Teaching Students High-Teaching Students High-Performance LearningPerformance Learning

Linda B. Nilson, Ph.D., DirectorLinda B. Nilson, Ph.D., DirectorOffice of Teaching Effectiveness and InnovationOffice of Teaching Effectiveness and Innovation445 Brackett Hall, Clemson University, Clemson, SC 445 Brackett Hall, Clemson University, Clemson, SC 29634 USA29634 USATel: (864) 656-4542 * Fax: (864) 656-0750 Tel: (864) 656-4542 * Fax: (864) 656-0750 nilson@clemson.edu * * www.clemson.edu/OTEI

Participant Participant OutcomesOutcomes

By the end of this workshop, you will be By the end of this workshop, you will be able to teach students research-backed, able to teach students research-backed, high-performance strategies for: high-performance strategies for:

readingreading academic material for academic material for conceptual understanding conceptual understanding

studying studying for tests and long-term for tests and long-term retention retention

taking teststaking tests more effectively and more effectively and efficiently. efficiently.

Most of these strategies will involve Most of these strategies will involve developing students’ metacognitive developing students’ metacognitive skills –that is, their ability to plan, skills –that is, their ability to plan, monitor, control, evaluate their monitor, control, evaluate their learning.learning.

Many studies tell us that, when Many studies tell us that, when students acquire these skills, they students acquire these skills, they improve their reading improve their reading comprehension, study skills, problem-comprehension, study skills, problem-solving skills, and test performance solving skills, and test performance (also written or designed work). They (also written or designed work). They also become less over-confident.also become less over-confident.

MetacognitiveMetacognitiveAwareness/Skills Awareness/Skills ≈≈

Self-regulated learning Self-regulated learning Self-assessment of learningSelf-assessment of learning Self-directed learningSelf-directed learning Self-monitoring of learningSelf-monitoring of learning Reflection on learningReflection on learning

plusplus Attributing success/failure to Attributing success/failure to

own study habits & effortsown study habits & efforts

Regulatory ChecklistRegulatory Checklist (Schraw, 1998, p121)(Schraw, 1998, p121)

Planning1. What is the nature of the task?2. What is my goal?3. What kind of information and strategies do I need?4. How much time and resources will I need?

Monitoring1. Do I have a clear understanding of what I am

doing?2. Does the task make sense?3. Am I reaching my goals?4. Do I need to make changes?

Evaluating1. Have I reached my goal?2. What worked?3. What didn’t work?4. Would I do things differently next time?

Instruments to Self-Instruments to Self-Assess Metacognitive Assess Metacognitive

SkillsSkills For Problem Solving: For Problem Solving: Cooper & Cooper &

Sandi-Urena, 2009. Sandi-Urena, 2009. Available at Available at http://pubs.acs.org/doi/abs/10.1021/ed086p240

Any Discipline: Any Discipline: Schraw & Schraw & Dennison, 1994. Dennison, 1994. (Put in (Put in scholar.google.com)scholar.google.com)

ReadingReading

Typical Case ScenarioTypical Case Scenario “…“…they just don't read well enough to handle the they just don't read well enough to handle the

amount and difficulty of reading assignments in amount and difficulty of reading assignments in college. They often read and reread the same page in college. They often read and reread the same page in a textbook, without understanding or remembering a textbook, without understanding or remembering what they have read. Eventually, they give up in what they have read. Eventually, they give up in despair.…despair.… Most students are…likely to manage maybe Most students are…likely to manage maybe three sessions per hour, and to set aside only two three sessions per hour, and to set aside only two hours to get their reading assignments from one class hours to get their reading assignments from one class done for the next day. And most are lucky to get even done for the next day. And most are lucky to get even one page, not two, properly read in each five-minute one page, not two, properly read in each five-minute session. So…such a student will read about six or ten session. So…such a student will read about six or ten [pages]. Each time he tries to do his homework, he [pages]. Each time he tries to do his homework, he will fall even further behind, until finally he surrenders will fall even further behind, until finally he surrenders to hopelessness and starts looking for ways to weasel to hopelessness and starts looking for ways to weasel a higher grade than he deserves….” (Blue, 2003).a higher grade than he deserves….” (Blue, 2003).

