Approaches for Teaching Metacognitive Strategies to Individuals and Groups

Saundra Yancy McGuire, Ph.D.Assistant Vice Chancellor

Professor, Department of ChemistryPast Director, Center for Academic Success

Louisiana State University

QUESTIONS?

1. What questions do you have from this yesterday’s session?

2. What do you want to know more about?

Ten Things Most Faculty Don’t Know

1. It’s not about what we say, it’s about what students hear and are thinking.2. The amount of learning is often inversely

proportional to the clarity of the explanation of the topic

3. “Good” students will not seek help; they must be approached and invited by the instructor; it’s all about the relationship

4. How to teach students how to read, how to listen, how to write, and how to learn

5. Students can learn to be their own tutors

6. Showing students examples of others who drastically improved motivates them to put in the time and the effort it takes to improve

7. The message has to be “you’re brilliant; we’ll help you soar” rather than “you were great in high school, but college requires more”

8. Students CAN be taught how to learn and how to study (www.howtostudy.org)

9. Emotions play a powerful role in learning!10. There are not smart students and students

who are not smart; there are students who have and use strategies, and those who don’t !

Effective Metacognitive Strategies

Always ask why, how, and what if Use SQ5R for reading assignments (survey, question, read, recite, review, wRite, reflect) Test understanding by giving “mini lectures”

on concepts Always solve problems without looking at

an example or the solution Use the Study Cycle with Intense Study

Sessions Use the textbook!

“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. Eventually, they will be used once more, and the whole procedure will then have to be repeated. However, that is part of life.”

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.

What is the task described here?

Metacognitive Get Acquainted Activity*

What do you believe is important to understand and learn in _____________________?

What do you believe to be critical characteristics of successful students in ___________?

How will you study and prepare for exams in ______________________________?

*Simpson, M. & Rush, L. (2012) in Teaching Study Strategies in Developmental Education, Hodges, Simpson, Stahl eds. New York: Bedford/St. Martin’s

Historical Background on Study Strategies Developmental Education and Learning Assistance Today Diverse Populations in the Classroom Students’ Beliefs about Study Strategies Theory, Research, and Best Practices Assessment and Evaluation

Hodges, Simpson, Stahl eds. (2012) Teaching Study Strategies in Developmental Education, New York: Bedford/St. Martin’s

Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

Another Valuable Reference

Effective Strategies for Teaching Unprepared Students*

Establish High Expectations Emphasize Consistent Contact Determine Students’ Learning Styles Define Student Success Clarify Student Responsibility Establish a Learning Community of

Scholars Meet Students Where They Are Interweave Assessment and Teaching*Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

Learning Style/Preference

VISUAL AURAL

READ/WRITE KINESTHETIC

www.cas.lsu.edu

Reading/WritingYour prefer to learn by reading and taking notes. Read all assignments. Focus on headings and subheadings to help you find the author's organization of information. You might find it useful to reread and rewrite words and notes. Use flashcards, lists, and charts to study.AuralYou prefer to learn and process material by listening. Participation in study groups and class discussions provide one of the very best ways to learn from what you hear and say. You might think that you should tape your lectures, but that won't help you separate and organize important lecture ideas. Instead, try converting writtenlecture notes to audio tapes. Read your notes aloud into a tape recorder, leaving brief amounts of time between main ideas and questions. This gives you time to think and then process out-loud. Kinesthetic You prefer to learn by direct experience or by moving. When you learn from direct experience, you learn by touch or by physical movement. The more you do, the more you learn. Highlighting, underlining, labeling information, and writing add movement to learning. Mapping, creating or using 3-D models if possible, charting, or creating other graphics or interactive tools also are ways to learn by doing. Role-plays, and experiments also help you learn actively. Participation in study groups or tutoring others providesadditional ways to become an active learner.VisualVisual learners prefer concept mapping, flash charts, visual outlines and graphics. Adding meaningful symbols, colors, and graphics to notes also provide visual cues. Try to visualize how information appears on a page. In study groups or discussions, clarify what is said through either an image or drawing out a map.

2.) Sensory Preference (Modality)

Time Management isLife Management

Big Rocks

The question is this:

What is the “moral of the story” when it comes to time management?

Is this jar full? What if we fill it to the top with small rocks…

would it be full?

What if we fill it to the top with water…would it be full?

What if we fill it to the top with sand…would it be full?

Semester CalendarSunday Monday Tuesday Wednesday Thursday Friday Saturday

6 JANUARYWeek 1

7 8Orientation

9Orientation

10Orientation

11 12

13Week 2

14Classes Begin

15 16 17 18 19

20Week 3

21Martin Luther King Holiday

22 Classes resumeFinal date for dropping without receiving a “W”

23 24Final date for adding courses

25 26

27Week 4

28 29 30 31 1 FEBRUARY 2

3Week 5

4

Mardi Gras Holiday5Mardi Gras Holiday

6Mardi Gras Holiday

7Classes Resume

8 9

10Week 6

11 12 13 14 15 16

17Week 7

18 19 20 21 22 23

24Week 8

25 26 27 28 29 1 MARCH

2Week 9

3MIDTERMS

4MIDTERMS

5MIDTERMS

6MIDTERMS

7 MIDTERMS

8 MIDTERMS

9Week 10

10 11 12 13 14 15

16Week 11

17Spring Break

18Spring Break

19Spring Break

20Spring Break

21Spring Break

22

23Week 12

24Classes Resume

25 26 27 28 29

30Week 13Course scheduling for fall begins

31 1 APRIL 2 3 4 5

6Week 14

7Final date for resigning from university and/or dropping courses

8 9 10 11 12

13Week 15

14 15 16 17 18 19

20Week 16

21 22 23 24 25 26

27Week 17

28 29 30Concentrated Study Period

1 MAYConcentrated Study Period

2Concentrated Study Period

3 Classes endConcentrated Study Period

4Week 18ConcentratedStudy Period

5FINALS

6FINALS

7FINALS

8FINALS

9FINALS

10FINALS

11Week 19

12 13 14 15 16CommencementDay

17

Find at: www.cas.lsu.edu

EXAM

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FAMILY REUNION

FAMILY WEDDING

PROJECT

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RESEARCH PAPER

Weekly Planner

ISS’s

Using Cognitive Science Information to Improve Student Performance

Scenario Analysis

Learning Strategies Handout

Description of one strategy you can implement to help students achieve greater success in the course(s) you are teaching

What Faculty Can Do to Teach Metacognitive Strategies

Administer a Learning Strategies Inventory after the First Examination

Conduct a Learning Strategies Session in Class Invite a speaker from the Learning Assistance

Center to talk with the class Discuss metacognitive learning strategies during

office hours Take the on-line workshops on the LAC and

Student Success & Retention websites Demonstrate the confidence that all students can

excel in the course!

Special 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, including concept mapping. Have fun turning your students into expert learners!

Saundra McGuire