Acing Undergraduate and Graduate School:

Metacognition is the Key!

Saundra Yancy McGuire, Ph.D.Asst. Vice Chancellor for Learning &

TeachingProfessor, Department of ChemistryPast Director, Center for Academic

SuccessLouisiana State University

Baton Rouge, LA

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

The Story of Four LSU Students

Travis, junior psychology student 47, 52, 82, 86 B in courseRobert, first year chemistry student 42, 100, 100, 100 A in courseMaryam, first year art student

57, 87 B in courseDana, first year physics student 80, 54, 91, 97, 90 (final) A in course

Dana’s Spring 2010 Grades  Courses Dept Course Grade Hrs Carried Hrs Earned

Quality PtsBIOL 1201 A 3.00 3.00

12.00CSC 1253 A 3.00 3.00

12.00MATH 2090 A 4.00 4.00

16.00MEDP 2051 A 3.00 3.00

12.00PHYS 2221 A 3.00 3.00

12.00

Current Cumulative GPA: 3.88

Class Average Student 1 Student 2 Student 3 Student 4

Test 1 76 65 67 70 83Test 2 52 67 65 46 55Test 3 72 61 68 68 65

Final 78 107 88 88 90

Chemistry 2001

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.

Final Examination Improvement

How’d They Do It?

They became expert, strategic learners

by using metacognition!

They studied to LEARN, not just to make the grade!

What we will cover today

Why university students may be inefficient learnersMetacognitive learning strategies that work, and why they workBarriers to using these strategies and how to overcome them

Reflection QuestionsDoes your current GPA reflect your academic ability or the effort/time you have put into your courses to date?What’s the difference, if any, betweenstudying and learning? Which, if either, is more enjoyable? Why?Approximately how many hours per week do you study at UW

Use Metacognition to Become an Expert

Learner

Metacognition

The ability to:think about thinkingbe consciously aware of oneself as a problem solverto monitor and control one’s mental processingto be aware of the type of learning that you are doing

Travis, junior psychology student47, 52, 82, 86

Problem: Reading Comprehension

Solution: Preview text before readingDevelop questionsRead one paragraph at a time and paraphrase information

Robert, freshman chemistry student 42, 100, 100, 100Problem: Using examples to do

homework problems

Solution: Study information before trying homework problemUse example to test skillDo homework problems as if doing a test or quiz (no looking

at solution manual or examples!)

Maryam, freshman art student57, 87

Problem: Not seeing the underlying structure of different types

of art

Solution: Focus on characteristics of different artists’ work in order to indentify the painter of an unfamiliar piece of art

Dana, first year physics student80, 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

Dana’s Spring 2010 Grades  Course Grade Hrs Carried Hrs Earned Quality PtsBiologyA 3.00 3.00 12.00Comp Sci A 3.00 3.00

12.00Math A 4.00 4.00 16.00Med. Phys A 3.00 3.00

12.00Mechanics A 3.00 3.00

12.00

Current Cumulative GPA: 3.88

Counting Vowels in 45 seconds:

Let’s test our speed and accuracy

For the words on the next slide, count all of the vowels

18

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

Write down all the words or phrases you remember

20

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

What are the words arranged according to?

NOW, how many words or phrases do you remember?

Turning Yourself into an Efficient, Expert Learner

Do “think aloud” exercisesConstantly ask yourself “why” and “what if” questionsAlways test your understanding by verbalizing or writing about concepts; practice retrieval of informationMove your activities higher on the Bloom’s taxonomy scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Making decisions and supporting views; requires

understanding of values.

Combining information to form a unique product; requires creativity and

originality.

Using information to solve problems; transferring abstract or theoretical

ideas to practical situations. Identifying

connections and relationships and how

they apply.Restating in

your own words;

paraphrasing, summarizing, translating.Memorizing verbatim

information. Being able to remember, but not

necessarily fully understanding the

material.

Bloom’s Taxonomy

Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu

Identifying components; determining

arrangement, logic, and semantics.

Graduate School

Undergraduate

High School

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.

At what level of Bloom’s did you have to operate to make A’s or B’s in high school?

1 2 3 4 5 6

21%

35%

3%3%

13%

25%1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

At what level of Bloom’s do you think you’ll need to be to make A’s at the university level?

1 2 3 4 5 6

7% 6%

14%

35%

23%

15%

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Study Strategies Gold Nugget

The Study Cycle with Intense Study Sessions

How do you move yourself higher on Bloom’s Taxonomy?

Use the Study Cycle!

4Reflec

t

4Reflect

3Review

The Study Cycle

1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session

2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.

3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack4 Review (5 min) Go over what you just studied

*Intense Study Sessions

Attend

Review

Study

Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.

Preview before class – 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.

Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.

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?

Preview

Center for Academic SuccessB-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

Assess

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

Time Management isLife Management

Tools for organizing your life:

Fixed Schedules “Semester-at-a-Peek”“Week-at-a-Peek”

PlannersTo Do Lists

TodayThis WeekSticky Notes

The Semester Schedule

M Aug. 1 8 15ClassesBegin!

22 29 6 13 20

T 2 9 16 23Math Quiz

30 7Math Quiz

14 21

W 3 10 17 24 Oct. 1 8 15Spanish

Exam

22

Th 4 11 18 25 2 9 16 23MathExam

F 5 12 19 26 3Science

Quiz

10 17 24English

Paper due

S 6 13 20 27 4 11Going to

Game

18GoingHome

25

S 7 14 21 28 5 12 19Home

26continued

The “Week at a Peek” Schedule

M T W TH F SA SU7-8

8-9 Math Math Math

9-10 English English English Service

10-11 Chemistry Chemistry

11-12

12-1 Tennis

1-2 French French French Tennis

2-3 Biology Tennis Biology Tennis Biology

3-4 Work Work Work Work

4-5 Work Work Work Work

5-6 Dinner Dinner Dinner Dinner Dinner

7-8

8-9

9-10

10-11

11-12

12-1

1-2

2-3

3-4

4-5

5-6

Tips to remember...Use daylight hours wisely!

1 day light hour =about 1 1/2 evening

hours.

ABC’s of ExcellenceAdopt the right ATTITUDE

Begin appropriate BEHAVIOR

Consistently make a COMMITMENT

Attitude

“It’s your attitude, not your aptitude,

that determines your altitude.”

Zig Ziglar

BehaviorIt’s the difference between knowing

and doing that determines success. Anonymous

Don’t let other folks hijack your

future!

Commitment

It’s not over ‘til it’s over, and YOU determine when it’s over!

Change strategies when necessary, but never give up

your goals. If you can dream it, you can achieve it!

So, What Can You Do, Starting Now, to Ensure that Your GPA will reflect your ability?

Spend more time studying (at least 2 hours/week for every hour in class)Aim for higher learning levels and 100% masteryUse office hours and study groups productivelyUse the Study Cycle

with Intense Study SessionsUse Metacognition to Study Smarter!!!

Writing Exercise

What two strategies will you commit to using until the end

of the semester?

If you don’t try it in within the next 48 hours...

… you probably never will.

Final Note

Please visit our website at www.cas.lsu.edu.

We have on-line workshops and information that will teach you additional effective study strategies. I wish you a fantastically successful future!

Dr. Saundra McGuire