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David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

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Page 1: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

David BuddUniversity of Colorado

Getting Students to think about their learning, attitudes,

and motivation

Page 2: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Several students score poorly on your first exam.

They come to you for help, what

advice would you give them?

Page 3: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Three Principles of Learning

1. Prior Knowledge and Misconceptions

2. Developing Expert Knowledge

• Deep foundation• Contextual framework• Organizational structure

3. Metacognition – thinking about learning

Bransford et al. (2000)

Page 4: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Metacognitive Components of Expert Learners

Modified from Ertmer and Newby (1996), Butler (1997), Winne and Hadwin (1998), Pintrich (2000), Lovett (2008)

Evaluate Monitor

Plan

Reflection

Metacognitive Control(self-regulation)

Metacognitive Knowledge(declarative, procedural, conditional)

PersonalResources

Prior KnowledgeAvailable Strategies

TaskRequirements

Type of LearningAppropriate Strategies

GoalsBeliefs

AttitudesMotivation

Reflection Reflection

Reflection

Page 5: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Schoenfeld (1987)

Solving a ProblemElapsed Time (mins) 0 2 4 6 8 10 12 14 16 18

Read

Analyze

Explore

Plan

Implement

Verify

Experts

Elapsed Time(mins)

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Read

Analyze

Explore

Plan

Implement

Verify

Novices

Page 6: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

adapted from Pintrich and Zusho, 2007

Pedagogical Challenge – Many factors influence learning

Personal Characteristics

of Student(age, gender, academic

rank, experience)

Course Context (tasks, grading policy,

pedagogy, instructional resources)

Course Outcomes (effort, interest, performance)

Student Metacognition(studying and/or learning behaviors – i.e., planning,

choosing appropriate strategies, monitoring, evaluation, reflection)

Student motivations

(things that drive learning- i.e., goal orientation, task

value, self- ‐efficacy, control of learning)

Page 7: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Self-Efficacy is the belief that one will be successful at a given task/course.

• Students who believe they are capable of doing the coursework and learning the content are much more likely to succeed

• Predicts performance - (up to ¼ of the final grade has been att ributed to Self-Efficacy)5

• Predicts learning strategy usage (students are more likely to use more effective learning strategies that lead to deeper comprehension of content.

5Pintrich & Zusho (2007)

Self-Efficacy

Page 8: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Control of LearningControl of Learning encompasses the beliefs a

student possess about what factors contributeto their success or failure (internal or external;controllable or uncontrollable)

• David & Jenifer received a similar disappointinggrade on an assignment.

• David knows he didn’t do as well as he could because he did not set aside enough time and he vows to make better use of his time

• Jenifer shrugs her shoulders and says, “ugh, this teacher makes everything confusing”

• Both students have had set backs, what differentiates their response is their Control of Learning Beliefs.

Page 9: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Goal Orientati on predicts how students will approach learning based on their goals for a given topic/course

• “Jackie” is interested in the content, wants to work hard in order to learn as much as she can.

• “Paul” does the minimum he can to get the grade he needs, learning may or may not happen and that’s ok with him.

• “Jackie” has more of an intrinsic motivation or a mastery orientati on

• “Paul” has more of an extrinsic motivation or a performance orientati on

• Intrinsic motivation is generally linked to deeper learning and effective use of learning strategies5.

5Pintrich & Zusho (2007)

GoalOrientation

Page 10: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Task Value reflects whether students see the material and work as interesting, useful, or important to them.

•In an intro geology class, the instructor talks about coastal erosion and makes an assignment to predict future erosion trends.

•“Heather” has a family home on the coast, and so she is very engaged in the topic, asking questions and looking upadditional information.

•“Jonathan” has never left Boulder, he has no idea what the ocean looks like and doesn’t have any plans in the near future to go to the ocean. He sees little value in this material or exercise.

•Context provides an additional value for Heather, because she can relate the content to something she cares about.

TaskValue

Page 11: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Self- ‐ EfficacyBelief in the ability

to be successful

Control of Learning

Attribution of one‘s success and failures

Task ValueValuing of a task

Motivation “Pie”Key determinants in whether a student chooses to engage and persevere

Goal OrientationGoals that drive

how one responds

Page 12: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

adapted from Pintrich and Zusho, 2007

Pedagogical Challenge – Many factors influence learning

Personal Characteristics

of Student(age, gender, academic

rank, experience)

Course Context (tasks, grading policy,

pedagogy, instructional resources)

Course Outcomes (effort, interest, performance)

Student Metacognition(studying and/or learning behaviors – i.e., planning,

choosing appropriate strategies, monitoring, evaluation, reflection)

Student motivations

(things that drive learning- i.e., goal orientation, task

value, self- ‐efficacy, control of learning)

Page 13: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Metacognition

Modified from Ertmer and Newby (1996), Butler (1997), Winne and Hadwin (1998), Pintrich (2000), Lovett (2008)

Evaluate Monitor

Plan

Reflection

Metacognitive Control(self-regulation)

Metacognitive Knowledge(declarative, procedural, conditional)

PersonalResources

Prior KnowledgeAvailable Strategies

TaskRequirements

Type of LearningAppropriate Strategies

GoalsBeliefs

AttitudesMotivation

Reflection Reflection

Reflection

Knowing what to do Know how to do it well

Page 14: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Metacognition

Evaluate Monitor

Plan

Metacognitive Control(self-regulation)

Metacognitive Knowledge(declarative, procedural, conditional)

PersonalResources

Prior KnowledgeAvailable Strategies

TaskRequirements

Type of LearningAppropriate Strategies

GoalsBeliefs

AttitudesMotivation

Reflection Reflection

Reflection

Knowing what to do

Rehearsal – reciting or naming items from a list. Activates information in working memory & helps with encoding, but does not help construct connections.

Elaboration – paraphrasing, summarizing, creating analogies, generative note-taking. Help store info in long-term memory by building internal connections between new and old information.

Organization – outlining, clustering, concept sketching. Constructs connections and puts information into learners own frameworks.

(Pintrich et al. 1991)

•Rehearsal - naming the fault is rehearsal•Elaboration - describing it in your own words•Organization - linking the geometry & process to stress types & general tectonic setting

Page 15: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Knowing how to Learn - Self-Regulated Learning Cycle

EvaluateProgress

MonitorLearning

Plan, Set Goals

Reflection Reflection

Reflection

Metacognition

Page 16: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Expert Learners are “Self-Regulating”

Savin-Baden and Major (2004)

Expert learners are highly motivated,

independent, and strive toward self-

direction and autonomy. They diagnose

their learning needs, formulate learning

goals, identify resources for learning,

select and implement learning strategies,

and evaluate their learning outcomes.

Page 17: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

• Instructor grading of short answer and essay questions

• On-going assessment through student dialog in small classes

• Computer grading of multiple choice questions using bubble-sheets

Understanding Student Learning

More instructor understanding

of student learning

Less instructor understanding of student learning

Learning Assessment System

It is difficult for instructors in large classes to recognize student learning difficulties.

Students need to know how to assess their own learning and make adjustments.

Page 18: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Schoenfeld (1987)

Elapsed Time (mins) 0 2 4 6 8 10 12 14 16 18

Read

Analyze

Explore

Plan

Implement

Verify

Experts

Elapsed Time(mins)

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Read

Analyze

Explore

Plan

Implement

Verify

Novices

Solving a Problem

But as we have already seen, most students are not Expert learners, many do not know how to

self-regulate

Page 19: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Underperforming Students are the worse at Self-Assessment

Dunning et al., 2003. Current directions in psychological science, v.12 #3, p.83-87

Low scoring students• overestimate their

own skill level• failed to recognize

the degree of their insufficient knowledge

• recognized their lack of skill, only if they are trained to improve

Page 20: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Reflect on thisIn the next minute, write down as much as you can remember about the first part of this presentation

Page 21: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Personal Characteristics of

Student(age, gender, academic

rank, experience)

Course Context (tasks, grading policy,

pedagogy, instructional resources)

Course Outcomes (effort, interest, performance)

Pedagogical Challenge – What can we do?

