Math Undergrads Metacognition Presentation 2011

Acing Undergraduate and Graduate School: Metacognition is the Key! Saundra Yancy McGuire, Ph.D. Asst. Vice Chancellor for Learning & Teaching Professor, Department of Chemistry Past Director, Center for Academic Success Louisiana State University Baton Rouge, LA

2004 National College Learning Center Association Frank L. Christ Outstanding Learning Center Award

The Story of Four LSU Students Travis, junior psychology student 47, 52, 82, 86 B in course Robert, first year chemistry student 42, 100, 100, 100 A in course Maryam, first year art student 57, 87 B in course Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course

Dana’s Spring 2010 Grades Courses Dept Course BIOL 1201 CSC 1253 MATH 2090 MEDP 2051 PHYS 2221

Grade Hrs Carried Hrs Earned A 3.00 3.00 A 3.00 3.00 A 4.00 4.00 A 3.00 3.00 A 3.00 3.00

Quality Pts 12.00 12.00 16.00 12.00 12.00

Current Cumulative GPA: 3.88

Final Examination Improvement C h e m is try 2 0 0 1 C la s s Av e ra g e T est 1 T est 2 T est 3 F in a l

S tu d e n t 1 S tu d e n t 2 S tu d e n t 3 S tu d e n t 4

76 52 72 78

65 67 61 107

67 65 68 88

70 46 68 88

Date of Final Exam:

December 14, 2005

Meeting with Student No. 1:

December 12, 2005

Meeting with Student Nos. 2 & 4:

December 2, 2005

Meeting with Student No. 3:

December 8, 2005

The final was worth 100 points with a 10 bonus question.

83 55 65 90

How’d They Do It? They became expert, strategic learners by using metacognition! They studied to LEARN, not just to make the grade!

What we will cover today Why university students may be inefficient learners Metacognitive learning strategies that work, and why they work Barriers to using these strategies and how to overcome them

Reflection Questions Does your current GPA reflect your academic ability or the effort/time you have put into your courses to date? What’s the difference, if any, between studying and learning? Which, if either, is more enjoyable? Why? Approximately how many hours per week do you study at UW

Use Metacognition to Become an Expert Learner

Metacognition The ability to: think about thinking be consciously aware of oneself as a problem solver to monitor and control one’s mental processing to be aware of the type of learning that you are doing

Travis, junior psychology student 47, 52, 82, 86 Problem: Reading Comprehension

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

Robert, freshman chemistry student 42, 100, 100, 100 Problem: Using examples to do homework problems Solution: Study information before trying homework problem Use example to test skill Do homework problems as if doing a test or quiz (no looking at solution manual or examples!)

Maryam, freshman art student 57, 87 Problem: 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

Dana, first year physics student 80, 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

Dana’s Spring 2010 Grades Course Grade Hrs Carried Hrs Earned Biology A 3.00 3.00 Comp Sci A 3.00 3.00 Math A 4.00 4.00 Med. Phys A 3.00 3.00 Mechanics A 3.00 3.00

Quality Pts 12.00 12.00 16.00 12.00 12.00

Current Cumulative GPA: 3.88

Counting Vowels in 45 seconds: Let’s test our speed and accuracy For the words on the next slide, count all of the vowels

Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus

Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour 18

Write down all the words or phrases you remember

Dollar Bill Cat Lives Dice Bowling Pins Tricycle Football Team Four-leaf Clover Dozen Eggs Hand Unlucky Friday Six-Pack Valentine’s Day Seven-Up Quarter Hour Octopus What are the words arranged according to? 20

NOW, how many words or phrases do you remember?

Turning Yourself into an Efficient, Expert Learner Do “think aloud” exercises Constantly ask yourself “why” and “what if” questions Always test your understanding by verbalizing or writing about concepts; practice retrieval of information Move your activities higher on the Bloom’s taxonomy scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.

Combining information to form a unique product; requires creativity and originality.

Evaluation Synthesis

Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply.

Application

Comprehension

Restating in your own words; paraphrasing, summarizing, translating.

Knowledge

Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu

High School

Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material.

Identifying components; determining arrangement, logic, and semantics.

Undergraduate

Analysis

Making decisions and supporting views; requires understanding of values.

Graduate School

Bloom’s Taxonomy

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.

At what level of Bloom’s did you have to operate to make A’s or B’s in high school? 35%

1. 2. 3. 4. 5. 6.

Knowledge Comprehension Application Analysis Synthesis Evaluation

25% 21%

13%

1

2

3

4

3%

3%

5

6

At what level of Bloom’s do you think you’ll need to be to make A’s at the university level? 35%

1. 2. 3. 4. 5. 6.

Knowledge Comprehension Application Analysis Synthesis Evaluation

23%

15%

14%

7%

6%

1

2

3

4

5

6

Study Strategies Gold Nugget The Study Cycle with

Intense Study Sessions

How do you move yourself higher on Bloom’s Taxonomy? Use the Study Cycle!

4 3 Reflec Review t Preview 4 Reflect

Review

Assess

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.

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

Attend

Study

The Study Cycle

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

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 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?

*Intense Study Sessions 1

Set a Goal

2

Study with Focus

(30-50 min)

3

Reward Yourself

(10-15 min)

4

Review

(1-2 min)

(5 min)

Decide what you want to accomplish in your study session Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. Take a break– call a friend, play a short game, get a snack Go over what you just studied

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

Time Management is Life Management

Tools for organizing your life: Fixed Schedules “Semester-at-a-Peek” “Week-at-a-Peek”

Planners To Do Lists Today This Week Sticky Notes

The Semester Schedule M

A ug. 1

8

15 C lasses Begin!

22

29

6

13

20

T

2

9

16

23 M ath Q uiz

30

7 M ath Q uiz

14

21

W

3

10

17

24

O ct. 1

8

15 Spanish Exam

22

Th

4

11

18

25

2

9

16

23 M athExam

F

5

12

19

26

3 Science Q uiz

10

17

24 Eng lish Paper d ue

S

6

13

20

27

4

11 G oin g to G am e

18 G oing H om e

25

S

7

14

21

28

5

12

19 H om e

26 con tinued 

The “Week at a Peek” Schedule M

T

W

TH

F

SA

SU

7-8 8-9

M ath

M ath

M ath

9-10

E nglish

E nglish

E nglish

10-11

C hem istry

Service

C hem istry

11-12 12-1

Tennis

1-2

French

2-3

Biology

Tennis

Biology

Tennis

3-4

W ork

W ork

W ork

W ork

4-5

W ork

W ork

W ork

W ork

5-6

Dinner

Dinner

Dinner

Dinner

French

French Biology

Dinner

Tennis

Tips to remember... Use daylight hours wisely! 1 day light hour = about 1 1/2 evening hours.

ABC’s of Excellence Adopt the right ATTITUDE Begin appropriate BEHAVIOR Consistently make a COMMITMENT

Attitude “It’s your attitude, not your aptitude, that determines your altitude.” Zig Ziglar

Behavior It’s the difference between knowing and doing that determines success.

Anonymous

Don’t let other folks hijack your future!

Commitment It’s not over ‘til it’s over, and YOU determine when it’s over! Change strategies when necessary, but never give up your goals. If you can dream it, you can achieve it!

So, What Can You Do, Starting Now, to Ensure that Your GPA will reflect your ability? Spend more time studying (at least 2 hours/week for every hour in class) Aim for higher learning levels and 100% mastery Use office hours and study groups productively Use the Study Cycle with Intense Study Sessions Use Metacognition to Study Smarter!!!

Writing Exercise What two strategies will you commit to using until the end of the semester?

If you don’t try it in within the next 48 hours... … you probably never will.

Final Note Please visit our website at www.cas.lsu.edu. We have on-line workshops and information that will teach you additional effective study strategies. I wish you a fantastically successful future! Dr. Saundra McGuire