HOW I LEARN

Saundra Y. McGuire, Ph.D.Distinguished Alumna, Department of ChemistrySouthern UniversityRet. Assistant Vice Chancellor & Professor of ChemistryDirector Emerita, Center for Academic Success Louisiana State University

Ensuring Student Success at JSU: It Takes the Whole Village!

Innovative Educators WebinarOctober 20, 2010Center for Academic SuccessTransform Learning. Maximize Performance.1JSU Mission StatementThe University produces technologically-advanced, diverse, ethical, global leaders who think critically, address societal problems and compete effectively.

JSU Vision StatementBuilding on its historic mission of empowering diverse students to become leaders, Jackson State University will become recognized as a challenging, yet nurturing, state-of-the-art technologically-infused intellectual community. Students and faculty will engage in creative research, participate in interdisciplinary and multi-institutional/ organizational collaborative learning teams and serve the global community.Center for Academic SuccessTransform Learning. Maximize Performance.Notable JSU Alumni

Vivian Brown, TWC meteorologist

Willie Norwood, Gospel singer

Bennie Thompson, US Representative

Walter Payton, NFL Hall of Fame Running Back

Center for Academic SuccessTransform Learning. Maximize Performance.Three JSU Students who excelled at LSUNovella Bridges, PhD 2000Pacific Northwest National Laboratory

Sonya Caston, PhD 2001Dillard University

Stephanie Daniels, PhD 2011 Environmental Protection Agency

Center for Academic SuccessTransform Learning. Maximize Performance.Another distinguishedJSU alumna!Zakiya Wilson, PhD 2004North Carolina A & T

2011 ACS Stanley C. Israel Regional Award for Advancing Diversity in the Chemical Sciences 2011 Women of Color STEM Achievement Award for the Collegiate Level Promotion of Education 2010 National Administrator Role Model Award, Minority Access, Inc. 1994 1998 Full Academic Scholarship, Jackson State University

Center for Academic SuccessTransform Learning. Maximize Performance.

Who is in the JSU Village? EVERYONE!Center for Academic SuccessTransform Learning. Maximize Performance.

Everyone has a role in the wellness/success of JSU students, faculty, staff, and administratorsWhere do YOU fit in?Center for Academic SuccessTransform Learning. Maximize Performance.JSU Institutional Transformation:Sustaining and Nurturing a 21st CenturyTeaching and Learning Ecosystem

Center for Academic SuccessTransform Learning. Maximize Performance.What is a Teaching and Learning Ecosystem?a system formed by the interaction of a community of organisms with their environment*EcosystemTeaching and Learning EcosystemAn academic system formed by the interaction of a community of students, faculty, staff and administrators within their campus environment*Dictionary.comCenter for Academic SuccessTransform Learning. Maximize Performance.

Metacognition: The Key to Success in the JSU Academic Ecosystem!

Innovative Educators WebinarOctober 20, 2010Center for Academic SuccessTransform Learning. Maximize Performance.10MetacognitionThe ability to:think about ones own thinkingbe consciously aware of oneself as a problem solvermonitor, plan, and control ones mental processing (e.g. Am I understanding this material, or just memorizing it?)accurately judge ones level of learning

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum Center for Academic SuccessTransform Learning. Maximize Performance.But many students have not developed these abilities

Arum, Richard and Roksa, Josipa. 2011. Academically Adrift: Limited Learning onCollege Campuses. Chicago: University of Chicago Press.Center for Academic SuccessTransform Learning. Maximize Performance.What did most of your teachers in high school do the day before the test?What did they do during this activity?

What grade would you have made on the test if you had gone to class only on the day before the test?How do you think most students would answer the following?Center for Academic SuccessTransform Learning. Maximize Performance.But they can develop them if we Teach students how to learn

Help them develop the right mindset

Center for Academic SuccessTransform Learning. Maximize Performance.

Help students identify and close the gap

current behavior current grades

productive behaviordesired gradesFaculty& Staff Must Help Students Make the Transition to College

Center for Academic SuccessTransform Learning. Maximize Performance.15Reflection QuestionsWhats the difference, if any, between studying and learning?

For which task would you work harder? A. Make an A on the test B. Teach the material to the class

Center for Academic SuccessTransform Learning. Maximize Performance.The Story of Three StudentsTravis, junior psychology student 47, 52, 82, 86 B in course

Maryam, first year art student57, 87B in course

Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course

Center for Academic SuccessTransform Learning. Maximize Performance.Howd They Do It?They used metacognitive strategies

They began thinking about their thinking

They focused on learning instead of gradesCenter for Academic SuccessTransform Learning. Maximize Performance.

Travis, junior psychology student47, 52, 82, 86

Problem: Reading Comprehension

Solution: Preview text before reading* Develop questions* Read one paragraph at a time and paraphrase information

*Develop anticipatory set

Center for Academic SuccessTransform Learning. Maximize Performance.Lets see if this reading strategy if effective.

Listen Carefully.

What is the task Im describing?

Center for Academic SuccessTransform Learning. Maximize Performance.Anticipatory set CAN interfere!

Lets look at the car on the next slide

Center for Academic SuccessTransform Learning. Maximize Performance.Is this a 2-door or 4-door car?

Center for Academic SuccessTransform Learning. Maximize Performance.Maryam, freshman art student57, 87Problem: Not seeing the underlying structure of different types of art

Solution: Focus on characteristics of different artists work in order to indentify the painter of an unfamiliar piece of art

Center for Academic SuccessTransform Learning. Maximize Performance.Dana, first year physics student80, 54, 91, 97, 90 (final)Problem: Memorizing formulas and using www.cramster.com

Solution: Solve problems with no external aids and test mastery of concepts

Center for Academic SuccessTransform Learning. Maximize Performance.Why the Fast and Dramatic Increase?Its all about the strategies, and getting them to engage their brains!

Center for Academic SuccessTransform Learning. Maximize Performance.Counting Vowels in 45 secondsHow accurate are you?

Count all the vowels in the words on the next slide.

Center for Academic SuccessTransform Learning. Maximize Performance.Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopusCat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentines DayQuarter HourCenter for Academic SuccessTransform Learning. Maximize Performance.How many words or phrases do you remember?

Center for Academic SuccessTransform Learning. Maximize Performance.Lets look at the words againWhat are they arranged according to?Center for Academic SuccessTransform Learning. Maximize Performance.Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopusCat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentines DayQuarter HourCenter for Academic SuccessTransform Learning. Maximize Performance.NOW, how many words or phrases do you remember?Center for Academic SuccessTransform Learning. Maximize Performance.1. We knew what the task was

2. We knew how the information was organized

What were two major differences between the two attempts?Center for Academic SuccessTransform Learning. Maximize Performance.

Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.Center for Academic SuccessTransform Learning. Maximize Performance.Cutting Edge Metacognition Workshop8/13/201433What we know about learningActive learning is more lasting than passive learning -- Passive learning is an oxymoron*

Thinking about thinking is importantMetacognition**

The level at which learning occurs is important Blooms Taxonomy****Cross, Patricia, Opening Windows on Learning League for Innovation in the Community College, June 1998, p. 21.** Flavell, John, Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist, Vol 34(10), Oct 1979, 906-911.*** Bloom Benjamin. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Center for Academic SuccessTransform Learning. Maximize Performance.Blooms Taxonomy

Anderson & Krathwohl, 2001

http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_TaxonomyCenter for Academic SuccessTransform Learning. Maximize Performance.CreatingEvaluatingAnalyzingApplyingUnderstandingRememberingPutting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating,planning, or producing.Making judgments based on criteria and standards through checking and critiquing.Carrying out or using a procedure through executing, or implementing.Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.Retrieving, recognizing, and recalling relevant knowledge fromlong-term memory.Blooms Taxonomyhttp://www.odu.edu/educ/llschult/blooms_taxonomy.htmBreaking material into constituent parts, determining how the parts relate to one another and to an overall structure .This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.Center for Academic SuccessTransform Learning. Maximize Performance.When we teach students about Blooms Taxonomy

They GET it!

Center for Academic SuccessTransform Learning. Maximize Performance.How students answered (2008)

At what level of Blooms did you have to operate to make As or Bs in high school?

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationCenter for Academic SuccessTransform Learning. Maximize Performance.At what level of Blooms did you have to operate to make As or Bs in high school?

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

How students answered (2013)Center for Academic SuccessTransform Learning. Maximize Performance.How students answered (in 2008)

At what level of Blooms do you think youll need to be to make an A in Chem 1201?

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationCenter for Academic SuccessTransform Learning. Maximize Performance.How students answered (in 2013)

At what level of Blooms do you think youll need to be to make an A in Chem 1201?KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Center for Academic SuccessTransform Learning. Maximize Performance.How do we teach students to move higher on Blooms Taxonomy?

Teach them the Study Cycle*

*adapted from Frank Christs PLRS system

Center for Academic SuccessTransform Learning. Maximize Performance.424ReflectThe Study Cycle 1Set a Goal1-2 minDecide what you want to accomplish in your study session 2Study with Focus30-50 minInteract with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3Reward Yourself10-15 minTake a break call a friend, play a short game, get a snack4Review5 minGo over what you just studiedIntense Study Sessions AttendReviewStudyAttend 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 youd 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 checksAm I using study methods that are effective?Do I understand the material enough to teach it to others?PreviewCenter for Academic SuccessB-31 Coates Hall 225.578.2872 www.cas.lsu.eduAssessStudy Repetition is the key. Ask questions such as why, how, and what if.Intense Study Sessions* - 3-5 short study sessions per dayWeekend Review Read notes and material from the week to make connections

Innovative Educators WebinarOctober 20, 2010Center for Academic SuccessTransform Learning. Maximize Performance. 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. MartinsCenter for Academic SuccessTransform Learning. Maximize Performance.Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

Two More Valuable References

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

Center for Academic SuccessTransform Learning. Maximize Performance.Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing

Help Students Develop the Right Mindset

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

Center for Academic SuccessTransform Learning. Maximize Performance.Cutting Edge Metacognition Workshop8/13/201446Mindset* is Important!

Fixed Intelligence MindsetIntelligence is staticYou have a certain amount of it

Growth Intelligence MindsetIntelligence can be developedYou can grow it with actions

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

Center for Academic SuccessTransform Learning. Maximize Performance.Responses to Many Situations are Based on Mindset

Fixed Intelligence Mindset ResponseGrowth Intelligence Mindset ResponseChallengesAvoidEmbraceObstaclesGive up easilyPersistTasks requiring effortFruitless to TryPath to masteryCriticismIgnore itLearn from itSuccess of OthersThreateningInspirationalCenter for Academic SuccessTransform Learning. Maximize Performance.LSU Analytical Chemistry Graduate Students Cumulative Exam Record 2004 20059/04 Failed10/04Failed11/04Failed12/04Failed1/05Passed2/05Failed3/05Failed4/05Failed

2005 200610/05Passed11/05Failed12/05Passed best in group1/06Passed2/06Passed3/06Failed4/06Passed last one!5/06N/A

Began work with CAS and the Writing Center in October 2005Center for Academic SuccessTransform Learning. Maximize Performance.Dr. Algernon Kelley, December 2009

Center for Academic SuccessTransform Learning. Maximize Performance.Oct. 17, 2011Hello Dr. Kelley. I am struggling at Xavier and I REALLY want to succeed, but everything I've tried seems to end with a "decent" grade. Im not the type of person that settles for decent. What you preached during the time you were in Dr. Privett's class last week is still ringing in my head. I really want to know how you were able to do really well evendespiteyour circumstances growing up. I was hoping you could mentor me and guide me down the path that will help me realize my true potential while here at Xavier. Honestly I want to do what you did, but I seriously can't find a way how to. Can I please set up a meeting with you as soon as youre available so I can learn how to get a handle grades and classes?

Oct. 24, 2011Hey Dr. Kelley, I made an 84 on my chemistry exam (compared to the 56 on my first one) using your method for 2 days (without prior intense studying). Thanks for pointing me in the right direction. Ill come by your office Friday and talk to you about the test.

Nov 3, 2011Hey Dr. Kelley! I have increased my Bio exam grade from a 76% to a 91.5% using your system. Ever since I started your study cycle program, my grades have significantly improved. I have honestly gained a sense of hope and confidence here at Xavier. My family and I are really grateful that you have taken time to get me back on track.From a Xavier University student to Dr. Kelley in Fall 2011Center for Academic SuccessTransform Learning. Maximize Performance.Knowledge of Metacognition Greatly Increases HBCU Student SuccessThey are less likely to have been cognitively challenged in high schoolThey are less likely to be encouraged to stick with itThey are more likely to experience the impact of a paradigm shift

Center for Academic SuccessTransform Learning. Maximize Performance.We can significantly increase student learning and success!We must teach students the learning process and provide specific strategiesWe must not judge student potential on initial performanceWe must encourage students to persist in the face of initial failureWe must encourage the use of metacognitive tools

Center for Academic SuccessTransform Learning. Maximize Performance.Final Reflection QuestionWho is primarily responsible for student learning?

a) the student b) the instructor c) the institution

Center for Academic SuccessTransform Learning. Maximize Performance. a) the student b) the instructor c) the institution

Who do you think students say is primarily responsible for student learning?

Center for Academic SuccessTransform Learning. Maximize Performance. The reality is that

when all three of these entities take full responsibility for student learning,we will experience a significant increase in student learning, retention, and graduation rates!

Center for Academic SuccessTransform Learning. Maximize Performance.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. Have fun teaching your students powerful metacognitive strategies!

Saundra McGuire Center for Academic SuccessTransform Learning. Maximize Performance.Useful Websiteswww.cas.lsu.eduwww.howtostudy.orgwww.vark-learn.com www.drearlbloch.comSearches on www.google.com

Center for Academic SuccessTransform Learning. Maximize Performance.Additional ReferencesBruer, 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 PublishingCromley, 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, 2006. Becoming a Master Student*. New York: Houghton-Mifflin.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*Excellent student reference

Center for Academic SuccessTransform Learning. Maximize Performance.