ࡱ> MOLU 3bjbjnn 4Paaq++8TT$ (    + - - - - - - $N"%FQ ###Q   f mmm#R  + m#+ mm:,O pmuF  | 0 RJ%J%OOJ%G##m#####Q Q m### ####J%#########B : Teaching Metacognitive Learning Strategies to Individuals or Groups: A Procedure that Works! By: Saundra Y. McGuire, Ph.D. Louisiana State University Most students who enter colleges and universities have not developed effective learning strategies. Many have achieved success in high school by memorizing information for tests that have not required them to demonstrate critical thinking skills. After they fail their first test in college, students are at a loss as to why the strategies that worked so well up to this point are now failing them. They often begin to doubt their ability to succeed, and many drop out of classes, or even leave the institution without achieving the success of which they are capable. These students sometimes seek assistance from a faculty member or advisor, but often are told to study harder or to focus on learning concepts or to do more homework problems. However, these suggestions do not help students who do not know how to interpret study harder or focus on concepts. These students need explicit instruction and very specific strategies. The Center for Academic Success at Louisiana State University ( HYPERLINK "http://www.cas.lsu.edu" www.cas.lsu.edu) has developed a method to teach these strategies to students in both individual and group sessions. Whereas the process varies somewhat, depending on the learning strategies consultant who is conducting the session, the basic process is constant. This will be detailed below. [Note: Variations of this process have been replicated and used effectively at other student success centers across the country.] Individual Learning Consultations with Students When a student comes in for an individual consultation, it is most often because they have experienced academic difficulty, or they are concerned about their ability to succeed. Therefore, the first thing that I do is try to make the student feel comfortable being in an otherwise embarrassing situation in which they are confronting their failure (or potential failure). Building the Relationship: To make the student feel comfortable, I ask them to tell me about where they are from, their high school academic experience, their academic interests, their extracurricular activities, etc. Asking for this information allows the student to discuss their prior success, while I assure them that they can be as successful in college as they were in high school. (When I am working with a graduate or professional school student, the message is that they can be as successful as they were in undergraduate school.) Creating Hope: I then show students some before and after test scores of students with whom CAS has worked in the past. (See Summer Scholars presentation). Seeing that other students who made test scores in the 30s and 40s before hearing the strategies increased their scores to the 80s and 90s after learning the strategies, definitely arouses the interest of the student. This is the point at which students tend to become much more mentally engaged in the discussion. For the first time, they see evidence that their low scores will not necessarily doom them to failing the course. Building Confidence: Next I will do the Count the Vowels exercise to actively demonstrate to the student how s/he can miserably fail on a task one minute, and then perform at an A or B level minutes later if they understand the task and have strategies to learn it. Students are even more motivated after the Count the Vowels exercise. I then proceed to help them develop effective learning strategies. Guiding Analytic Reflection: The first reflection question I then ask is Whats the difference between studying and learning?. The most common answer I get is something like Studying is just memorizing information for a test or a quiz but learning is really understanding and mastering the information so that it will not be forgotten soon as the test. I then ask if, up to this point, the student has been in study mode or learning mode. Every student I have asked to date has indicated study mode. I then enthusiastically respond YES! Thats the reason you havent done as well as you can. In this session were going to learn to stay in learn mode. Introducing New Ideas: The next step is to introduce students to the concept of metacognition and to Blooms Taxonomy as a hierarchy of learning levels. Almost none of them have heard of metacognition or seen Blooms Taxonomy before, but they embrace it enthusiastically. Some even say I wish I had known THIS in high school! I then ask Up to this point, whats the highest level youve had to operate to make As and Bs in high school (or in undergraduate school)? The typical response is either Knowledge or Comprehension. And then I ask What the LOWEST level you have to operate HERE in college to make and A or a B? Most say either application or analysis, with a few suggesting higher levels. Again, I reassure the student that we now know exactly what the problem is! Theyve been studying at the lower two levels, so theyve got to kick it up a few notches! And I am quick to follow with Boy, do we have a strategy for accomplishing that! I then introduce the Study Cycle*, which involves previewing the information to be covered in class, attending class, reviewing class material immediately (or as soon as possible) after class, engaging in intense study sessions to thoroughly learn the information, and assessing their learning strategies. After learning about Blooms Taxonomy and the Study Cycle, the student appears to be overjoyed that s/he not only knows what the problem is, s/he knows how to fix it! The confidence level is visibly increasing. There are several additional specific learning strategies we discuss at this point. A READING COMPREHENSION STRATEGY involving: previewing the material, developing questions to be answered during the reading, reading on paragraph at a time and paraphrasing he paragraph. A HOMEWORK PROBLEM STRATEGY that involves working all problems without using an example as a guide. *Adapted from Frank L. Christs Preview-Learn-Review-Study Learning Cycle A CONCEPT MASTERY STRATEGY involving teaching the material as a way of testing for complete understanding, and to discover when understanding is less than originally thought To help the student understand the value of teaching the material as a learning strategy, I ask the student the following reflection question: For which task would you study harder: If you had to take a test on three chapters and make an A on the test? Or if you had to teach the material to the class? Students immediately say Teach the material! And when I ask why they would study harder if they had to teach the material, they invariably say: You have to really know the material if you have to teach it! When I ask if, to this point, they have been in make an A on the test mode, or in teach the material mode, students say make an A on the test mode. They see how preparing to teach the material results in a deeper understanding of the material. Building Motivation to Change: I usually end the session with two final questions, each designed to get information about whether the student will implement the strategies we have talked about. The first question is: On a scale of 1 10, how different are the strategies we have talked about from the ones you have been using up to this point? (1 is not at all; 10 is as different as day and night) If the student gives a number between 8 and 10, I know that the student recognizes that there is a difference between what s/he has been doing and the strategies that we have been discussing during the session. Although I know that the strategies are different, if the student doesnt recognize this, s/he wont do anything different. The second question is: On a scale of 1 to 10, how motivated are you to start using the strategies? (1 is not at all; 10 is I cant wait to start them today!) Again, I am happy with a number between 8 and 10. I then reinforce the idea that the students performance will depend on use of the strategies, not on how smart s/he is, and I leave the student with the added confidence that s/he can be successful. I ask students to email me to let me know how they are doing, and I let them know that Ill be available for future meetings. A Group Session for Students in a Particular Course The process described above for use in one-on-one consulting situations with individual students can also be used by teachers with a group of students in a specific course. I have done this with students in my own chemistry courses; other teachers have done it with their courses. What I often do is offer one special, 50-minute session that students in the course can opt to attend. This session lasts approximately one hour and typically is scheduled after the first or second exam in the course. The purpose of the session is to help the class as a whole improve its performance. I then proceed to ask the class the same types of reflection questions I ask in individual sessions. Additionally, I provide examples of questions from past exams to show them how using the learning strategies is crucial to success. After presenting strategies, I challenge the class to improve its performance, and have the students indicate in writing what strategy they are willing to implement. Data collected in selected general chemistry classes in which this session was provided show that the students who attended the session improved their performance whereas those who were absent experienced a decrease in performance on subsequent examinations. References 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. Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing. Ellis, David, 2014. Becoming a Master Student. Boston: Cengage Learning. McGuire, Saundra, 2015. Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Students Metacognition, Study Skills, and Motivation. Sterling, VA: Stylus Publishing. Pierce, William, 2004. Metacognition: Study Strategies, Monitoring, and Motivation.  HYPERLINK "http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm" http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm 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. Acknowledgements Sarah Baird, M.A., former Center for Academic Success Learning Strategies Consultant Colleagues at the Center for Academic Success at Louisiana State University Frank L. Christ, M.A., Learning Assistance Consultant and former Coordinator of Learning Assistance Support Systems, California State University Long Beach      PAGE \* MERGEFORMAT 3  +F\]^_lov}~ ) D G , ` paUaUaUaFhR^h~JCJOJQJ^JhR^CJOJQJ^JhR^hCJOJQJ^JhR^hR^CJOJQJ^Jhi%CJOJQJ^JhiPuCJOJQJ^JhR^CJOJQJ^JhR^hR^5CJOJQJ^JhH5CJOJQJ^JhR^5CJOJQJ^JhR^5>*CJOJQJ^J"hR^h5>*CJOJQJ^J"hR^hC=5>*CJOJQJ^J+^_~O `%z  & FdxgdwM$dhxa$gdwM dxgdwM $da$gdiPu $da$gdwM $dxa$gdwM` h N O m   ( _`༬sdRCRh$5>*CJOJQJ^J"hR^h~J5>*CJOJQJ^JhR^hCJOJQJ^JhCJOJQJ^JhwMCJOJQJ^JhhHMh~J5CJOJQJ^J h`h0JCJOJQJ^JjhCJOJQJU^JhCJOJQJ^Jh$CJOJQJ^JhR^CJOJQJ^JhR^h~JCJOJQJ^JhR^h~J6CJOJQJ^JC "%35OP`azqrxyz,.rֺɺֺֺֺ֭օ֠hR^h~/@CJOJQJ^JhhHMCJOJQJ^JhhHM5CJOJQJ^Jh$5CJOJQJ^JhR^h<CJOJQJ^JhR^5CJOJQJ^JhR^hRCJOJQJ^JhR^CJOJQJ^JhR^h~JCJOJQJ^J1O_~QRVWYe <6 E ǯǯLjLjymahFVGCJOJQJ^JhMiCJOJQJ^JhR^hfCJOJQJ^JhR^hhHMCJOJQJ^JhoCJOJQJ^JhiPuCJOJQJ^JhpCJOJQJ^Jh`oCJOJQJ^JhR^hMiCJOJQJ^JhhHMCJOJQJ^JhR^h~/@CJOJQJ^JhR^hCJOJQJ^J"F !#$&'((1)K*.....)/*/t/ hd^hgd $dxa$gdwM dxgdwM dx^gdwM dxgdp  & FdxgdwME F H a !""""##$$$$$$%%&&'3(5(k(ĵĉ}qqbVbh`oCJOJQJ^JhR^h8qCJOJQJ^JhwMCJOJQJ^JhhHMCJOJQJ^JhhHM5CJOJQJ^JhR^h6C6CJOJQJ^JhR^h`oCJOJQJ^JhR^h6CCJOJQJ^JhR^h" CJOJQJ^JhR^hhHMCJOJQJ^JhR^hfCJOJQJ^JhR^hpCJOJQJ^Jk(o((((0)1))J*K*R*X*o*z****,, -...°}n}bVHhCJOJQJ^JaJhCJOJQJ^JhFVGCJOJQJ^JhR^hYsRCJOJQJ^JhR^h<CJOJQJ^JhwMCJOJQJ^Jh$CJOJQJ^JhhHMCJOJQJ^J"hR^h8q5>*CJOJQJ^JhhHM5>*CJOJQJ^JhR^h6CCJOJQJ^JhR^h8qCJOJQJ^JhR^h8q6CJOJQJ^J.Y....../'/(/)/*/?/h/s/t/////////ͼͮxjYH h6CJOJQJ]^JaJ h.Q6CJOJQJ]^JaJh.QCJOJQJ^JaJhf)CJOJQJ\^JaJ)hh6CJOJQJ\]^JaJ#hhCJOJQJ\^JaJhCJOJQJ^JaJ hhCJOJQJ^JaJhoQCJOJQJ^JaJ&hh6CJOJQJ]^JaJ hhCJOJQJ^JaJt/////00011 2!2"23222p3q3s3t3v3w3 dgdR^ dxgdwM dxgd \d^\gd dgd hd^hgd/////0000011L1M11Ϳ}iQiQ;*hh0J6CJOJQJ]^JaJ/jhh6CJOJQJU]^JaJ&hh6CJOJQJ]^JaJ hhoQCJOJQJ^JaJ hhCJOJQJ^JaJhCJOJQJ^JaJ#h.Qh.Q6CJOJQJ^JaJh.QCJOJQJ^JaJ h.QhCJOJQJ^JaJ h.QhCJOJQJ^JaJ h.Qh.QCJOJQJ^JaJ111111 2222 2"2!3o3p3q3r3t3u3w3x3z3{3}3ʵ~maPPHDHDHDHDh?Ijh?IU hhCJOJQJ^JaJhCJOJQJ^J hhCJOJQJ^JaJ hf)CJOJQJ\]^JaJ&hhCJOJQJ\]^JaJ#h6CJOJQJ\]^JaJ)hh6CJOJQJ\]^JaJ#hhCJOJQJ\^JaJhCJOJQJ^JaJ)jhhCJOJQJU^JaJw3y3z3|3}333333 dxgdwM$a$ dgdR^ }3~333333333 hhCJOJQJ^JaJh?IhLjhR^U*h`omHnHuhR^jhR^U 21h:p$/ =!"#$%  s666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ OJPJQJ_HmH nH sH tH J`J %mNormal dCJ_HaJmH sH tH DA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List @@@ Mi List Paragraph ^m$>> R^0Header H$d.. R^0 Header Char> @"> R^0Footer H$d.1. R^0 Footer Char6U`A6 iPu0 Hyperlink >*B*phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w< +P ***-` E k(./1}33 !"$%'t/w33#&)L))+XX $&-!L# @0(  B S  ?_GoBack++5 : q+s+t+v+w+y+z+|+}+++q+s+t+v+w+y+z+|+}+++ee3 5 '''''''(p+q+}+++`8*2\&'T. ^`OJQJo(n ^`OJQJo(n pp^p`OJQJo(n @ @ ^@ `OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n PP^P`OJQJo(n^`o(.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L.&'T`8*Rfpd6ʛ^uNԚ/CBHI          d#jd2"d#j ,d#jrs7d#jb8d#j/:d#jKoWd#jn`Kvrxd#j.LpH$6Cf)N=C=~/@FVG~JOyLhHM.QYsRMi3Pk`oiPu8e" 8qoQ`?I<OyoU|:R^wMmAi%Rx_4%mftyDq+s+@5 5 5 5 +@UnknownG.Cx Times New Roman5Symbol3. .Cx Arial5..[`)Tahoma7.@Calibri;WingdingsA$BCambria Math"1hWD'WD'{$N{$N0[+[+:QHP  $PC=2!xxq SaundraSaundra  Oh+'0T    (4<DLSaundraNormalSaundra2Microsoft Office Word@@:'꺞@:'꺞{$ ՜.+,D՜.+,, hp|  N[+  Title` 8@ _PID_HLINKSA O >http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm&2http://www.cas.lsu.edu/  !"#$%&'(*+,-./0123456789:;=>?@ABCEFGHIJKNRoot Entry FPP1Table)^%WordDocument4PSummaryInformation(<DocumentSummaryInformation8DCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q