Get Students to Focus on Learning Instead of Grades: Teach them HOW to Learn

1. Get Students to Focus on Learning Instead of Grades: Teach them HOW to Learn! Saundra Y. McGuire, Ph.D., Director Center for Academic Success Adj. Professor, Chemistry Louisiana State University

2. 2004 National College Learning Center AssociationFrank L. Christ Outstanding Learning Center Award�

3. The Story of Four LSU Students2003 - 2004 Travis, junior psychology student 47, 52, 82, 86 Robert, freshman chemistry student 42, 100, 100, 100 Michael, senior pre-medical organic student 30, 28, 80, 91 Terrence, junior Bio Engineering student GPA 1.67 cum, 3.54 (F 03), 3.8 (S 04)

5. Desired outcomes We will better understand why students spend little time studying and do not know how to learn We will have concrete learning strategies that faculty can teach students to increase critical thinking and we will be committed to trying some of these strategies in our classes We will have more resources for our students We will view our students differently We will see positive changes in our students� performance and self-perception

6. Think/Pair/Share What is the difference, if any, between studying and learning? Which, if either, is more enjoyable?

7. Characteristics of Today�s Students Working more hours More diagnosed ADD/ADHD Interested in obtaining credentials Feel entitled to an A or B if they consistently attend class Few time management skills Few learning skills

8. Why don�t students know how to learn or how to study? It wasn�t necessary in high school - 66% of 2003 entering first year students spent less than six hours per week doing homework in 12th grade. - More than 46% of these students said they graduated from high school with an �A� average. Students� confidence level is high - 70% believe their academic ability is above average or in the highest 10 percent among people their age Higher Education Research Institute Study http://www.gseis.ucla.edu/heri/03_press_release.pdf

9. Student Misconceptions Who would have thought?!?

10. Counting Vowels in 30 seconds How accurate are you?

11. How do our institutions exacerbate the problem? Orientation programs that stress fun, recreation, and campus organization involvement Assisting students in scheduling courses �back to back� with no breaks between Others?

13. How do some faculty members further add to the problem? 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

14. So, what can we do to improve student learning? Teach students effective learning strategies Use pedagogical strategies that require the use of learning strategies Assess and provide feedback as often as possible Help students understand the learning process

15. Cognitive Science: The Science of the Mind Questions How do humans process information? How do people increase their knowledge? What factors influence learning? What types of learning facilitate transfer of information learned to new settings? How can we change teaching to improve learning?

16. Experts vs. Novices They think differently about problems

17. Novices vs. Intelligent Novices Intelligent novices learn new domains more quickly than other novices The metacognitive skills make the difference

18. 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 basic concepts in an area are connected to each other

19. Turning Students into Intelligent Novices Have them determine their learning style Have them do �think aloud� exercises Have them ask �why� and �what if� Have them write exam questions that are at the application level (or higher) on Bloom�s taxonomy Have them make concept maps of material Provide time for them to do metacognitive activities in class

20. 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

21. Metacognition The ability to: think about thinking plan and evaluate one�s learning monitor and control one�s mental processing (e.g. �Am I understanding this material?�) accurately judge one�s level of learning

22. Rote Learning Involves verbatim memorization (which is easily forgotten) Cannot be manipulated or applied to novel situations (e.g. remembering phone numbers, dates, names, etc.)

23. Meaningful Learning Learning that is tied and related to previous knowledge and integrated with previous learning Can be manipulated, applied to novel situations, and used in problem solving tasks (e.g. comparing and contrasting the Arrhenius and B-L definitions of acids and bases.)

25. Example ~ Bloom�s Levels of Learning ~ Applied to Goldilocks and the Three Bears

26. Faculty Must Help Students Learn How to Learn! Teach them the difference between learning (meaningful learning) and memorization (rote learning) Teach them specific learning strategies Implement pedagogical strategies that make them use the learning strategies Help them determine their learning style

27. Learning Strategies Should be Based on Learning Style

28. 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

29. http://www.cas.lsu.edu Brain Dominance Personality Modality

30. Brain Dominance Left Brain vs. Right Brain Right Brain: visual, intuitive, holistic, abstract, spatial and main ideas; use charts, maps, time lines, graphs, or visualization as study tools Left Brain: verbal, logical, linear, concrete, time oriented, and details; use outlines, lecture notes, or the Cornell note taking format as study tools Some students will be �balanced�

31. Personality Profile

32. Modality (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.

33. What�s YOUR Style? Left or right brain dominant? Personality Type Extrovert or Introvert? Sensing or Intuitive? Thinking or Feeling? Judging or Perceiving? Modality (Sensory Preference)? Visual, Aural, Read/Write Kinesthetic

34. Learning Style Inventories

35. Strategies that Work Learning Style & Personality Assessments Note taking Systems Concept Mapping The Study Cycle with Intense Study Sessions Time Management Tools Test Taking Strategies Metacognitive Reflections

36. Study Strategies Gold Nugget The Study Cycle with Intense Study Sessions* *Adapted from method developed by Frank L. Christ

37. The Study Cycle

39. Another Cognitive Science Concept: Judgment of Learning (JOL) The ability to: Realistically evaluate what you�ve learned and what you haven�t learned Devise strategies to test your learning (e.g. write about the topic, give a �lecture about the topic�, etc.) Use strategies to deepen your learning

40. Why Students Do Not Accurately Judge their Learning They base their learning on what�s in short term memory They don�t test their learning They�ve never engaged in an activity that would show them that they are overestimating their learning

41. Concept maps facilitate development of higher order thinking skills

42. Compare and Contrast

43. Create a Chapter Map Have you ever started reading a chapter and found yourself on the same paragraph fifteen minutes later? One of the best ways to combat this problem is to preview the chapter by creating a chapter map. Here is one way to do this: 1. It is best to use a large piece of unlined paper (we recommend purchasing some butcher paper from an art or book store) but you can use any paper you have. Print the Chapter Title at the top of the page, then draw a rectangle around the title. Next, look through the chapter and note the number of primary headings. You will write each of these headings in a row across, just below the title, then circle each of them. You will now skim through the chapter once more, this time looking at the number of subheadings. Print these in a row just below the primary headings. Depending on the organization of the chapter, you may continue to add sub-subheadings! This can all be done very quickly. There is no need to spend a lot of time writing details at this point. You may want to fill in details later when you read the chapter, but for now, just preview the chapter with a chapter map. You will find your brain will be ready to comprehend the material now that you have the �big picture�, or an overview of the chapter.Have you ever started reading a chapter and found yourself on the same paragraph fifteen minutes later? One of the best ways to combat this problem is to preview the chapter by creating a chapter map. Here is one way to do this: 1. It is best to use a large piece of unlined paper (we recommend purchasing some butcher paper from an art or book store) but you can use any paper you have. Print the Chapter Title at the top of the page, then draw a rectangle around the title. Next, look through the chapter and note the number of primary headings. You will write each of these headings in a row across, just below the title, then circle each of them. You will now skim through the chapter once more, this time looking at the number of subheadings. Print these in a row just below the primary headings. Depending on the organization of the chapter, you may continue to add sub-subheadings! This can all be done very quickly. There is no need to spend a lot of time writing details at this point. You may want to fill in details later when you read the chapter, but for now, just preview the chapter with a chapter map. You will find your brain will be ready to comprehend the material now that you have the �big picture�, or an overview of the chapter.

44. Get the Most Out of Homework Start the problems 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.)

45. Good notes are essential for meaningful learning

46. Cornell 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

47. Motivation

49. 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, and belief that EVERY student can succeed!

50. 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

51. The 2004 LSU Dental School First Year Class: An Amazing Success Story! Metacognition Discussion � August 13, 2004 Histology Exam � August 23, 2004 Previous class averages: 74 � 78 Challenge to class on August 13: 84 average Reported average on August 24: 85!

52. Reflection Question Who is primarily responsible for student learning? a) the student b) the instructor c) the institution

53. Our students can significantly increase their learning! We must teach them the learning process and strategies We must use pedagogical strategies that motivate students to learn

54. 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. Hacker, D. J., Dunlosky, J., and Graesser, A.C. (1998). Metacognition in Educational Theory and Practice. Mahwah, NJ: Erlbaum Associates Halpern, D.F and Hakel, M.D. (Eds.), 2002. Applying the Science of Learning to University Teaching and Beyond. New York, NY: John Wiley and Sons, Inc. Kameenui and Carnine, 1998. Effective Teaching Strategies That Accommodate Diverse Learners. Upper Saddle River, NJ: Merrill Publishing Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing.