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Polling Question...

Learn how to become an expert learner and improve your performance in difficult courses by using research-based learning strategies and metacognition techniques. Reflection questions, examples, and practical tips provided.

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Polling Question...

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Presentation Transcript

  1. Polling Question... • How do you think you did on the test? • Did the Chapter Outlines help? • Did StudyMate help?

  2. What else can help? • Using Research Based Learning Strategies • Travis, junior psychology student • 47, 52, 82, 86 (B in course) • Joshua, first year chemistry student • 68, 50, 50, 87, 87, 97, 90 (final) (A in course) • Dana, first year physics student • 80, 54, 91, 97, 90 (final) (A in course)

  3. How’d They Do It? • They became expert learners by using metacognition strategies • “They studied to LEARN, not just to make the grade!”

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

  5. For Success... • Stay in learn mode, not study mode • Study as if you have to teach the material, not just get an A on the test

  6. Why is this important? • Because this class is harder than other courses (e.g. lower division or high school) • The course moves a lot faster • The material is conceptually more difficult and cumulative • The problems and questions are more involved • The tests are less straightforward and require you to apply several concepts at one time

  7. Examples from the Test

  8. Use Metacognition Strategies • Metacognition is the ability to: • Think about thinking • Be consciously aware of oneself as a problem solver • Monitor and control one’s mental processing • Be aware of the type of learning that you are doing

  9. Theory to Practice • Do “think aloud” exercises • Constantly ask yourself “why” and “what if” questions • Always test your understanding by verbalizing or writing about concepts; practice retrieval of information • Move your activities to higher order thinking by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.

  10. Remember this?

  11. What level for most of your previous classes?

  12. What level did you need for the test?

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

  14. How to Move “Higher” on Blooms... • The Study Cycle • Preview • Attend • Review • Study • Assess https://youtu.be/6vEWBnIqxcg

  15. Intense Study Session • PLAN 1-2 min. • Decide what you will accomplish in your study session and start • STUDY 30-50 min. • Interact with material: organize, concept map, summarize, process, re-read. • BREAK 5-10 min. • Step away from material to clear your head. • RECAP 5 min. • Go back over, summarize, wrap-up and check what you studied. • CHOOSE • Should I continue studying? Take a break? Change tasks or subject? • https://youtu.be/jnQsmwRQOqU

  16. Effective Metacognitive Strategies • Always solve problems and answer questions without looking at an example or the solution • Memorize everything you’re told to memorize • Always ask why, how, and what if questions • Test understanding by giving “mini lectures” on concepts • Spend time on course material every day • Use the Study Cycle with Intense Study Sessions • Aim for 100% mastery, not 90%!

  17. Two Other Strategies • Create Concept Maps • Compare and Contrast

  18. Chapter Map Title of Chapter Primary Headings Subheadings Secondary Subheadings

  19. Compare and Contrast Concept #1 Concept #2 How are they similar? How are they different?

  20. Which One of the Next Two Slides More Accurately Describes YOUR Actions Before Test 1?

  21. Reasons Students Did NOT Do Well • 1. Didn’t spend enough time on the material • 2. Started the homework too late • 3. Didn’t memorize the information I needed to • 4. Did not use the book • 5. Assumed I understood information that I had read and re-read, but had not applied

  22. Reasons Students DID Do Well • 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

  23. Thinking Ahead to Test #2 • Test #1 average = 80% • Test #2 average = ?? • Other classes have increased the average by using these strategies.

  24. Writing Exercise • What strategy will you use for the next month to prepare for test #2?

  25. If you don’t try it within the next 48 hours... … you probably never will

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