Teaching Metacognitive Learning Strategies to Students Zhou Dong Scholarship of Excellence in Teaching • 2018 Cohort
Teachi ching ng stude dents ts metac tacogni ognitive tive learning strategies… Overview 1. 1. Why did I do it? 2. 2. How did I do it? 3. 3. Did students ents benef efit it from it?
Why teach students metacognitive learning strategies? Problem blem Goals ls Calculus (math) classes have high Help students be more successful in ● ● DFW rates. my calculus class. Many students who fail in my calculus Help student be more successful in all ● ● classes lack study skills. of their classes. Financial aid does not cover study Help students be more successful in ● ● skills courses taught by our counselors. life-long learning.
The need for a long-term view of learning Optio ion n one: Optio ion n two: Inclu lude e lots s of conte tent nt Take ke the long ng-te term m view Students end up neither caring about Students … come to care about the ● ● the subject nor learning how to keep subject and about learning how to on learning keep on learning. What are the chances that students will It seems much likelier that they will ● ● either retain what they have learned or both retain what they have learned and make the effort to keep on learning? continue to enlarge their knowledge after the course is over. L. Dee Fink, Creating Significant Learning Experiences
The need to create wicked students Because... ause... What t does s it take ke to create e Wicked ked Students? ts? Students don’t always go into the fields ● they study CONTENT KNOWLE LEDGE GE Or get the jobs they want ● + Or stay in the fields they start in SKILLS ● + + Or stay in the positions they start in ● “AUTHORITY” The workplace isn’t divided into ● “PSYC,” “ENGL,” and “BIOL” Paul Hanstedt, Creating Wicked Students
How to teach students metacognitive learning strategies? Prof. Dong’s Ti Tips s for Valediction ediction Math Class ass Math Success ess to My Math Prime mer by Prof. f. Class ss Dong ng Click on each scroll to see the document
How to teach students metacognitive learning strategies? Ti Tips s for Ma Math Su Success ess Strategies from Teach Students How ● to Learn by Saundra McGuire Materials borrowed from colleagues ● Created my own materials ● Each tip discussed in class for 15 - 30 ● minutes, dispersed throughout the semester
How to teach students metacognitive learning strategies? Ti Tips s for Ma Math Su Success ess 1. Think about your learning 5. Build good habits 2. Understand the Flipped Classroom 6. Don’t do it alone model 7. Know your learning style preferences 3. Use Bloom’s Taxonomy 8. Check your motivation and attitude 4. a. Follow the Study Cycle 9. Develop a growth mindset b. Learn to read math c. Learn to self-assess
Do students benefit from metacognitive learning strategies? Mi Mid-seme semester ster Su Survey End-seme En semeste ster Su Survey Administered online via Google Forms Administered online via Google Forms ● ● ● Anonymous ● Anonymous Week after midterms During final exam week ● ● After midterm grades were posted Before final grades were posted ● ● 9 students responded 5 students responded ● ●
Mid-semester survey
Bloom’s Don’t do Think about your The flipped Follow the Build good learning classroom Taxonomy study cycle habits it alone Mid-semester survey
Mid-semester survey Has s any of the metaco cognit nition ion infor formation mation chang nged ed the way you think? nk? How? w? “Not really. I have already used some of those, while the others seemed obvious.”
Mid-semester survey Has s any of the metaco cognit nition ion infor formation mation chang nged ed the way you behav ave e or act? How? w? “I was able to restructure my method of studying in all classes.”
End-semester survey Were Prof. f. Dong' ng's "Tips ps for Success" ss" helpf pful ul to you? Should ld she e continue tinue to teach ch it in her classes? sses? “Yes for both questions.” “Absolutely!” “Somewhat helpful for me, but yes, they can definitely help people” “Yes”
Final Grades
1. Teach metacognitive learning strategies in precalculus (Spring 2019) 2. Expand and refine “Tips for Future Work Math Success” (on going) 3. Collect data and feedback on effectiveness of teaching metacognitive learning strategies (on going… long -term)
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