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Using Metacognition to Effect an Extreme Academic Makeover
Different Strokes for Different Folks
Saundra Y. McGuire, Ph.D.Director, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State University
"The mind is not a vessel to be filled, but a fire to be ignited." -Plutarch
2004 National College Learning Center AssociationFrank L. Christ Outstanding Learning Center Award
NCLCA Award
The General Approach
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Providing Data on the Impact of Using Metacognitive Strategies Reflecting on the “gap” Defining metacognition Discussing Levels of Learning
(Bloom’s Taxonomy) Presenting Metacognitive Strategies Discussing Motivational Strategies
Before and After
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Travis, junior psychology student 47, 52, 82, 86
Robert, freshman chemistry student 42, 100, 100, 100Michael, senior pre-med organic student
30, 28, 80, 91Miriam, freshman calculus student
37.5, 83, 93 Charles, junior mathematics major GPA 1.8 cum, 4.0 (S 08)
Class Average Student 1 Student 2 Student 3 Student 4
Test 1 76 65 67 70 83Test 2 52 67 65 46 55Test 3 72 61 68 68 65
Final 78 107 88 88 90
Chemistry 2001
Date of Final Exam: December 14, 2005
Meeting with Student No. 1: December 12, 2005
Meeting with Student Nos. 2 & 4: December 2, 2005
Meeting with Student No. 3: December 8, 2005
The final was worth 100 points with a 10 bonus question.
More Before and After
Al’s Cumulative Exam Record Pursuing Ph.D. in Chemistry
2004 – 2005
9/04 Failed
10/04 Failed
11/04 Failed
12/04 Failed
1/05 Passed
2/05 Failed
3/05 Failed
4/05 Failed
2005 – 2006
10/05 Passed
11/05 Failed
12/05 Passed best in group
1/06 Passed
2/06 Passed
3/06 Failed
4/06 Passed last one!
5/06 N/A
Began work with CAS in October 2005
Presidential Recognition White House Oval Office
November 16, 2007
Reflection
What is the difference between…
studying and learning?
Which is more enjoyable?
Work FunShort-term Long-termHave to… Want to…Difficult EnjoyableWhat Why? How? What if?
Metacognition
The ability to:think about thinkingbe consciously aware of oneself as a problem solverto monitor and control one’s mental processing
Metacognition
Evaluation
Analysis
Application
Comprehension
Knowledge
Synthesis
Making decisions and supporting views; requires understanding of values and judging the validity of ideas or quality of work based on a set of criteria and profound understanding of the discipline. Key Ideas: Judge, Critique, Justify, Recommend, Criticize, Assess, Disprove, Rate, Resolve
Combining information to form a unique product, requires creativity and originality. Key Ideas: Create, new thesis or concept, Design, Hypothesize, Invent, Develop, Compose, Estimate, Theorize, Elaborate, Test Improve, Invent, Originate
Identifying components; determining arrangement, logic, and semantics. Key Ideas: Analyze, Categorize, Compare, Contrast, Separate, Dissect, Simplify, Theme, Motive, Inference
Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Key Ideas: What if? Use, Compute, Solve, Demonstrate, Apply, Construct, Build, Experiment with, Solve
Restating in your own words; paraphrasing, summarizing, translating. Key Ideas: Why, How, Explain, Summarize, Paraphrase, Describe, Illustrate, Compare, Contrast, Interpret, Classify, Outline, Map, Rephrase, Infer
Memorizing information verbatim, but not necessarily understanding the material. Key Ideas: What, Remember, List, Label, State, Define, Choose, Find, Label, Select, Match
Learning Levels: Bloom’s Taxonomy
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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 .
Gra
du
ate
S
chool
Un
derg
rad
uat
eH
igh
Sch
ool
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.
Example
~ Bloom’s Levels of Learning ~ Applied to Goldilocks and the Three Bears
Evaluation JudgeJudge whether Goldilocks was good or bad. Defend your opinion.
Synthesis ProposePropose how the story would be different if it were Goldilocks and the Three Fish.
Analysis CompareCompare this story to reality. What events could not really happen.
Application DemonstrateDemonstrate what Goldilocks would use if she came to your house.
Comprehension
ExplainExplain why Goldilocks liked Baby Bear’s chair the best.
Knowledge ListList the items used by Goldilocks while she was in the Bears’ house.
Courtesy of http://www.kyrene.k12.az.us/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm
How ACCURATE are you?
Counting Vowels
The Study Cycle (Part I-III)
Step 1
Step 2
Step 3
Preview
Attend & Participate
Review
10 min
ClassTime
10 min
Intense Study Sessions 20-75 minutes
Weekly Review
II
III
I
A “Work-Out System” for your Brain
(The “Power Hour” )
2 minutes Set a goal for the next 60 minutes
50 minutes Study with ACTION and FOCUS
10 minutes Take a break
5 minutes Review what you have just studied
Now begin your next study session with another goal!
Read your text, highlight, fill in your notes with more detail, create mnemonics, create maps, predict test questions, practice recall…
(Part II)
Work in 2-4 sessions each day. (Make them shorter if necessary)
Intense Study Session
Time and Big Rocks*
The question is this:
What is the “moral of the story” when it comes to time management?
Is this jar full? What if we fill it to the top with small rocks…
would it be full?
What if we fill it to the top with water…would it be full?
What if we fill it to the top with sand…would it be full?
*from Stephen Covey
Semester Calendar
Weekly Planning
Master To Do List
Time Tools
Approaches for Different Groups*
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Underrepresented Minority and Women StudentsMore emphasis on confidence and self-efficacy Added emphasis on higher level learning skills
High Performing Students (including minority students)More emphasis on need to reflect and change
behaviors
Graduate and Professional StudentsEmphasis on higher levels of Bloom’s taxonomy and critical reading and thinking
*Many exceptions to these generalizations!
Final Note Please visit our website at www.cas.lsu.edu
We have on-line workshops and information that teach more effective learning strategies. We wish your students an enjoyable learning journey!
Dr. Saundra McGuire
Resources
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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.
Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning, 30(1), 34ff. Retrieved November 9, 2002, from Expanded Academic Index ASAP. http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm
Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing.