Learning Strategies to Students Zhou Dong Scholarship of Excellence - - PowerPoint PPT Presentation
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?
Zhou Dong Scholarship of Excellence in Teaching • 2018 Cohort
Teachi ching ng stude dents ts metac tacogni
tive learning strategies… 1. 1. Why did I do it? 2. 2. How did I do it? 3. 3. Did students ents benef efit it from it?
Problem blem
DFW rates.
classes lack study skills.
skills courses taught by our counselors.
Goals ls
my calculus class.
life-long learning.
Optio ion n one: Inclu lude e lots s of conte tent nt
the subject nor learning how to keep
either retain what they have learned or make the effort to keep on learning?
Optio ion n two: Take ke the long ng-te term m view
subject and about learning how to keep on learning.
both retain what they have learned and continue to enlarge their knowledge after the course is over.
Because... ause...
they study
“PSYC,” “ENGL,” and “BIOL”
Paul Hanstedt, Creating Wicked Students
What t does s it take ke to create e Wicked ked Students? ts?
CONTENT KNOWLE LEDGE GE + SKILLS + + “AUTHORITY”
Click on each scroll to see the document
Math Class ass Prime mer Ti Tips s for Math Success ess by Prof. f. Dong ng Valediction ediction to My Math Class ss
Ti Tips s for Ma Math Su Success ess
to Learn by Saundra McGuire
minutes, dispersed throughout the semester
Ti Tips s for Ma Math Su Success ess
1. Think about your learning 2. Understand the Flipped Classroom model 3. Use Bloom’s Taxonomy 4.
5. Build good habits 6. Don’t do it alone 7. Know your learning style preferences 8. Check your motivation and attitude 9. Develop a growth mindset
Mi Mid-seme semester ster Su Survey
En End-seme semeste ster Su Survey
Mid-semester survey
Mid-semester survey
Think about your learning The flipped classroom Bloom’s Taxonomy Follow the study cycle Build good habits Don’t do it alone
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.”
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.”
Were Prof.
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”
1. Teach metacognitive learning strategies in precalculus (Spring 2019) 2. Expand and refine “Tips for Math Success” (on going) 3. Collect data and feedback on effectiveness of teaching metacognitive learning strategies (on going… long-term)