1. Saundra Yancy McGuire, Ph.D. Retired Asst. Vice Chancellor & Professor of Chemistry Director Emerita, Center for Academic Success Louisiana State University Supplemental Instruction: Increasing Student Engagement, Performance and Retention

2. Supplemental Instruction Definition* Supplemental Instruction (SI) is an academic assistance program that utilizes peer-assisted study sessions. SI sessions are regularly-scheduled, informal review sessions in which students compare notes, discuss readings, develop organizational tools, and predict test items. Students learn how to integrate course content and study skills while working together… http:// www.umkc.edu/asm/si/overview.shtml

3. Why don’t many students know how to learn or how to study? It wasn’t necessary in high school

4. http://www.heri.ucla.edu /

6.  What did most of your teachers in high school do the day before the test?  What did they do during this activity?  What grade would you have made on the test if you had gone to class only on the day before the test? How do you think most students would answer the following?

7. SI helps students identify and close “the gap” current behavior poor performance productive behavior desired performance Supplemental Instruction Helps Students Make the Transition to College

8. Reflection Questions What’s the difference, if any, between studying and learning? For which task would you work harder? A. Make an A on the test B. Teach the material to the class

9. The Story of Two Students  Rebecca, Organic Chemistry student  Sydnie, Honors General Chemistry student

10. Why the Fast and Dramatic Increase? It’s all about the strategies, getting students to engage their brains!

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

12. 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

13. How many words or phrases from the list do you remember?

14. Let’s look at the words again… What are they arranged according to?

15. 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

16. NOW, how many words or phrases from the list do you remember?

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

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

19. Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. An Excellent Resource

20. What we know about learning Active learning is more lasting than passive learning -- Passive learning is an oxymoron* Thinking about thinking is important – Metacognition** The level at which learning occurs is important – Bloom’s Taxonomy*** *Cross, Patricia, “Opening Windows on Learning” League for Innovation in the Community College, June 1998, p. 21. ** Flavell, John, “Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry.” American Psychologist, Vol 34(10), Oct 1979, 906-911. *** Bloom Benjamin. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

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

22. Creating Evaluating Analyzing Applying Understanding Remembering Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Making judgments based on criteria and standards through checking and critiquing. Carrying out or using a procedure through executing, or implementing. Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Bloom’s Taxonomy http://www.odu.edu/educ/llschult/blooms_taxonomy.htm  Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure. 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.

23. When we teach students about Bloom’s Taxonomy… They GET it!

24. How do you think students answered? At what level of Bloom’s did you have to operate to make A’s or B’s in high school? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating

25. How students answered (2008) At what level of Bloom’s did you have to operate to make A’s or B’s in high school? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating

26. At what level of Bloom’s did you have to operate to make A’s or B’s in high school? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating How students answered (2013)

27. At what level of Bloom’s did you have to operate to make A’s and B’s in high school? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating How students answered (2014)

28. How do you think students answered? At what level of Bloom’s do you think you’ll need to operate to make A’s in college courses? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating

29. How students answered (in 2008) At what level of Bloom’s do you think you’ll need to operate to make an A’s in college? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating

30. How students answered (in 2013) At what level of Bloom’s do you think you’ll need to operate to make A’s in college? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating

31. At what level of Bloom’s do you think you’ll need to operate to make A’s in college? 1.Remembering 2.Understanding 3.Applying 4.Analyzing 5.Evaluating 6.Creating How students answered (in 2014)

32. How do we teach students to move higher on Bloom’s Taxonomy? Teach them the Study Cycle* *adapted from Frank Christ’s PLRS system

33. 4 Reflect 3 Review The Study Cycle 1 Set a Goal1-2 min Decide what you want to accomplish in your study session 2 Study with Focus30-50 min Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3 Reward Yourself10-15 min Take a break– call a friend, play a short game, get a snack 4 Review5 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. Metacognition: An Effective Tool to Promote Success in College Science Learning* Ningfeng Zhao 1, Jeffrey Wardeska 1, Saundra McGuire 2, Elzbieta Cook 2 1 Department of Chemistry, East Tennessee State University 2 Department of Chemistry, Louisiana State University *March/April 2014 issue of JCST, Vol. 43, No. 4, pages 48-54

35. Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing Supplemental Instruction Changes Students’ Mindsets! 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

36. 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

37. Responses to Many Situations are Based on Mindset Fixed Mindset Response Growth Mindset Response ChallengesAvoidEmbrace ObstaclesGive up easilyPersist Tasks requiring effortFruitless to TryPath to mastery CriticismIgnore itLearn from it Success of OthersThreateningInspirational

