get students to value learning: teach them how to learn! saundra y. mcguire, ph.d., director center...

Get Students to Value Learning: Teach them HOW

to Learn!

Saundra Y. McGuire, Ph.D., Director Center for Academic SuccessAdj. Professor, Dept. of ChemistryAssoc. Dean, University College

Louisiana State UniversityBaton Rouge, LA

© LSU Center for Community Engagement, Learning, and Leadership

Desired outcomes

We will have concrete metacognitive strategies that faculty can teach students to increase critical thinking

We will know what motivates students to learn

We will view our students differently We will see positive changes in our

students’ performance and self-perception


A Tale of Three LSU Students Travis, junior psychology student

47, 52, 82, 86 Robert, freshman chemistry student 42, 100, 100, 100 Terrence, junior Bio Engineering

student GPA 1.67 cum, 3.54 (F 03), 3.8 (S

04)


Reflection Questions

Did you study a lot in high school? In college?

When did you learn the conceptual structure (relationships between basic concepts) of your discipline?

When/why/how did you to learn this?


How do some faculty members inadvertently

decrease student learning?

By assigning homework and giving tests that require little, if any, higher order thinking

By assessing learning too infrequently By putting notes on-line and advising

students they don’t need to purchase the textbook

By having little ability to teach students concrete learning strategies

Counting Vowels in 30 seconds

How accurate are you?


So, what can we do to improve student

learning? Teach students about

metacognition Use pedagogical strategies that

reinforce the use of metacognition Assess and provide feedback as

often as possible Use motivational techniques


Metacognition

The ability to:think about thinkingbe consciously aware of

oneself as a problem solvermonitor and control one’s

mental processing

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.

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.


What Can Faculty Do to Increase Learning?

Clearly communicate course goals and expectations

Teach basic learning strategies within the context of the discipline

Use engaging pedagogical technique(e.g. think pair-share, one-minute essay, in class groups, etc.)


Provide a Learning-Centered Syllabus Focus less on what you will do and more on

what you expect the students to do. Specify the learning outcomes you expect and

the assessment tools you will use. Clarify the mutual responsibilities of both you

and the students. Provide students with resources and study aids. Indicate all course policies, but in a friendly

helpful tone.Source: Judith Grunert, The Course Syllabus: A Learning Centered Approach, 1997. Anker

Publishing Company


Clearly specify what is to be learned

Memorization of factsComparing and contrasting dataApplication of informationCreation of new information

(synthesis)Critical evaluation of differing ideasOther


ExampleExample

~ ~ Bloom’s Levels of Learning ~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

http://www.kyrene.k12.az.us/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm


Keys to Learning Based on Cognitive Science

Principles Deep factual and procedural

knowledge of a discipline is required to solve problems

Learning is a continuous process; repetition is the key

New knowledge must be tied to existing knowledge; accurate judgment of knowledge is crucial!

Learning should involve both sides of the brain and several learning styles

Experts vs. Novices

They think differently about problems



Novices vs. Intelligent Novices

Intelligent novices learn new domains more quickly than other novices

The metacognitive skills make the difference


What intelligent novices know

Learning is different from memorization

Solving problems without looking at the solution is different from using the solution as a model

Comprehension of reading material must be tested while the reading is in progress

Knowledge is not “handed out” by the instructor; it is constructed by the learner


The Study CyclePhase 1: Read or preview chapter(s) to be covered in

class… before class.

Phase 2:GO TO CLASS! Listen actively, take notes, participate in class.

Phase 3: Review and process class notes as soon after class as possible.

Phase 4:Implement Intense Study Sessions.

Repeat


Intense Study Sessions

2-5 minutes: Set Goals 20-50 minutes: STUDY with FOCUS and ACTION

(Read your text, create flash cards, create maps and/or outlines, work problems -without

peeking at the answers, quiz yourself…) Achieve your goal!

5 minutes Take a break

5 minutes Review what you have just studied

Repeat

How does background knowledge affect comprehension?

Read this passage and see!*”The procedure is actually quite simple. First, you

arrange things into different groups. Of course, 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 can never tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places.”

What is the task?© LSU Center for Community Engagement, Learning, and Leadership


Washing Clothes Exercise

*Source: Bransford, J.D.& Johnson, M.K. “Contextual Prerequisites for Understanding: Some Investigations of Comprehension and Recall,” Journal of Verbal Learning and Verbal Behavior, 2:7, 1972.


Turning Students into Intelligent Novices

Have them determine their learning style

Have them do “think aloud” exercises Provide time for them to do

metacognitive activities in class Have them ask “why” and “what if” Have them write exam questions that

are at the application level (or higher) on Bloom’s taxonomy

Others?


Active Learning Strategies Get Involved Ask Questions Recite and Write

Review Reflect (megacognate?)


Good notes are essential for

meaningful learning


Cornell Note Taking FormatCornell Note Taking Format

Uses of notes• identify major points• identify minor points

There are 4 Kinds of Notes:• Running Text• Formal Outline• Informal Outline• Cornell Note system

Recall

Column:

Notes on Taking Notes, 4/05/03

Reduce ideas and facts to concise summaries and cues for reciting, reviewing and reflecting over here.


Closing the Gap Between What Faculty Present and What Students UnderstandAn acid is a substance that

produces protons when dissolved in water.

Other Examples of Misconceptions of HCC students?


Get the Most Out of Homework

Start the problems or questions early--the day they are assigned

Do not flip back to see example problems; work them yourself!

Don’t give up too soon (<15 min.)Don’t spend too much time (>30

min.)

Concept maps facilitate development of higher order thinking

skills



Compare and Contrast

Acids Bases

How are they similar?

How are they different?

Create a Chapter Map

Title of Chapter

Primary Headings

SubheadingsSecondary Subheadings


Cooperative Learning Activity

Develop a mini-lesson on the difference between strong acids and weak acids vs. concentrated and dilute acids


Faculty Role in Student MotivationEric Hobson, Albany College of Pharmacy

Positive MotivationTeacher’s attitudes 27%Course structure 22%Intrinsic 20%Course content 17%Performance meas. 10%Financial 1%Parents/Others 1%

Negative MotivationTeacher’s attitudes 27%Course structure 26%Learning environ. 13%Course content 11%Intrinsic 10%Parents/Others 1%

Financial 0.3%


Motivation Boosters

Partial credit for partially correct answers

Letting students use their own problem solving method

Flexible grading scale based on student performance

Demonstrated personal interest in having EVERY student succeed!


Motivation Busters Multiple choice tests with no

opportunity for partial credit Requiring students to use one problem

solving method Absolute grading scale with no

flexibility Attitude that most students are not

prepared to do well, and probably won’t!

Assessment that is not closely tied to what students learned


The Role of Academic Support Centers in Facilitating Learning

Provide faculty with information on student characteristics and on metacognitive learning strategies they can teach students

Assist faculty in developing ways to incorporate learning strategies information into their courses

Help students identify the problem with their performance, and prescribe remedies involving metacognitive strategies


A Tale of Two More LSU Students

Amy, junior organic chemistry student

54, 82, 76, 78

Michael, senior pre-medical organic student 30, 28, 80, 91


What Metacognitive Learning Strategy Can You Teach that

Might Improve Student Performance in Your Course?


Strategies that have worked at other colleges Integrating study strategy techniques into class

structure. Teaching and requiring concept mapping Setting up collaborative working groups in class Frequent pop quizzes and different approaches to

testing and homework Using motivational techniques Supplemental Instruction and Service-Learning


Final Note


Please visit the CAS website at 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 [email protected]. I wish you great success with your students.

Saundra McGuire

http://www.cas.lsu.edu/

mailto:[email protected]


References

Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press.

National Research Council, National Academy Press, 2000. How People Learn

Robinson, Adam. 1993. What Smart Students Know. Three Rivers Press.

www.cas.lsu.edu

http://www.cas.lsu.edu/


In conclusion

Our students CAN change their attitudes and behaviors about learning. BUT, this will happen only if and when they are taught how, and are motivated to do so.

B-31 Coates HallLouisiana State

Universitywww.cas.lsu.edu


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