Metacognition: The Key to Expanding the Diversity of Learning Center Promoters

1. Metacognition: The Key to Expanding the Diversity of Learning Center Promoters Saundra Yancy McGuire, Ph.D. Assistant Vice Chancellor Professor, Department of Chemistry Past Director, Center for Academic Success Louisiana State University

2. 2004 National College Learning Center AssociationFrank L. Christ Outstanding Learning Center Award

3. Outcomes • Discuss the factors that make learning centers central to the mission of the institution • Identify the departments, administrative units and individuals that will be allies in maximizing learning center impact • Discuss specific strategies that will successfully move the learning center to a position to increase its impact • Develop an action plan that you can begin implementing in Spring 2013

4. Overview • Importance of Learning Center Impact • Establishing Campus “Presence” • Infusing Learning Strategies Throughout the Institution • Strategies for Expanding the Sphere of Impact • Developing an Action Plan for Increasing the Number of Learning Center Enthusiasts • Discussion and Questions

5. Reflection Question In what ways do learning centers impact academic institutions?

6. Teaching Centered Institutions Learning Centered Institutions Paradigm Shift in Higher Education Barr, R.B., and Tagg, J. "From Teaching to Learning - A New Paradigm for Undergraduate Education." Change, Nov-Dec. 1995, pp 13-25

7. Emphasis on meeting student learning outcomes Technologically wired More pressure on faculty to publish or perish More adjunct and/or part time faculty More diverse students Others? Characteristics of Many 21st Century Colleges

8. Working more hours More diagnosed LD/ADHD Interested in obtaining credentials Feel entitled to an A or B if they consistently attend class Few time management skills Few learning skills Characteristics of Many of Today’s Students

9. Why don’t most students know how to learn or how to study?

10. According to data from the entering class of 2011...* • It wasn’t necessary in high school - 60.5% of 2011 (down from 63% in 2010) entering first year students spent less than six hours per week doing homework in 12thgrade. - 49.7% of these students said they graduated from high school with an “A” average.* • Students’ confidence level is high - 70.9 % believe their academic ability is above average or in the highest 10 percent among people their age *2011 Higher Education Research Institute Study, UCLA

11. Learning Center Stakeholders Students Parents Administrators Stakeholders Faculty Employers Others?

12. All Stakeholders Must Understand How Learning Centers Teach Students How to Learn! But what does this mean? • Help them understand the learning process • Assess and provide feedback early and often • Help them determine their learning style • Teach them specific learning strategies

13. The Role of Academic Support Centers in Facilitating Learning • Provide faculty and TA’s with information on the learning process, characteristics of their students, and learning strategies they can teach students • Teach faculty how to teach students effective study skills learning strategies (e.g. Absent Professor Programs) • Help students identify the problem with their performance (e.g. memorizing vs understanding) • Help students (from first year through graduate and professional school) develop effective learning strategies

14. Learning Center Practices Are Based upon Sound Research Learning Center Programs Metacognition • Cognitive Science Principles Constructivist Learning Theory

15. Cognitive Science Principles Guiding Learning Centers • Learning takes place within communities of practice • Novices learn to become experts through practice in solving a variety of problems in a domain • Becoming an expert means applying learning to new contexts • Prior knowledge mediates learning • Learning is enhanced when thinking is made visible by collaboration and reflection among learners Penuel, P. & Roschelle, J. (1999) “Designing Learning: Cognitive Science Principles for the Innovative Organization”. Center for Technology in Learning, SRI International. http://cilt.concord.org/resources/DesigningLearning.PDF

16. Constructivist Learning Theory* Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press. http://www.instructionaldesign.org/theories/constructivist.html

17. Metacognition The ability to: • think about one’s own thinking • be consciously aware of oneself as a problem solver • monitor, plan, and control one’s mental processing (e.g. “Am I understanding this material, or just memorizing it?”) • accurately judge one’s 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

18. Hodges, Simpson, Stahl eds. (2012) Teaching Study Strategies in Developmental Education, New York: Bedford/St. Martin’s • Historical Background on Study Strategies • Developmental Education and Learning Assistance Today • Diverse Populations in the Classroom • Students’ Beliefs about Study Strategies • Theory, Research, and Best Practices • Assessment and Evaluation

19. Learning Centers Impact Individual StudentsThe Story of Two Students • Travis, junior psychology student 47, 52, 82, 86 B in course • Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course

20. How’d They Do It? They became expert learners by using metacognition! They learned to think about their own thinking, and they studied to LEARN, not just to make the grade!

21. 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

22. 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

23. Why the Fast and Dramatic Increase? It’s all about the strategies, and getting them to engage their brains!

24. Counting Vowels in 45 seconds How accurate are you? Count all the vowels in the words on the next slide.

25. 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

26. How many words or phrasesdo you remember?

27. Let’s look at the words again… What are they arranged according to?

28. 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

29. NOW, how many words or phrases do you remember?

30. What were two major differences between the two attempts? 1. We knew what the task was2. We knew how the information was organized

31. Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

32. What we know about learning • Active learning is more lasting than passive learning -- Passive learning is an oxymoron* • Thinking about thinking is important -- Metacognition** • The level at which learning occurs is important -- Bloom’s 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 cognitive–developmental 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.

33. Bloom’s Taxonomy Anderson & Krathwohl, 2001http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy

34. 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. Bloom’s Taxonomy Evaluation Graduate School Making decisions and supporting views; requires understanding of values. Combining information to form a unique product; requires creativity and originality. Synthesis Identifying components; determining arrangement, logic, and semantics. Analysis Undergraduate Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Application Restating in your own words; paraphrasing, summarizing, translating. Comprehension High School Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material. Knowledge Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu

35. How do we teach students to move higher on Bloom’s Taxonomy?Teach them the Study Cycle* *adapted from Frank Christ’s PLRS system

36. The Study Cycle • 4Reflect • Preview beforeclass– 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. Preview Attendclass – GO TO CLASS! Answer and ask questions and take meaningful notes. Attend Review after class– As soon after class as possible, read notes, fill in gaps and note any questions. Review • 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 Study • 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? Assess *Intense Study Sessions Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

37. Helping Unprepared Students Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

38. LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record 2004 – 2005 9/04 Failed 10/04 Failed 11/04 Failed 12/04 Failed 1/05 Passed 2/05 Failed 3/05 Failed 4/05 Failed 2005 – 2006 10/05 Passed 11/05 Failed 12/05 Passed best in group 1/06 Passed 2/06 Passed 3/06 Failed 4/06 Passed last one! 5/06 N/A Began work with CAS and the Writing Center in October 2005

39. Dr. Algernon Kelley, December 2009

40. What happens when we teach metacognitive learning strategies, Bloom’s Taxonomy, and the Study Cycle to an entire class, not just individuals?

41. Performance in Gen Chem I in 2010 Based on One Learning Strategies Session Attended Absent Exam 1 Avg.: 72.35% 70.11% Exam 2 Avg.: 76.01% 68.74% Final course Avg*.: 82.48%72.61% Final Course Grade: BC Even one 50-min presentation on study and learning strategies may mean an improvement of one full letter grade! Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.

42. Performance in Gen Chem I in 2011 Based on One Learning Strategies Session Attended Absent Exam 1 Avg.: 71.65% 70.45% Exam 2 Avg.: 77.18% 68.90% Final course Avg*.: 81.60%70.43% Final Course Grade: BC The one 50-min presentation on study and learning strategies again resulted in an improvement of one full letter grade! Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.

43. Intro Chem Results Spring 2007 Test 1Test 2FinalTotal pts Attended lecture 156 109 214 801 (B) on metacog. 3/2* Did not attend 154        93      153       563   (D) Class average  153 100 176 662 (C) *Approximately 80 attendees out of 200 students because session was on a Friday afternoon. Exam 1 was Wednesday, March 7.

44. Learning Centers can teach metacognitive strategiesto students on warning or probation

46. Results from Spring 2011 GPA change from Fall 2010 to Spring 2011 +0.65 Net Difference!

47. Results from Spring 2011 Retention from Spring 2011 to Fall 2011 20% Difference!

48. IMPACT Content • Learning Center Services • How I Learn • Super Strategies • (Bloom’s, Metacognition, Mindset) • Get Organized • Reduce My Stress

49. Student Feedback from Impact I had fallen below the GPA requirement my scholarship demands, and I was sure there was no hope for me and maybe I just wasn’t cut out for it. However, after IMPACT I really utilized all the tools I was given … With all these tools, I was able to discover that I do have time for other fun and important things, such as a social life and most importantly, sleep… I can now proudly say that after beginning college with a 2.79 GPA, I have just recently finished midterms week with a solid 4.0!! Thank you so much, and please continue with programs like IMPACT and CAS!!

50. Learning Centers can Change the Institutional 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 Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing