Tips Suck! Tips Suck!

Peter Walsh, M.Ed.Peter Walsh, M.Ed.McMaster UniversityMcMaster University

Richard “Zack” Zajchowski, M.Ed.Richard “Zack” Zajchowski, M.Ed.Camosun CollegeCamosun College

Combating the quick-fix culture by using Combating the quick-fix culture by using motivation theory to inform learning skill practicemotivation theory to inform learning skill practice

AgendaAgenda

Why Tips Don’t WorkWhy Tips Don’t Work

Motivational Assessment and InterventionMotivational Assessment and Intervention– Readiness for Change Readiness for Change – Self RegulationSelf Regulation– Learning ProcessesLearning Processes– Learning StrategiesLearning Strategies

Discussion(s) Discussion(s)

The Quick Fix CultureThe Quick Fix Culture

Why ‘Tips’ Don’t WorkWhy ‘Tips’ Don’t Work

‘‘Tip’ ExamplesTip’ Examples

When in doubt, pick C.When in doubt, pick C.

Yellow helps you “concentrate.”Yellow helps you “concentrate.”

The first answer is your best answer. The first answer is your best answer.

Check marks are more “motivating” than Check marks are more “motivating” than crossing items off your To Do List.crossing items off your To Do List.

Strawberries make you smarter. Strawberries make you smarter.

Tips vs. StrategiesTips vs. Strategies

A tip is a:A tip is a:– short, superficial recommendation short, superficial recommendation – easy to implementeasy to implement– Often has some intuitive or novel appealOften has some intuitive or novel appeal

A strategyA strategy** is: is:– specific approach to a learning taskspecific approach to a learning task– you choose to useyou choose to use– that improves your learning effectivenessthat improves your learning effectiveness

*From Learning for Success 4thed, Fleet, Goodchild, Zajchowski

‘‘Tips’ in ResearchTips’ in ResearchPoor research to begin withPoor research to begin with

Fails to address individual variabilityFails to address individual variability– A student is not an ‘average’ but a self aware, A student is not an ‘average’ but a self aware,

multidimensional, evolving “data point” multidimensional, evolving “data point”

Fails to teach the situational utility of the Fails to teach the situational utility of the technique when, where, howtechnique when, where, how

Doesn’t motivateDoesn’t motivate

For a good comprehensive beginner level review of research on learning and thinking see the public document of Jennifer Cromley’s report on Learning to Think: Learning to Learn (2000). National Institute for Literacy. http://www.nifl.gov/nifl/fellowship/cromley_report.pdf.

Why Teaching ‘Tips’ may be WorseWhy Teaching ‘Tips’ may be Worse

No theory to assist choosing the right No theory to assist choosing the right technique (cf. “tools” approach)technique (cf. “tools” approach)Fail to develop the student’s ability to be Fail to develop the student’s ability to be adaptive, flexible, and self directed. adaptive, flexible, and self directed. Ignores what happens when the “tip” Ignores what happens when the “tip” doesn’t work! doesn’t work!

IN SHORT … They …IN SHORT … They …Trivialize the complexity of human learning Trivialize the complexity of human learning and human change processesand human change processes

Discussion #1Discussion #1

What are your thoughts about the quick fix What are your thoughts about the quick fix culture? culture?

Other examples of Quick Fix?Other examples of Quick Fix?

Solutions?Solutions?

Motivational Assessment Motivational Assessment and Intervention in the and Intervention in the learning skills contextlearning skills context

1.1. Readiness for Change Readiness for Change

2.2. Self Regulation IssuesSelf Regulation Issues

3.3. Understanding Learning ProcessUnderstanding Learning Process

4.4. Specific Learning StrategiesSpecific Learning Strategies

Change isn’t EasyChange isn’t Easy

Telling doesn’t mean doingTelling doesn’t mean doing

Persons under stress revert to more Persons under stress revert to more ‘primitive’ coping strategies‘primitive’ coping strategies– Newby’s Law: Newby’s Law: Stress Stress ↑ ↑ Organization of Info↓ Organization of Info↓

30 attempts to establish a habit (unknown 30 attempts to establish a habit (unknown source)source)

RESISTANCE – e.g. YBS: yes but RESISTANCE – e.g. YBS: yes but syndrome syndrome

Stages of Change ModelStages of Change Model1 Pre-Contemplation

2 Contemplation

3 Planning

4 Action

5 Maintenance

6. Relapse

Modified from Changing for good, by Prochaska, Norcross., and Diclementi (1994)

Raise Awareness & Doubts

Develop a Theory & Tip the Balance

Get Concrete

Stay the Course, Encouragement, support

Encourage to Try Again

Remind Again Later

What keeps people trying?What keeps people trying?

Malleable AttributionMalleable Attribution– E.g. time, effort, E.g. time, effort,

strategystrategy– ‘‘If at first you don’t If at first you don’t

succeed …’succeed …’

Persist and succeedPersist and succeed

Fixed AttributionFixed Attribution– E.g. IQ, Ability, E.g. IQ, Ability,

CharacterCharacter– ‘‘Either you got “it” or Either you got “it” or

you don’t.’ you don’t.’

Drop out and failDrop out and fail

Attribution: an explanation of success or failureAttribution: an explanation of success or failure

Biggest challenge for a Counsellor is to move a student from a Biggest challenge for a Counsellor is to move a student from a Fixed Attribution Bias to a Malleable AttributionFixed Attribution Bias to a Malleable Attribution BiasBias.

* Adapted from Perry (2003), Perceived academic control and causal thinking in achievement settings, Canadian Psychology, 44 (3) 312-331. Also see Learned Optimism by Martin Seligman.

Implications for CounsellingImplications for Counselling

During the first 5 minutes, I assess During the first 5 minutes, I assess readiness for change.readiness for change.

Use counselling strategies appropriate to Use counselling strategies appropriate to the stage they are inthe stage they are in

If I get too many “yes buts” to a learning If I get too many “yes buts” to a learning strategy, I go back to an earlier stage. strategy, I go back to an earlier stage.

Motivational PresentingMotivational Presenting1 Pre-Contemplation

2 Contemplation

3 Planning

4 Action

5 Maintenance

6. Relapse

Modified from Changing for good, by Prochaska, Norcross., and Diclementi (1994).

Create Cognitive Dissonance

Provide an “Ah Hah!”

Get Concrete

Problem Solve

Deglitch and Adjust

Discussion #2Discussion #2

What do you think of the model?What do you think of the model?

What struggles have you had around What struggles have you had around motivation, Yes But, and resistance? motivation, Yes But, and resistance?

What do you do to motivate students?What do you do to motivate students?

What did you do to overcome resistance What did you do to overcome resistance and the yes but syndrome? and the yes but syndrome?

How do you create cognitive dissonance? How do you create cognitive dissonance?

Tiered Assessment & InterventionTiered Assessment & Intervention

1.1. Readiness for Change Readiness for Change

2.2. Self Regulation IssuesSelf Regulation Issues

3.3. Understanding Learning ProcessUnderstanding Learning Process

4.4. Specific Learning StrategiesSpecific Learning Strategies

Meta-Cognition & Self RegulationMeta-Cognition & Self Regulation

Observer You

Action You

Control Monitor

Adapted from Nelson, T. O. & Narens, L. (1996). Why investigate metacognition. In Metacognition: Knowing about knowing (Ed. Metcalfe, J. & Shimamura, A. P.). London, England:Bradford/MIT.

Executive

Intention

Will Power

“Motivation”

“Just do it”

Feedback

Reflection

Why is meta-cognition importantWhy is meta-cognition important

Research links incompetence to Research links incompetence to weaknesses in meta-cognitive skills*. weaknesses in meta-cognitive skills*.

Specifically, it was found that failure to Specifically, it was found that failure to monitormonitor competence lead to self delusion competence lead to self delusion about one’s abilities.about one’s abilities.

Training in meta-cognitive monitoring skills Training in meta-cognitive monitoring skills increased competence. increased competence.

* Kruger, J. & Dunning, D. (1999). Unskilled and unaware of it. Journal of Personality and Social Psychology, 77, 1121-1134.

Meta-Cognition and theMeta-Cognition and theFeeling of Knowing (FOK)Feeling of Knowing (FOK)

FOK is the subjective felt sense of FOK is the subjective felt sense of knowing something in the absence of knowing something in the absence of verifiable demonstration of knowledge.verifiable demonstration of knowledge.In most routine tasks, FOK judgments are In most routine tasks, FOK judgments are 80% accurate. 80% accurate. However, inflated or misguided FOK However, inflated or misguided FOK judgments can lead to student learning judgments can lead to student learning problems. problems. Maybe maturational.Maybe maturational.

From Metacognition: Knowing about knowing (Ed. Metcalfe, J. & Shimamura, A. P.). London, England:Bradford/ MIT.

Implications for CounsellingImplications for Counselling

Failure to monitor and adjust will Failure to monitor and adjust will undermine any learning strategy undermine any learning strategy

Examples of strategies gone wrong…Examples of strategies gone wrong…– Hi-Lighter HypnosisHi-Lighter Hypnosis– Human Xerox MachineHuman Xerox Machine– Coma ReadingComa Reading– ““Look over” studying/readingLook over” studying/reading

Tiered Assessment & InterventionTiered Assessment & Intervention

1.1. Readiness for Change Readiness for Change

2.2. Self Regulation IssuesSelf Regulation Issues

3.3. Understanding Learning ProcessUnderstanding Learning Process

4.4. Specific Learning StrategiesSpecific Learning Strategies

So how does ‘technique’ fit?So how does ‘technique’ fit?

Specific techniques must be served on a platter of Specific techniques must be served on a platter of theory of when, why, and how to use the technique theory of when, why, and how to use the technique given personal attributes and context. given personal attributes and context.

* This is called “Explicit Instruction” and “Strategic Learning Instruction” in the literature.

Tiered Assessment & InterventionTiered Assessment & Intervention

1.1. Readiness for Change Readiness for Change

2.2. Self Regulation IssuesSelf Regulation Issues

3.3. Understanding Learning ProcessUnderstanding Learning Process

4.4. Specific Learning StrategiesSpecific Learning Strategies

Simile: Skills and ToolsSimile: Skills and Tools

A A skillskill is developed is developed over time, requires over time, requires effort, allows for effort, allows for confusion and confusion and inconsistent initial inconsistent initial resultsresults

A A tooltool is an interface is an interface between a TASK and a between a TASK and a PERSONPERSON

The more Tools you have, The more Tools you have, the easier the “job”the easier the “job”

Role Play Role Play Discussion #4Discussion #4

Implementing this in your Implementing this in your practice practice

1 Pre-Contemplation

2 Contemplation

3 Planning

4 Action

5 Maintenance

Modified from Changing for good, by Prochaska, Norcross., and Diclementi (1994)

Raise Awareness & Doubts

Develop a Theory & Tip the Balance

Get Concrete

Stay the Course, Encouragement, support

Readiness

Self Regulation

Learning Processes

Learning Strategies

SUMMARY

Provide an “Ah Hah!”

Create Cognitive Dissonance

Motivational Interviewing, Second Edition : Preparing Motivational Interviewing, Second Edition : Preparing People for Change (People for Change (2002) 2002) by Miller and Rollnick by Miller and Rollnick

Changing for Good Changing for Good (1995) (1995) by Prochaska, Norcross, & by Prochaska, Norcross, & Diclemente.Diclemente.

Assisting At-Risk College Students with Attribution Assisting At-Risk College Students with Attribution Retraining and Effective TeachingRetraining and Effective Teaching (1994). (1994). By Menec, By Menec, Peer, Struthers, Shonwhetter, Hechter, and Eichholz. Peer, Struthers, Shonwhetter, Hechter, and Eichholz. Journal of applied social psychologyJournal of applied social psychology, 24(8), 675-701, 24(8), 675-701

Learning to Think, Learning to Learn: What The Learning to Think, Learning to Learn: What The Science Of Thinking And Learning Has To Offer Science Of Thinking And Learning Has To Offer Adult Education (2000).Adult Education (2000). Jennifer Cromley. Accessed online at http://www.nifl.gov/nifl/fellowship/cromley_report.pdf.

Perceived academic control and causal thinking in achievement settings by Perry Canadian Psychology, 44 (3) 312-331

BibliographyBibliography

Requested Additional ResourcesRequested Additional Resources

Zack’s book:Zack’s book:

Learning for Success 4Learning for Success 4thth ed, Fleet, ed, Fleet, Goodchild, Zajchowski, 2005. Thompson-Goodchild, Zajchowski, 2005. Thompson-Nelson publishers (you can likely get a Nelson publishers (you can likely get a instructor’s copy)instructor’s copy)

Peter’s Videos:Peter’s Videos:

http://maclife.mcmaster.ca/academicskills/http://maclife.mcmaster.ca/academicskills/workshops.cfm?wid=1workshops.cfm?wid=1

THE ENDTHE END