邢唷��>� MO��L��欹�U ��3bjbj雗雗 4P�閍�閍q++��8TT�$� ��(� �+ - - - - - - $N"�%FQ #��##Q �f mmm#R + m#+ mm:�,O ��pm帑簽��uF� | 0� �RJ%��J%OO�J%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 搒tudy harder� or to 揻ocus on learning concepts� or to 揹o more homework problems. However, these suggestions do not help students who do not know how to interpret 搒tudy harder� or 揻ocus 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 揵efore 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 30抯 and 40抯 before hearing the strategies increased their scores to the 80抯 and 90抯 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 揥hat抯 the difference between studying and learning?�. The most common answer I get is something like 揝tudying is just memorizing information for a test or a quiz� but learning is really 搖nderstanding 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 搒tudy� mode or 搇earning� mode. Every student I have asked to date has indicated 搒tudy mode�. I then enthusiastically respond 揧ES! That抯 the reason you haven抰 done as well as you can. In this session we抮e going to learn to stay in 憀earn mode�.� Introducing New Ideas: The next step is to introduce students to the concept of metacognition and to Bloom抯 Taxonomy as a hierarchy of learning levels. Almost none of them have heard of metacognition or seen Bloom抯 Taxonomy before, but they embrace it enthusiastically. Some even say 揑 wish I had known THIS in high school!� I then ask 揢p to this point, what抯 the highest level you抳e had to operate to make As� and B抯 in high school (or in undergraduate school)? The typical response is either Knowledge or Comprehension. And then I ask 揥hat 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! They抳e been studying at the lower two levels, so they抳e got to 搆ick it up a few notches�! And I am quick to follow with 揃oy, 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 搃ntense study sessions� to thoroughly learn the information, and assessing their learning strategies. After learning about Bloom抯 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. Christ抯 Preview-Learn-Review-Study Learning Cycle A CONCEPT MASTERY STRATEGY involving 搕eaching 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 搕eaching the material� as a learning strategy, I ask the student the following reflection question: 揊or 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 揟each the material!� And when I ask why they would study harder if they had to teach the material, they invariably say: 揧ou have to really know the material if you have to teach it!� When I ask if, to this point, they have been in 搈ake an A on the test mode�, or in 搕each the material mode�, students say 搈ake 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: 揙n 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 doesn抰 recognize this, s/he won抰 do anything different. The second question is: 揙n a scale of 1 to 10, how motivated are you to start using the strategies? (1 is not at all; 10 is 揑 can抰 wait to start them today!�) Again, I am happy with a number between 8 and 10. I then reinforce the idea that the student抯 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 I抣l 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. 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