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Supplemental Instruction: Helping Students Cross the Border Between Rote Learning and Strategic Thinking

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

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Supplemental Instruction: Helping Students Cross the Border Between Rote Learning and Strategic Thinking

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    1. Supplemental Instruction: Helping Students Cross the Border Between Rote Learning and Strategic Thinking Saundra Y. McGuire, Ph.D. Director, Center for Academic Success Adj. Professor, Department of Chemistry Louisiana State University

    2. 2004 National College Learning Center Association Frank L. Christ Outstanding Learning Center Award 

    3. The Story of Five LSU Students Travis, junior psychology student 47, 52, 82, 86 Robert, freshman chemistry student 42, 100, 100, 100 Amy, junior organic chemistry student 54, 82, 76, 78 Michael, senior pre-medical organic student 30, 28, 80, 91 Terrence, junior Bio Engineering student GPA 1.67 cum, 3.54 (F 03), 3.8 (S 04)

    5. Think/Pair/Share What is the difference, if any, between studying and learning? Which, if either, is more enjoyable?

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

    7. Rote Learning Involves verbatim memorization (which is easily forgotten) Cannot be manipulated or applied to novel situations (e.g. remembering phone numbers, dates, names, etc.)

    8. Meaningful Learning Learning that is tied and related to previous knowledge and integrated with previous learning Can be manipulated, applied to novel situations, and used in problem solving tasks (e.g. comparing and contrasting the Arrhenius and B-L definitions of acids and bases.)

    9. Can you accurately count the vowels?

    10. Modern Learning Theories Behaviorism – learning involves a change in behavior of the learner Cognitivism – learning involves information processing in the mind of the learner Constructivism – learners construct understanding by integrating new information with known information

    11. Supplemental Instruction Behaviorism – practice is important Cognitivism – problem solving process is important Constructivism – SI sessions relate new information to known information Metacognition is key!

    12. Metacognition The ability to: think about thinking be consciously aware of oneself as a problem solver monitor and control one’s mental processing accurately assess what one understands

    14. SI Teaches Students How to Learn SI participants work collaboratively to uncover course concepts SI participants develop problem solving processes SI participants experience learning as a process SI participants operate at higher levels of Bloom’s taxonomy SI participants develop strategic thinking skills

    15. Concept maps facilitate development of higher order thinking skills

    16. Chapter Map

    17. Compare and Contrast

    18. Learning Strategies Gold Nugget The Study Cycle with Intense Study Sessions* *Adapted from method developed by Frank L. Christ

    21. Cornell Note Taking Format* Uses of notes identify major points identify minor points There are 4 Kinds of Notes: Running Text Formal Outline Informal Outline Cornell Note system

    22. SI Motivates Students Bases of Intrinsic Motivation Autonomy (Control Their Own Destiny) Competence (Do Things that Help Them Feel Successful) Belonging (To Feel Part of a Group Effort) Self-Esteem (To Feel Good About Who They Are) Involvement and Enjoyment (To Find Pleasure in What They Do)

    23. Final Note Please visit our website at www.cas.lsu.edu. We have on-line workshops and information on effective study strategies that will be useful to students with a variety of learning styles. Dr. Saundra McGuire

    24. References Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press. Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. Hacker, D. J., Dunlosky, J., and Graesser, A.C. (1998). Metacognition in Educational Theory and Practice. Mahwah, NJ: Erlbaum Associates Halpern, D.F and Hakel, M.D. (Eds.), 2002. Applying the Science of Learning to University Teaching and Beyond. New York, NY: John Wiley and Sons, Inc. Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing. www.cas.lsu.edu

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