Teaching Students High- Performance Learning Linda B. Nilson, Ph.D., Director Office of Teaching...
Transcript of Teaching Students High- Performance Learning Linda B. Nilson, Ph.D., Director Office of Teaching...
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 [email protected] * * 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.