.com Skip Downing Searches on www.google.com

56. 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/metacog nition.htmhttp://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacog nition.ht *Excellent student reference

57. 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.