Besides, Besides, WhyWhy Read? Read?

Many college students never did the readings Many college students never did the readings in middle & high school—and did very well.in middle & high school—and did very well.

2/3 of entering U.S. college students in fall 2/3 of entering U.S. college students in fall 2003 spent < 6 hrs/wk on homework in HS 2003 spent < 6 hrs/wk on homework in HS senior year, and almost half graduated with senior year, and almost half graduated with an A-averagean A-average (Higher Education Research Institute, 2004).(Higher Education Research Institute, 2004).

70% of these students rated their academic 70% of these students rated their academic ability above average or within the top 10% of ability above average or within the top 10% of their cohorttheir cohort (Higher Education Research Institute, 2004).(Higher Education Research Institute, 2004).

1. Explain Why They 1. Explain Why They Must Read Must Read NOWNOW

What are you going What are you going to tell students?to tell students?

2. Explain What 2. Explain What Reading Is and Isn’tReading Is and Isn’t

NotNot an eye exercise an eye exercise All about focus, All about focus,

concentrationconcentration

3. Teach Students How to 3. Teach Students How to Read Academic Material: 3 Read Academic Material: 3

MethodsMethods Wise highlighting or underliningWise highlighting or underlining – –

but demands the least engagementbut demands the least engagement Marginalia of summary or Marginalia of summary or

reactionreaction –– good for decent readersgood for decent readers 5-step process for reading a 5-step process for reading a

textbook or point-of-view textbook or point-of-view nonfiction nonfiction – – best for most students; best for most students; primarily homeworkprimarily homework

Problems with HighlightingProblems with Highlighting

Too much text highlightedToo much text highlighted Doesn’t improve overall recall Doesn’t improve overall recall When studying later, students who When studying later, students who

highlight:highlight: recall highlighted text better than other recall highlighted text better than other

students, but recall students, but recall nonnon-highlighted text -highlighted text less less wellwell..

recall highlighted text as recall highlighted text as unrelated piecesunrelated pieces of of info; lose overall meaning & interrelationships.info; lose overall meaning & interrelationships.

Kiewra. K.A. (2005). Kiewra. K.A. (2005). Learn how to study and SOAR to success.Learn how to study and SOAR to success. Upper Upper Saddle River, NJ: Pearson Prentice Hall.Saddle River, NJ: Pearson Prentice Hall.

5 Steps to Read a Textbook 5 Steps to Read a Textbook or Point-of-View Nonfictionor Point-of-View Nonfiction

1.1. Pre-readPre-read with them for reflection with them for reflection

2.2. PreviewPreview readings readings

3.3. Review purposeReview purpose for reading: study for reading: study questions orquestions or problems problems

4.4. ReadRead with purposewith purpose for answers, for answers, solutions solutions – – written homeworkwritten homework

5.5. ReviewReview readings readings - - written homeworkwritten homework

Generic Questions for Point-of-View Non-Fiction

What is the author’s position or claim? What are the main arguments given in

support of this position or claim? What evidence or data does the author

furnish to support his/her position or claim?

Evaluate the author’s case, identifying any questionable evidence or data, missing information, or flaws in logic or analysis.

4. Teach Students Logical 4. Teach Students Logical Transitions and Signal Transitions and Signal

WordsWords AdditionAddition Cause-and-EffectCause-and-Effect ComparisonComparison ContrastContrast EmphasisEmphasis Illustration Illustration

Studying for Studying for Tests and Long-Tests and Long-Term RetentionTerm Retention

1. Study timing and spacing2. Visual study tools3. Review strategies4. Problem-solving practice5. Study groups – formalized6. Student-created review

sheets

1. Study Timing and Spacing

Leave time (days or weeks) after first reading before reviewing or studying again. (Rohrer & Pashler, 2010)

Study early; leave time (days) between studying and the test.(Rohrer & Pashler, 2010)

2. Visual Study Tools Help students identify important ideas Help them make the abstract + concrete Enhance their reading comprehension Makes them integrate and structure

knowledge Encourage their higher-order thinking Foster their conceptual understanding Enhance their long-term retention

Research on Visuals

Deeper learning, conceptual understanding Show BOTH structure of knowledge and integration of its

elements

Better, longer retention + easier retrieval Require less working memory, fewer cognitive transformations Dual coded in semantic and episodic memories

Cognitive operations easier Easier to locate and extract information Easier to draw inferences

Cross-cultural

Mind Map (Web)

Teach Students How to Mind Map

Write down central idea in center. Think of (free-assoc) up to 6-7 related ideas

and write them down as radiating out from the center (with arrows).

Think of (free-assoc) ideas related to these ideas and show them radiating out from previous ideas.

Look for cross relationships and draw lines (with arrows) between related ideas.

Guidelines

Large piece of paper, landscape style (or board or monitor)

Key words only Add color, icons, and

symbols

Sub Topic

Sub TopicSub Topic

Topic

Sub TopicTopic

Topic Main Idea

Concept Map

PROCESSES

ME 404: Manufacturing Processes and Their Application, Professor Laine

Mears

Material Removal

Material Transformation

Material Addition

Bulk Deform.

Casting Processes

Polymer Processes

AdhesionJoining Rapid Prototyping

Machining Processes

Integration Interpretation Quality

•QFD •GD & T •Metrology

•SPC

•Push / Pull

•Lean Mfg.

•Turning

•Milling

•Drilling

•other

•Sand casting

•Diecast

•Investment

•other

•Forging

•Rolling

•Extrusion

•Drawing

Sheet Metal

•Bending

•Stamping

•Blanking

•Punching

•Inj. Molding

•Blow molding

•Rotomold

•other

•Welding

•Brazing

•SLA

•SLS

•3D Printing

•other

DESIGN INDUSTRIAL

Time

Design for X Process Planning

MANUFACTURING

Concept = human-defined pattern in objects, events, or properties ―e.g., Objects: “force” “light” “food” “population”

“weather” “pressure” “energy” Events: “rain” “photosynthesis”

“marriage” Properties: “taste” “density” “life-giving”

“volume” “texture”

Hierarchical Organization of Knowledge

from most inclusive/general/broad/abstract (superordinate) concept

to most exclusive/specific/narrow/concrete (subordinate) concepts

Weather such as

Rain

Population described by

Density

Rite-of-passage

e.g.

Marriage

Photosynthesis

requires requires

Light CO2

Energy one form is

Light which has this property

Life-giving which describes

Photosynthesis

Teach Students How to Concept Map

1. ID & list 12-15 concepts from reading, classes, etc. (KISS).

2. Write each concept on a post-it note or small index card.

3. ID main topic/concept (superordinate) and place at top center.

4. Rank-order or cluster remaining concepts (subordinate) from most inclusive/general/broad/abstract (higher up) to most exclusive/specific/narrow/concrete (lower down)

5. Arrange concepts in a linkable hierarchy.6. Draw whole hierarchy on piece of paper

(graph?) with enclosures around concepts and labeled linking lines (to specify relationship).

7. Look for cross-links (across branches), draw in as dotted lines, and label links.

Guidelines

Avoid crossing linking lines. No arrows needed because

down is assumed. Linked concepts + label =

“proposition”

3. Review Strategies 3. Review Strategies Read * Recall * Read * Recall *

ReviewReview1. 1. ReadRead; put away book and notes. ; put away book and notes.

2. 2. RecallRecall all you can. all you can. 3. 3. ReciteRecite aloud or aloud or writewrite it down. it down.

Better immediate & delayed free recall of fact-based Better immediate & delayed free recall of fact-based passages than rereading & equal to note-taking passages than rereading & equal to note-taking

Less time than note taking, more under learner's Less time than note taking, more under learner's control control

Gives learner “deliberate practice,” “retrieval Gives learner “deliberate practice,” “retrieval practice,” “retrieval rehearsal,” & immediate practice,” “retrieval rehearsal,” & immediate feedbackfeedback

McDaniel, M.A., Howard, D.C., & Einstein, G.O.(2009). The Read-Recite-Review study strategy: McDaniel, M.A., Howard, D.C., & Einstein, G.O.(2009). The Read-Recite-Review study strategy: Effective and portable. Effective and portable. Psychological Science, 20Psychological Science, 20(4), 516-522. (4), 516-522.

Roediger, H.L. III, & Karpicke, J.D. (2006). The power of testing memory: Basic research and Roediger, H.L. III, & Karpicke, J.D. (2006). The power of testing memory: Basic research and implications of the educational practice. implications of the educational practice. Perspective on Psychological Science, 1Perspective on Psychological Science, 1(3), 181-210.(3), 181-210.

Similar SchemaSimilar Schema

SQ3R = survey-question-read-recall-review

PQR3 = preview-question-read-recite-review

Web Sites on StudyingWeb Sites on Studying

www.aw-bc.com/etips/usahome/index.html

www.educationatlas.com/study-skills.html

www.studygs.net/murder.htm www.how-to-study.com/pqr.htm www.mindtools.com/rdstratg.html www.ucc.vt.edu/stdysk/stdyhlp.html www.studygs.net

4. Problem-Solving Practice

Interleaved practice (abcbcacab) produces better learning than blocked (aaabbbccc).

Have students solve “old” problems in addition to “new” ones.

Related to study timing & spacing. True for any skill, cognitive or

physical.

5. Study Groups

Must be formally organized so members have responsibilities to the group.

Best managed by a learning center or first-year course program.

Mixed results about effectiveness of studying in a group v. alone

(Arum, R., & Roska, J. (2010). Academically adrift: Limited learning on college campuses. Chicago: Univ. of Chicago Press.

6. Student-Created Review Sheet

List major content areas. Designate relative importance. Within each content area, write down what

you should be able to do or demonstrate, avoiding internal-states verbs like “know” and “understand.” Use “recognize,” “identify,” “reproduce,” “apply,” “analyze,” “draw relationships between,” “evaluate,” “create.”

Prepare to do or demonstrate these outcomes.

Test-TakingTest-Takingand Debriefingand Debriefing

Reducing Test AnxietyReducing Test Anxiety

Students write about their worries for 10 mins. right before the test. Unloads anxiety that uses up

working memory Raises test scores by almost one

grade point. Relaxation techniques: deep

breathing, slowly counting to 10, visualizing successful test session

Metacognitive Metacognitive Activities on Quizzes Activities on Quizzes

& Tests& Tests Problems:Problems: Re-solve incorrect problems Re-solve incorrect problems

& write out the correct strategy.& write out the correct strategy. ““Post-exam reflection” after graded Post-exam reflection” after graded

test is returned (one-stage):test is returned (one-stage): Diff betw expected and actual performanceDiff betw expected and actual performance Hours spent studying – enough?Hours spent studying – enough? How you spent exam-prep timeHow you spent exam-prep time Reasons why you lost pointsReasons why you lost points What you will do differently to prep for What you will do differently to prep for

next examnext exam

2-stage “post-test analysis” 2-stage “post-test analysis” questionnaire on prep strategies (see questionnaire on prep strategies (see Teach ProfTeach Prof, 12/09), 12/09) End of test End of test When graded test is returnedWhen graded test is returned

““Test Autopsy” – error analysis (form)Test Autopsy” – error analysis (form) Before test #2, write “study game Before test #2, write “study game

plan” based on test #1 experience & plan” based on test #1 experience & results; assess and, if necessary, results; assess and, if necessary, revise plan after test #2 is returned.revise plan after test #2 is returned.