Task Value

Goal Orientation

Self- ‐ Efficacy

Control of Learning

Motivation

Reflection

Metacognitive Knowledge

Personal Resources

Task Requirement Evaluate Monitor

Plan

Metacognitive Control

Reflection Reflection

Reflection

Self-Regulated Learning interventions will impact motivation and outcomes

Page 22: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Types of Self-Regulated Learning Interventions

Activity Knowledge or Skills

How I Earned an “A” Goal-setting & Reflection

Reading Reflections Reflection & Monitoring

Exam Wrappers Reflection & Evaluation

Reflective Journaling Reflection, Monitoring, Evaluation

Knowledge Surveys Goal-setting, Monitoring, Evaluation

Retrieval Practice Monitoring & Evaluation

Mastery Exercises (quizzes) Monitoring, & Evaluation

Page 23: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Instructor Feedback is Key

All interventions have minimum impact without

feedback

Page 24: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Reading Reflections• Completed after each reading assignment

• Short responses to three questions

• Submitted online before class

• Credit awarded for “reflective”submissions

• Addresses: summarizing, misconceptions monitoring, evaluation, and reflection

• What is the main point of this reading?• What did you find surprising? Why?• What did you find confusing? Why?

Page 25: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Week 1 Week 14

Impact of Reading ReflectionsP

erce

nt o

f Stu

dent

sD

oing

the

Rea

ding

100

80

60

40

20

0

With reflection assignment

Without reflection assignment

Budd, Univ. Colorado

Page 26: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Wirth, Macalester College

Impact of Reading Reflections

Self-Reported Depth of Reading

Page 27: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Effect Size = 1.35 (Large)

Effect Size = 1.08 (Large)

Effect Size = 0.71 (Large)

Wirth, Macalester College

Impact of Reading Reflections

Page 28: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Classroom Reflections

After lectures on topic X• List y items that are clear• List y items that are muddy

Do individually for 2-3 min then discuss in small groups (2-3 students)

Call upon groups to report out (list on board)

Close the feedback loop by clarifying the “mud”, reflecting on why their might be mud, and offering strategies for students to self-clarify in the future

Page 29: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Exam “Wrapper”

Achacoso (2004)Lovett (2008)

• Pre and Post Exam

• Self Evaluation

• Preparation Strategies

• Performance Analysis

• Planning

Wirth, Macalester College

Page 30: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Exam “Wrapper” Results

• Low scoring students most likely to overestimate results

• Must discuss options for next exam to close the feedback loop

Wirth, Macalester College

Page 31: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Exam “Wrapper” Results

• What, if anything, will you do differently in preparing for the second exam?

Study More

No change Study Differentlyother

I might try to study earlier than the night before.

I will study more, a lot more.

I will definitely study more by reading something then try to write it.

Quiz myself instead of just looking over notes.

Study differently. Summarize more.

Make sure I understand the visuals.

Study longer and actually practice drawing things out.

I will use more charts and organizers . . .

I will make sure I understand the learning objectives better.

I will make a better outline and study more in small increments.

I will try to study more, as well as stopping as I study to test myself on the material I am reviewing.

Spend more time preparing and reading over the notes.

I have to study more and actually know what material to study.

I will take the learning journals more seriously and read them when it comes to studying.

McConnell, NC State Univ.

Page 32: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Exam “Wrapper” Results

Study Strategies

Analysis of Errors

Wirth, Macalester College

Page 33: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Retrieval Practice

• Study material for initial study period

• Put material away and on a blank piece of paper practice retrieval by recalling and writing down as much information as possible.

• Do it the first time within 24 hours

• Repeat retrieval process at regular intervals prior to exam (e.g., weekly)

• Answer the questions that will help you evaluate your responses and monitor your self-efficacy.

Page 34: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Medina (2009)

Repetition Aids Retention

• The more effort we put into encoding information at the moment of learning, the more we remember

• Listening writing drawing/ organizing

Long-term memory – Remember to repeat

• Thinking or talking about an event immediately after it occurs enhances memory of the event

• Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.)

Page 35: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Figure from Karpicke and Blunt 2011 (SciencExpress)

Careful retrieval practice is more effective than standard study methods.

The Value of Retrieval

Page 36: David Budd University of Colorado Getting Students to think about their learning, attitudes, and motivation

Summary1. Students’ motivations (goals, self-efficacy, task value, control of learning) and

metacognition (study strategies, planning, monitoring, evaluation, reflection) affect their learning.

2. Not all students have intrinsic motivations and the metacognitive skills of many are lacking

3. Poor-performers in particular need help in learning how to be a self-regulated learner

4. Metacognitive interventions can help

• Students will learn to test themselves and reflect on their learning, and build self-efficacy

• Students will learn more and learn more effectively

• But instructors must monitor students and provide feedback to help them become more independent learners.