38. Which mindset about intelligence do you think most students have? 1.Fixed 2.Growth

39. Which mindset about intelligence do you think most students have? 1.Fixed 2.Growth From Biology Faculty Institute Participants Summer 2014

40. Which mindset about intelligence do you think most faculty have? 1.Fixed 2.Growth

41. Which mindset about intelligence do you think most faculty have? 1.Fixed 2.Growth From Biology Faculty Institute Participants Summer 2014

42. Which mindset about intelligence do you think most STEM faculty have? 1.Fixed 2.Growth

43. Which mindset about intelligence do you think most STEM faculty have? 1.Fixed 2.Growth From Biology Faculty Institute Participants Summer 2014

44. Which mindset about intelligence do you think most STEM faculty have? 1.Fixed 2.Growth From 2014 SACS Summer Institute Participants

45. Sharing Strategies that Have Worked for Others Can Be Very Motivational

46. Top 5 Reasons Students Did Poorly on Test 1 in General Chemistry 1. Didn’t spend enough time on the material 2. Started the homework too late 3. Didn’t memorize the information I needed to memorize 4. Did not use the book 5. Assumed I understood information that I had read and re-read, but had not applied

47. Top 5 Reasons Students Made an A on Test 1: 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

48. At the end of a 60 minute learning strategies presentation by the professor, students were given a survey to determine their self-assessment of whether they were using or not using the strategies. The average scores of the different groups on the first two exams are shown below. Email from ENG Professor at New Mexico State Univ. Received on 10/22/2013 Self-Reported Use of StrategiesExam 1Exam 2 Did not use the strategies5854 Used metacognitive strategies9580

49. LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record 2004 – 2005 9/04 Failed 10/04Failed 11/04Failed 12/04Failed 1/05Passed 2/05Failed 3/05Failed 4/05Failed 2005 – 2006 10/05Passed 11/05Failed 12/05Passed best in group 1/06Passed 2/06Passed 3/06Failed 4/06Passed last one! 5/06N/A Began work with CAS and the Writing Center in October 2005

50. Dr. Algernon Kelley, December 2009

51. Oct. 17, 2011 Hello Dr. Kelley. … I am struggling at Xavier and I REALLY want to succeed, but everything I've tried seems to end with a "decent" grade. I’m not the type of person that settles for decent. What you preached during the time you were in Dr. Privett's class last week is still ringing in my head. I really want to know how you were able to do really well even despite your circumstances growing up. I was hoping you could mentor me and guide me down the path that will help me realize my true potential while here at Xavier. Honestly I want to do what you did, but I seriously can't find a way how to. Can I please set up a meeting with you as soon as you’re available so I can learn how to get a handle grades and classes? Oct. 24, 2011 Hey Dr. Kelley, I made an 84 on my chemistry exam (compared to the 56 on my first one) using your method for 2 days (without prior intense studying). Thanks for pointing me in the right direction. I’ll come by your office Friday and talk to you about the test. Nov 3, 2011 Hey Dr. Kelley! I have increased my Bio exam grade from a 76% to a 91.5% using your system. Ever since I started your study cycle program, my grades have significantly improved. I have honestly gained a sense of hope and confidence here at Xavier. My family and I are really grateful that you have taken time to get me back on track. From a Xavier University student to Dr. Kelley in Fall 2011

52. SI Leaders Break The Chains That Bind Students Don’t buy into “I can’t.” Learned Helplessness* Breaking chains requires: – Mental toughness – Self-belief Notice their past success Envision their future success *Martin Seligman and Steven F. Maier http://www.youtube.com/watch?v=MTqBP-x3yR0

53. Hunter Chapman SI Leader & Tutor General Chemistry I Louisiana State University, BS 2012 Baton Rouge, Louisiana 2012 Outstanding SI Leader Award Southern College of Optometry, class of 2016 Memphis, Tennessee What Hunter says about the benefits of SI https://www.youtube.com/watch?v=yGqirXudSCs

54. Supplemental Instruction significantly increases student learning!  SI sessions teach students the learning process, provide specific strategies and motivate students to use the strategies  SI leaders encourage students to persist in the face of initial failure  SI leaders model good learning behaviors and encourage the use of effective learning strategies

55. Useful Websites www.umkc.edu/ASM/si/index.shtml www.cas.lsu.edu www.howtostudy.org www.vark-learn.com www.drearlbloch.com Searches on www.google.com

56. 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, 2013. Becoming a Master Student*. Boston: Cengage Wadsworth Learning. Hoffman, Roald and Saundra Y. McGuire. (2010). Learning and Teaching Strategies. American Scientist, vol. 98, pp. 378-382. Nilson, Linda, 2004. Teaching at Its 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/metacognition.htm *Excellent student reference