Become an Expert Learner: Metacognition is the Key

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Become an Expert LearnerMetacognition is the
Key!
Dr. Saundra Y. McGuire Director, Center for
Academic Success Adj. Professor, Department of
Chemistry Louisiana State University
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2004 National College Learning Center
AssociationFrank L. Christ Outstanding Learning
Center Award 
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What we will cover today

• Why entering LSU students may be inefficient
  learners
• Metacognitive learning strategies that work, and
  why they work
• Barriers to using these strategies and how to
  overcome them

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Reflection Questions

• Whats the difference, if any, between
• studying and learning? Which, if either, is
  more enjoyable? Why?
• Did you study a lot in high school?
• Approximately how many hours per week do you
  think you will have to study at LSU?

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Characteristics of a Scholar

• Has a demonstrated potential for independent
  research/study
• Self-directed and motivated
• Has a demonstrated potential for leadership
• Has long range vision and goals
• Has faith in his/her own potential for
  accomplishment
• Thinks critically
• Not easily discouraged by artificial boundaries
• Is introspective, astute, insightful
• Ohio University, Office of Nationally
  Competitive Awards
• http//www.onca.org/feature_19991104.asp

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A Tale 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)

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Fall 2005
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.
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Howd They Do It?

• Metacognition was the Key!
• They studied to LEARN,
• not to make the grade!

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Two Types of Learning

• Rote Learning
• Meaningful Learning

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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.)

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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. If one student walks 4 miles due east,
  and a second one walks 3 miles due north, what
  will be the distance between the two?)

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Meaningful learning is a continuous, ongoing
process repetition is the key. let it soak
in
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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.
Blooms 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
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Using Metacognition to Become an Expert Learner
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Metacognition

• The ability to
• think about thinking
• be consciously aware of oneself as a problem
  solver
• to monitor and control ones mental processing
• use appropriate learning strategies

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Three Types of Learners

• Novices (beginners)
• Experts
• Intelligent Novices

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What intelligent novices know

• Learning is different from memorization
• Solving problems without looking at the solution
  is different than using the solution as a model
• Comprehension of reading material must be tested
  while the reading is in progress
• Whether the answer to a problem makes sense

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Study Strategies Gold Nugget

• The Study Cycle with
• Intense Study Sessions

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The Study Cycle
Phase One Read or preview chapters to be
covered in class before class (Create
chapter maps) Phase Two Go to Class. Listen
actively, take notes, participate in
class Phase Three Review and process class
notes as soon as possible after class Phase
Four Incorporate Intense Study
Sessions Repeat
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Intense Study Sessions

• 2 - 5 minutes Set goals for next 40 min.
• 30 - 40 minutes Read text more
  selectively/highlight
• Make doodles/notes in margins
• Create mnemonics, work examples
• Create maps
• 5 minutes Review what you have just studied
• 10 minutes Take a break
• Repeat

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Keys to Studying Smarter

• There is a hierarchy of learning levels.
• It takes time to climb the ladder of
  understanding
• You can climb it faster if you know your learning
  style

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So, What Can You Do to Ace Courses?

• Spend enough time reviewing and mastering the
  material
• Aim for 100 mastery
• Use study sessions for clarification
• Use the Study Cycle with Intense Study Sessions

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Top 5 Reasons Students Did Not Do as Well As
Possible on Test 1

• 1. Didnt spend enough time on the material
• 2. Started the mastering chem homework too late
• 3. Didnt memorize the information I needed to
• 4. Did not use the book
• 5. Assumed I understood information that I had
  read and re-read, but had not applied

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Top 5 Reasons Students Made an A

• 1. Did preview-review for every class
• 2. Did a little of the homework at a time
• 3. Used the book and did the suggested problems
• 4. Made flashcards of the information to be
  memorized
• 5. Practiced explaining the information to
  others

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Time Management is Life Management
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The Jar of Rocks
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Taking Charge

• Proactive
• VS.
• Reactive

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Tools for organizing your life

• Fixed Schedules
• Semester-at-a-Peek
• Week-at-a-Peek
• Planners
• To Do Lists
• Today
• This Week
• Sticky Notes

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The Semester Schedule
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The Week at a Peek Schedule
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Example of a Weekly Planner
Monday, June 7
Thursday, June 10
Tuesday, June 8
Friday, June 11
Wednesday, June 9
Sun., June 13
Sat., June 12
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Example of a Daily Planner
Monday, June 7
Tuesday, June 8
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Tips to remember...

• Use daylight hours wisely!
• 1 day light hour
• about 1 1/2 evening hours.

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ABCs of Excellence

• Adjust your attitude!
• It determines your altitude.
• Begin now to change your behavior
• Time wasted can never be retrieved!
• Challenge yourself to make a commitment to
  excellence. 100 mastery is the goal!

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Ps and Qs to Avoid

• Procrastinating
• Quadralizing

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Final Note

• Please visit out website at www.cas.lsu.edu.
• We have on-line workshops and information that
  will teach you more effective study strategies.
  Please visit us at B31 Coates Hall if you want
  more information or to talk with one of our study
  strategies counselors.
• I wish you a fantastically successful future!
• Dr. Saundra McGuire