How to Teach A Large Class Online….Challenges, Opportunities---Grandma’s Recipe is the Key!

Howard UniversityJune 25th, 2020

.

Rosianna R. Gray, Ph.D.Assistant Professor of Biology, The University of Alabama at Birmingham

Magna Cum Laude Alumna, Stillman College Dept of Biology

Faculty Outstanding Teaching Award Recipient at Stillman College

Welcome to the session!What’s Your Area at Howard?

A. Biology

B. Chemistry

C. Education

D. Engineering

E. Physics

F. Other

How much do you know about metacognition?

A. Almost nothing

B. Just a little

C. Quite a lot

D. More than I want to know!

Metacognition

The ability to:

▪ think about your own thinking

▪ be consciously aware of yourself as a problem solver

▪ monitor, plan, and control your mental processing (e.g. “Am I understanding this material, or just memorizing it?”)

▪ accurately judge your level of learning

▪ know what you know and what you don’t know

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

Why don’t many students already have metacognitive knowledge?

It wasn’t necessary before

The First Encounter with Metacognition….

-Stillman College students- Pre-college preparation deficiency-Low-motivation level-”Science is too hard!” Syndrome

-Metacognition Workshop for Chairs and Faculty

Challenges Encountered via Online Instruction

With Every Challenge Comes an

Opportunity!

Metacognition Utilization in Introductory Biology Courses at

Stillman College

The University of Alabama

The University of Alabama at Birmingham

Large Online Courses and Metacognition Implementation

Utilization of Your Virtual Platform

Canvas

Blackboard

E-Learning

MOODLE

Others

Virtual First Day of Class Strategy

Set the ToneIt’s not about how smart you are….It’s about changing your learning behavior! This is what makes the difference.

Every student reading this slide is smart!

First Day First Week

and First Exam Utilization

First Day of Class

• First Day of Class: Abbreviated 30-minute Metacognition Seminar in lieu of traditional ”Syllabus Day”…and “GAP Awareness”

First Week of Classes

• First Week of Classes: Full 1 hour 30 min metacognition seminar along with metacognition strategies that can be implemented immediately….Grandma’s Recipe Introduction…….Offered during evening hours with pizza and soda ☺

After Exam 1…..• After 1st Exam: Full 1 hour and 30 min Metacognition Seminar via Zoom along with metacognition strategies for those students who missed the first presentation as well as those who realize “my high school learning behavior needs “an upgrade!” 30 mins of seminar focuses on Grandma’s Recipe and each student making one

Standing Room or

Full Zoom RoomOnly!!! ☺

Utilization of Institutional Virtual Platforms to add ease and simplificationExample

• mediaspace.uab.edu

• 4 Recorded Metacognition Videos that are accessible 7 days a week, 24 hours a day and year-round… Simplification and Ease!

GRANDMA’S RECIPE FOR ACCOUNTABLE

LEARNING AND TIME MANAGEMENT

A Great In Class or Virtual Pedagogical Strategy

Grandma’s Recipe for Accountable Learning and Time Management

Grandma’s Recipe for Accountable Learning and Time Management

Strategy

*******Students always feel betterwhen they have a plan no matter the age or grade level ☺

• Course Syllabus and Course Calendar

• Campbell Biology Book/Tortora Microbiology, etc.

• Blank Calendar Page with 30-31 days

• Google Calendar

Statements that can trigger student interest and motivation while introducing

the Accountability Strategy

• “Things always work better when you have a plan.”

• “This plan may help make you less stressed.”

• “This plan will help to change or tweak your learning behavior which in turn can help improve your grades.

Example: Field of Dreams movie

“Plan it and the grades will come ☺”

Grandma’s Recipe Step-By-Step

Grandma’s Recipe for Accountable Learning and Time Management

BY 123-2F Introductory Biology I

Course Syllabus, Course Calendar and Policies, Spring 2019

The instructor will make every effort to follow the guidelines of this syllabus as listed; however, the instructor reserves the right to amend this document as the need arises. In such instances, the instructor will notify

students in class and/or via email/ or CANVAS notification and will endeavor to provide reasonable time for

students to adjust to any changes.

Class: LECTURE Tuesday and Thursday 3:30-4:45 PM, Room VH L 101 A

Instructor: Dr. Rosianna R. Gray

Office Hours: Mondays and Wednesdays 9:00-10:30 AM or by appointment

Office Location: Room 377 Campbell Hall

Phone: 205-934-9686

Email: gray047@uab.edu Include BY 123 in the subject line or the e-mail may be deleted

Prerequisites:

Undergraduate level MA 106 Minimum Grade of C-May be taken concurrently or Undergraduate level MA 107 Minimum Grade of C-May be taken concurrently or

Undergraduate level MA 125 Minimum Grade of C-May be taken concurrently or

Undergraduate level MA 126 Minimum Grade of C-May be taken concurrently or Undergraduate Certificate level BY 116 Minimum Grade C or (ACT Math Score 23 and High

School GPA 3.5) or (ACT Math Score 24 and High School GPA 3) or ( ACT Math Score 25 and

High School GPA 2.5) or ACT Math Score 26 or ( SAT Mathematics 540 and High School GPA 3.5) or ( SAT Mathematics 560 and High School GPA 3) or (SAT Mathematics 580 and High

School GPA 2.5) or SAT Mathematics 600 or MA Screening- Calculus Part I 17 or MA

Screening-Advanced 21

Course Syllabus Example

The Course Syllabus and Calendar• 1. How many days from the first day of lecture to the day of the exam?..... • 2. How many chapters are on the exam?...• 3. Rank your chapters according to difficulty (the student must make this decision)• 4. Decide how many days you will assign to each chapter according to your

abilities, reading speed, and background, etc.• 5. Be very specific with what you will do for each chapter assignment! (sliding scale)

Course Calendar Example

How many days from the first day of lecture to the day of the exam?...

33 days

How many chapters are on the exam?...

6 chapters

Rank your chapters according to difficulty (You as the student must make this decision)

This is often the most difficult part of Grandma’s Recipe for students

Chapter 5: Macromolecules #1 *Most Difficult informationChapter 2: General Chemistry #2 *I am not very good with chemistryChapter 4: Carbon Chemistry #3 *I know what carbon is but I am not very good

with chemistryChapter 3: Water Chemistry. # 4 *I know quite a bit about water, but I may have

issues with the chemistryChapter 7: Membranes and #5 *Not as difficult material… I know a little bit about

membranes and its transport components but this is the longest chapter of the 6 (the most information)

Chapter 6: Cell Structure and #6 *Very familiar information…Should require the Function least amount of time

Example

***The information is to be entertained in order after ranking occurs!!!!!!***

Decide how many days of the calculated number of days you will assign to each chapter according to your abilities, reading speed, and background, etc. NOT including the last two days.

Example: Using 33 days

Chapter 5: Macromolecules #1 ………….8 daysChapter 2: General Chemistry #2………….6 daysChapter 4: Carbon Chemistry #3…..……..5 daysChapter 3: Water Chemistry # 4……. ….4 daysChapter 7: Membranes and #5……… …5 days

TransportChapter 6: Cell Structure and #6…………..3 days

Function

Total days: 31 of 33

Blank Calendar

Specificity is Key!

Ch.2 pp. 18-24

Ch.2pp. 25-32

Ch.2pp. 33-38

Ch.4 Ch.4 Ch.5

Ch.2pp. 55-58

Ch.2pp- 51-54

Ch.2pp. 42-50

Ch.2pp. 39-41

Ch.7 Ch.7 Ch.7 Ch.7 Ch.7

Ch.7 Ch.7 Ch.7 Day 32

Ch.7

Ch.5 Ch.5 Ch.5 Ch.5 Ch.5

Ch.4

Ch.6 Ch.6

Ch.6

Ch.3 Ch.3 Ch.3

Day 33 EXAM

Ch. 2•Covalent bonds• Ionic bonds•Hydrogen bonds•Dr. Gray’s educreation video for bonds•Read pages 37-41 Book • I have about 45 mins available total for BY 123

on this day

Calendar Detail Example

Hello Dr. Gray,

I met with you yesterday and you encouraged me to try out the "Grandma's Recipe," metacognition strategy. I'll admit that after the video I felt encouraged, as well as a little discouraged after I realized I have only 13 days before the next exam. I completed a rough draft of a study schedule and I've attached it for you to view. I'm not sure if I did it right, so all criticism and help are wanted and needed. The calendar I completed was small, but it gave me an outline on where to start. I plan to implement exact times on the electronic calendar. If you have any other testimonials from previous students I would love to read them for the encouragement.

Thank you for your kind words and encouragement,Aliyah Peters

Student 1 Grandma’s Recipe

Hey Dr. Gray! I know you are so super busy, but I thought I’d send you my study calendar and if you have time to skim it and tell me if it looks okay that would be awesome but if not it’s totally okay!! I’m so excited for this semester learning Biology and I can’t wait to see what the future holds!!Thank you so much in advance,-Laura Lee Stickler (llstick)

Student 2 Grandma’s Recipe

Hello,My name is Kennedy Parker and I am in your BY 123 class. I loved the idea to make a study calendar instead of trying to learn a lot of material at the last minute. Whenever you get the chance can you please review my calendar and see if there is anything I can fix?

Thanks in advance,Kennedy Parker

Student 3 Grandma’s Recipe

What about the last two days….The day before the exam and the day of the exam????

You will do nothing.

Say what??????

•Google Calendar, Outlook Calendar, etc.

• Students should include ALL other LIFE VARIABLES (other courses, work schedule, care for younger siblings, research, etc.

Student Testimonial

Dr. Gray,

I wanted to thank you for telling me to watch the metacognition video.

After watching it after I did not so well on exam 1, I implemented the

reading strategy that is advised. I took it in parts and I was able to actually

comprehend the material that was being taught. I also studied a little

every day even if I could only fit in 30 minutes in. I made the study

calendar and with having that as a guide I was able to hold myself

accountable for that I was doing. With doing this I was able to go from a

50 to an 80 and I was blown away. Thank you so much again and thank

you for the encouragement that you’re always giving because it made me

have faith in myself.

Thank you so much,

Stephania Casas

The Rewards for Students: One Student’s Testimonial

1. “For my first two semesters, most classes were fairly simple, and it wasn’t until biology during this past fall that I discovered I truly had to read, learn (not memorize), and work! I discovered this because you were able to teach us the right way to study and the right way to gather knowledge.

2. From being able to pick apart key points in chapters all the way to not continuing on until I truly understand a concept has made an enormous difference in my study habits and efforts and also reflected itself in my grades across the board.

3. I now carry all of these concepts over into my language and business classes as well.

4. I thought I would also share my success with you from last semester. I started my semester off with a 72 on my first exam. I started a little later with your learning tips but I definitely earned every bit of that 72, if it weren’t for them, I would have been crushed. After applying your methods and truly LEARNING the information, I increased my grades from 72 on exam 1 to 88 on Exam 2, 89 on Exam 3 and 88 on exam 4 (I was so close to an A!!)

1.Immediate introduction to strategies to change learning behavior!

2.Identification of key points and apply learned concepts

3.Application of metacognition strategies to other courses outside of Biology

4. Increase in grades ☺☺☺☺

4 Common Comments Among Students After Implementing Grandma’s Recipe

4Reflect

4Reflect

3Review

The Study Cycle

1 Set a Goal 1-2 min Decide what you want to accomplish in your study session

2 Study with Focus 30-50 min Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.

3 Reward Yourself 10-15 min Take a break– call a friend, play a short game, get a snack

4 Review 5 min Go over what you just studied

Focused Study Sessions

Attend

Review

Study

Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.

Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you.

Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.

Assess your Learning – Periodically perform reality checks• Am I using study methods that are effective?• Do I understand the material enough to teach it to others?

Preview

Center for Academic SuccessB-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

Assess

Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.• Intense Study Sessions* - 3-5 short study sessions per day• Weekend Review – Read notes and material from the week to make connections

Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing

Mindset Matters!

Shenk, David, 2010. The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday

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

Two Valuable References

Nilson, Linda. (2013) Creating Self-regulated LearnersSterling, VA: Stylus Publishing

1. Grandma’s Recipe implementation and Follow-UpSpecificity and clarity in introduction, procedure for implementation and sustainability

2. Use of Online PlatformCanvas, Blackboard, University Channels, etc.blazernet.uab.edu (Canvas course example)mediaspace.uab.edu (University Channel for Metacognition example)

3. Supplemental Instruction (SI) LeaderS and TA incorporation into Metacognition Implementation Platform

ConclusionWe can significantly increase student success by…

• teaching students how to learn

• making learning visible

• not judging student potential on initial performance

• encouraging students to persist in the face of initial failure

• encouraging the use of metacognitive tools for deep and integrative learning

Additional 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.

▪ Christ, F. L., 1997. Seven Steps to Better Management of Your Study Time. Clearwater, FL: H & H Publishing

▪ Cromley, Jennifer, 2000. Learning to Think, Learning to Learn: What the Science of Thinking and Learning Has to Offer Adult Education. Washington, DC: National Institute for Literacy.

▪ Ellis, David, 2014. Becoming a Master Student. Boston: Cengage Learning.

▪ Hoffman, Roald and Saundra Y. McGuire. (2010). Learning and Teaching Strategies. American Scientist , vol. 98, pp. 378-382.

▪ Nilson, Linda, 2004. Teaching at Its Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company.

▪ Pierce, William, 2004. Metacognition: Study Strategies, Monitoring, and Motivation. http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm

McGuire, S.Y. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Sterling, VA: Stylus

A Faculty Resource

New Online Course on Teach Students How to Learn (https://tinyurl.com/TSLcourse) Offered by Dr. Bridget Arend

McGuire, S.Y. (2018). Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level. Sterling, VA: Stylus

The Book for Students

A Grandma’s Recipe for You ☺Chicken and Dressing Set your oven to 325 degrees

1 Box of Stove Top Stuffing (Chicken)

1 cup of chopped onions, bellpeppers, and celery

6 large cornbread muffins or 1 small skillet of cornbread (yellow meal corn

bread is better)

Mix contents in a bowl and put to the side

Boil 3 small chicken breast or one small whole chicken fryer (if you use the

fryer, remove all skin and use only the breast portion of the meat). Boil the

chicken in chicken broth to add flavor. Chop the meat into small pieces (shred

if possible) after it is done cooking (cook until the chicken is very soft and

falling off the bone). Save the broth from the chicken and add an additional

can of chicken broth to the fryer broth and keep warm.

In a small bowl, mix one can of cream of chicken soup and 2 tablespoons of

sour cream. Mix well!

In a deep flat Pyrex dish, put a layer of the cornbread mixture ( 1/2) to cover

the bottom completely. Next spread the chicken over the layer of cornbread

mixture. Next spread the cream of chicken mixture over the meat layer and

cover completely. Next, put the remaining cornbread mixture on top of the

cream of chicken mixture.

Pour the warm broth on top of the top layer ( pour a little bit at a time so that it

will soak in well) Continue to use the broth mixture until you see broth sitting

on top of the cornbread layer.

Bake in the oven at 325 degrees for about one and a half - two hours or until

you see the cream cheese mixture start to bubble through the top of the

cornbread mixture on top

Eat and enjoy

Dr. Rosianna R. Gray Contact Info

• Office phone: 205-934-9686

• Email: gray047@uab.edu

• The University of Alabama at Birmingham website: https://www.uab.edu/cas/biology/people/faculty/rosianna-gray