helping students help themselves marilla svinicki educational psychology the university of texas at...
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Helping students help themselves
Marilla Svinicki
Educational Psychology
The University of Texas at Austin
Where do students need help?
Decreasing their focus on memorization Increasing their self-regulation strategies Increasing and focusing their own motivation Recognizing the need for transfer
Instructional problem:Emphasis on memorization
“I studied so hard and thought I knew everything. How could I get a C?”
“Could you post all the notes on the website?”
“What’s the right answer?”
Students don’t have the same definitions of learning that we do.
What does it mean to understand?
Put a concept in your own terms? Give your own examples? Apply the concept to new situations?
Understand the structure of a concept and how it relates to other concepts.
Structural knowledge: the concept map
Motivation
Non-
cognitive
theories
Cognitive
theories
Drive
theory
Needs
theory
Self worth
theory
Expectancy
Value theory
Attribution
theory
Goal
theory
Self
determination
theory
Why does structure help?5
It provides organization to memory, which reduces cognitive load.
It identifies similar concepts for generalization. It forms the basis for analogical reasoning. It allows you to fill in gaps by inference. It allows you to imagine possible realities you
haven’t directly experienced.
A simple comparative organizer
The stimulus is presented
The stimulus is removed
The stimulus is positive
Positive reinforcement
Punishment
The stimulus is negative
Punishment Negative reinforcement
Example of a cumulative, comparative organizerStatistic When to use Example
Unit 1
T-test
Comparison of two groups
Which of two classes is smarter?
Unit 2
One way analysis of variance
Comparison of three or more groups on one dimension
Which of four classes is smarter?
Unit 3
Two way analysis of variance
Comparison of two or more groups on two or more dimensions
Which of several methods works best for different groups?
A generative chart
Column 1 Column 2 Next generation
Row 1
father
Row 2
sister
Columns
Rows
Applying this to your own situation.
Is there an example of a structural model of the content that you use in your course?
How can you encourage students to use or create their own structural understanding representations?
Instructional Problem: Poor student self-regulation
How can we help our students be better learners?
The GAMES modelG oal-oriented learningA ctive learningM eaningful learningE xplanations and learningS elf-regulation of learning
Goal-oriented learning
Example of good goals for studyingBe able to list, define and give my own
example of the key vocabulary in a chapter.Be able to solve the problems highlighted in a
chapter without looking at the solution beforehand.
Be able to explain how the statistical test described in this chapter differs from the one in the previous chapter.
Active learning
Examples of good active learning strategies for studying: Outlining or creating charts to make connections Summarizing or paraphrasing sections of the reading Working through problems Thinking of examples or questions Creating mental images, metaphors, analogies
What’s wrong with highlighting? What about in your field?
Meaningful learning
Encourage structural understandingMaking outlinesUsing concept mapsCreating comparative organizersDrawing flow chartsCreating a story line for sequences
Explanations and learning
Using peer learning during and outside of class timeFace to face in class group activitiesOnline discussion boards or chat roomsContributor FAQs sitesReflective journals or blogs with responses Identified Audience summary sheets
Self-regulation of learning
What does it involve?Self, task, strategy knowledgeSelf-monitoring, evaluation and correction
Examples of Self-regulation activitiesStudents hand in a critique of own papers.Study plans or phased paper writingSelection amongst options
Would GAMES work for your students and your content? What do you do already that helps your students
become better learners?
How would you adapt GAMES to your classes?
What special learning strategies are particularly salient for your discipline? (Can you help my research team?)
Instructional problem: Misplaced or lack of motivation “Will that be on the test?” “I need an ‘A’ in this class.
What can I do for extra credit?”
“Just tell me the right answer.”
Students are too focused on grades or not focused at all.
Motivation: Goal Orientation
Four proposed orientationsMastery “I want to learn”Approach “I want to succeed”Avoidance “I don’t want to fail”Strategic effort “I want the biggest bang for
my buck”
Fostering mastery goals7
Clear expectations Focus on personal improvement Emphasize learning value of errors Positive support and useful feedback De-emphasize comparison with others Allow some personal control over the process Develop classroom community
Motivation: Self-efficacy for a task
What is it and what effects does it have?
Encouraging accurate self-efficacyPast successPresent successPersuasion through supportMindful analysis of learning
Motivation: Value of a task
Where does value come from?Utility InterestChallengeSelf-determinationSocietal influences
Why should students learn your content?
How would this apply to you?Goal StrategyClear expectations
Personal improvement
Learning from errors
Support and feedback
Diminish comparisons
Allow personal control
Develop community
Support self-efficacy
Convey value of task
Instructional problem:Transfer failure
“Didn’t you learn how to do this last semester?”
“That stuff is from the previous chapter. Do I have to remember it now?”
Students fail to make use of what they already know, and they forget everything after the test.
Useful learning theory
Cognitive learning theory The value of activating prior knowledge The need to overcome “situated” learning The need to create a “transfer” mindset
Teaching strategies Building on what students know Providing lots of varied practice Emphasizing mindful learning Build in activities that point forward
How would this apply to you?
How do you help students connect?What previously learned content/skills would
be important to remind students of in your class?
How do you make the connection between the present and future uses of content?
A quick review
1. Foster structural understanding instead of memorization.
2. Help students learn to self-regulate.
3. Cultivate student motivation.
4. Encourage students to think about transfer while they’re learning.
Readings about learning
Bransford, J., Brown, A. and Cocking, R. (1999) How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
Halpern, D. and Hakel, M. (2002) Applying the science of learning to university teaching and beyond. New Directions for Teaching and Learning no. 89 San Francisco: Jossey-Bass Publisher.
Halpern, D. and Associates (1994) Changing College Classrooms. San Francisco: Jossey-Bass Publisher.
Svinicki, M. (2004) Learning and Motivation in Postsecondary Classrooms. Bolton, MA: Anker Press.