embedding learning strategies in content courses dr. cari kenner victoria williams academic learning...
TRANSCRIPT
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Embedding Learning Strategies in Content Courses
Dr. Cari KennerVictoria WilliamsAcademic Learning CenterSt. Cloud State University
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Overview
• Deep Learning versus Surface Learning.• Metacognition.• Beliefs predict performance.• Teaching self-regulated learning.• Dipsticks Wrappers.• Metacognition and reading.
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Kelsey: Novice Learner
Sarah: Expert
Learner
Deep Learning vs. Surface Learning
Discussion
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Metacognition
Thinking about your own cognitive processes.
Being aware of what is happening when you read, learn, reason, problem-solve.
Essential for effective learning, especially complex material.
Stephen Chew video.
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Practice Questions
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Question One
Metacognition is least relevant to:
A. Performing a highly-practiced skill.B. Text comprehension.C. Solving a difficult problem.D. Critical evaluation of a politician’s claim.
Question adapted from: prod.ocw.uci.edu/upload/files/practicequizmetacognition.doc
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Question TwoWhich of the following is the best illustration of metacognition?
A. Sarah stays up late studying for a geography test. The following morning in school, she is too tired to think straight during the test.
B. Kenny is studying for a spelling test. He writes each spelling word five times in his nicest handwriting.
C. Houston is preparing to take the Scholastic Achievement Test (SAT), so he checks out an SAT preparation book from the local library and reads it from cover to cover.
D. Kelsey is studying for a history test. He knows that he has trouble with dates, so he checks herself by giving himself a short quiz after each chapter.
Question adapted from: prod.ocw.uci.edu/upload/files/practicequizmetacognition.doc
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Self Regulated Cycle
/http://www.edu.gov.mb.ca/k12/tech/lict/teachers/epearl_supports.html
Planning(Goal Setting)
Doing(Producing)
Reflecting(Self Monitoring)
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Beliefs Predict Performance
Incremental view:– Learning is a skill that can improve over time.
Fixed view:– Ability to learn is a trait that is inherited at birth.
Beliefs affect the Self-regulated Learning Cycle (SRL).
http://net.educause.edu/upload/presentations/eli081/fs03/metacognition-eli.pdf
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PracticeQuestions
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Question Three
Which statement most accurately reflects Self-Regulated Learners?
A. They always get high grades in their classes.B. They know how to control their learning
environment.C. They aren’t afraid to make mistakes.D. All of the above.
Question adapted from: http://www.quizrevolution.com/ch/a162683/go/self_regulation
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Question Four
The way learners encode and retrieve information is most closely related to
A. Second language acquisition. B. Marathon studying.C. Motivational control.D. Innate ability, usually progressing with age.E. Strategy use.
Question adapted from: : http://www.quizrevolution.com/ch/a162683/go/self_regulation
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Teaching Self-Regulated Learning
• Step One: Teach students that the ability to learn is not a fixed quantity.
• Step Two: Teach students how to set goals and plan to meet them.
• Step Three: Give students opportunities to practice self-monitoring and adapting.
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PracticeQuestions
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Question Five
Which of the following statements is false about goal-setting theory?
A. Feedback is not necessary for effective goal setting.B. A person must accept the goal for goal setting to be
effective.C. Specific, difficult goals have a greater effect on
performance than fuzzy goals.D. Participation in goal setting is unimportant for goal
acceptance.
Question adapted from: http://cw.routledge.com/textbooks/champoux/questions.asp?unit=8
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Question Six
Which of the following support an incremental view of how beliefs predict performance?
A. How did you approach the task of taking this quiz?B. On a scale of 1-5, how good are you at mathematics?C. On a scale of 1-5, how productive was your study
time? D. On a scale of 1-5, how well did you estimate the
amount of time required to learn the material? Question adapted from link.
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“When the cook tastes the soup, that’s formative;
When the guests taste the soup, that’s summative.”
--Robert E. Stake
Summative and Formative Assessment
http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finleyImage: http://cdn4.thegrommet.com/wordpress/wp-content/uploads/2012/01/Soup-pic.jpg
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Alternative Formative Assessment(Dipsticks and Wrappers)
• Dipsticks• Lecture wrappers• Homework wrappers• Exam wrappers
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Dipsticks Examples (See Handout)
• Summary Poem Activity• Muddy Moment• 3-2-1• Bio Poem• Color Cards
http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
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Wrappers(See Handout)
• Lecture wrappers• Homework wrappers• Exam wrappers
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Other Strategies
• Pre-assessments.• Muddiest point.• Retrospective post-assessments.• Reflective journals.• Test analysis.
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Discussion Questions
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Question Seven
The National Capital Language Resource Center recommends all except the following when introducing alternative assessment for the first time:
A. Integrate alternative assessments gradually, while still using the traditional assessments.
B. Ensure that students realize the difference between authentically graded traditional assessments and alternative assessments.
C. Walk students through the rubrics and discuss expectations when you introduce assignments.
D. Teach students how to thoughtfully give each other feedback as you introduce them to peer-response.
Question adapted from:http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
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Question Eight
Which of the following would be not considered formative assessment? A. Write 10 higher-order text questions related to the
content. Pick 2 and answer them in half a page.B. Identify the theory or idea the author is advancing.
Then identify an opposite theory. C. Tweet: Define the concept in under 140 characters.D. All of these are considered formative assessments.
Question adapted from: http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
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Metacognition and Reading
Readers become confused when– Their inner voice is reciting the text not talking about the
text.– Their mind wanders; no longer “paying attention.”– They can’t remember what has been read.– They can’t answer their own questions.
Reading steps– Planning– Monitoring– Evaluating
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Discussion Questions
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Question Nine
Which of the following is not true about the reading process?
A. Reading is a complex process of recalling and creating associations.
B. Students can use overview reading to become familiar with new material before reading and studying the details more thoroughly.
C. When students have developed strong reading skills, their reading goal may be to use their automatic pilot to read many of their college textbooks.
D. Chunking information into appropriate sizes gives students’ working memory time to process and integrate information.
Question adapted from:Wong, Linda. Essential Study Skills. 8th edition.
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Levels of Information (explanation for Question Ten)
Level One
Level Two
Level Three
Level Three
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Question TenA good option for students is to make a visual map of their reading. Which of the following is not true about visual mappings?
A. In a well-developed mapping, different levels of information are easy to identify.
B. For consistency in “reading” a visual mapping, a standard format for ordering level-two information is required.
C. Pictures, shapes, and colors strengthen visual memory and recall of information.
D. To avoid clutter, visual mappings should include only two levels of detail.
Question adapted from:Wong, Linda. Essential Study Skills. 8th edition.
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For materials: stcloudstate.edu/alc
Conclusions, Materials, and Contacts