Me ta L e a rning : L e ve ra g ing Re se a rc h o n L e a rning - - PowerPoint PPT Presentation

Me ta L e a rning : L e ve ra g ing Re se a rc h o n L e a rning to I mpro ve Stude nt Suc c e ss

Ca l Ma ritime -- 2018 Ste phe n Ca rro ll, PhD

T he Pla n: Ste ps to I mpro ving Yo ur Suc c e ss

Pra c tic e s tha t I

mpro ve L e a rning

T

a king No te s

Re a ding Study T

e c hniq ue s

Study Cyc le Stra te g ie s a nd T

a c tic s: E xe rc ise , Sle e p, e tc .

T

he o ry—Why tho se pra c tic e s wo rk

De fine L

e a rning

Ho w L

e a rning Wo rks

Me ta c o g nitive No te s

Notes on what’s being presented Thoughts, connections & feelings that arise

Summa ry:

Da te , Co urse , T

• pic

This makes sense! Q: How does this connect with … ?

Priming information For B Best R t Results:

Review S Sum ummary y withi hin 2 24 4 hou

• urs

Summary R y Refl eflectio ions: ASAP – befor

• re s

sleeping What’s w worth r revie viewin ing & & reme memb mbering?

Pa rt 1: T a king No te s

Re a ding Stra te g ie s

 Pre -Re a d

 De te rmine c o nte xt a nd purpo se (mo tiva tio n)  Write yo urpurpo se o n a 3x5 c a rd (mo tiva tio n)  Sc a n the pro mine nt fe a ture s o f the te xt (priming )  T

hink a b o ut wha t yo u kno w no w (me ta c o g nitio n)

 Re a d Critic a lly

 F

• c use d, a tte ntive re a ding using 3x5 c a rd(ma king c o nne c tio ns)

 T

wo hig hlig hte rs a nd a pe n (me ta c o g & c o nne c tio ns)

 Re a ding jo urna l o r no te b o o k (me ta c o g & c o nne c tio ns)

 Po st-Re a ding

 Re vie w a nd re fle c t [pre -re a ding a nd no te s] (me ta c o g )  Summa ry b e fo re switc hing g e a rs/ b e fo re sle e p (re ta in)  Re vie w within 24 ho urs (re ta in)

Pa rt 2: Re a d ing

T e st, Analyze , INte gr ate

 Pa ssive re vie w ha s lo w c o rre la tio n with a b ility

to re c a ll wha t wa s le a rne d.

 Ab ility to re c a ll de pe nds o n PRACT

I CEo f re c a ll:

 T

e st a b ility to re c a ll fre q ue ntly fo r lo w sta ke s

 Ana lyze suc c e sse s a nd fa ilure s (se e k pa tte rns)  I

nte g ra te tho se pa tte rns into le a rning stra te g ie s

 No te the c o nne c tio ns to Blo o m’ s hig he r-o rde r

thinking skills (HOT S)

Pa rt 3: Stud y T e c hniq ue s

Popular Study T e c hnique s

Whic h one s a re e ffe c tive ?

• 1. E

la b o ra tive I nte rro g a tio n

• 2. Se lf-E

xpla na tio n

• 3. Summa riza tio n
• 4. Hig hlig hting / unde rlining
• 5. K

e ywo rd Mne mo nic

• 6. I

ma g e ry fo r te xt

• 7. Re re a ding
• 8. Pra c tic e T

e sting

• 9. Distrib ute d Pra c tic e
• 10. I

nte rle a ve d Pra c tic e

Pa rt 3: Stud y T e c hniq ue s

Popular Study T e c hnique s

• 1. E

la b o ra tive I nte rro g a tio n (M)

• 2. Se lf-E

xpla na tio n (M)

• 3. Summa riza tio n (L

)

• 4. Hig hlig hting / unde rlining (L

)

• 5. K

e ywo rd Mne mo nic (L )

• 6. I

ma g e ry fo r te xt (L )

• 7. Re re a ding (L

)

• 8. Pra c tic e T

e sting (H)

• 9. Distrib ute d Pra c tic e (H)
• 10. I

nte rle a ve d Pra c tic e (M)

L e a rning T e c hniq ue s: Pro mising Dire c tio ns fro m Co g nitive a nd E duc a tio na l Psyc ho lo g y, APS, Psyc ho lo g ic a l Sc ie nc e , (2013) Dunlo sky, Ra wso n, Ma rsh, Na tha n, & Willing ha m.

Pa rt 3: Stud y T e c hniq ue s

4 Re fle c t 4 Re fle c t 3 Re vie w

The Study Cycle

1

Se t a Goa l

(1-2 min)

De c ide wha t you wa nt to a c c omplish in your study se ssion

2

Study with F

• c us

(30-50 min)

Inte ra c t with ma te ria l- o rg a nize , c o nc e pt ma p, summa rize , pro c e ss, re -

re a d, fill-in no te s, re fle c t, e tc .

3

Re wa rd Yourse lf

(10-15 min)

T a ke a bre a k– c a ll a frie nd, pla y a sho rt g a me , g e t a sna c k

4

Re vie w

(5 min)

Go ove r wha t you just studie d

*Intense Study Sessions Attend Review Study

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

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 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. Do this before you sleep.

Preview Assess

Study – Repetition is key. Ask questions such as ‘why,’ ‘how,’ and ‘what if.’

• Intense Study Sessions* - 3-5 short study sessions per day. (Pomodoro)
• Weekend Review – Read notes and material from the week to make

connections

Pa rt 4: Stud y Cyc le

Stra te g ie s a nd T a c tic s

Ge t e no ug h sle e p—

Yo ung a dults ne e d 9-10 ho urs o f sle e p fo r

• ptimum b ra in pe rfo rma nc e .

Yo u’ ll pe rfo rm b e tte r o n the te st if yo u a re

we ll-re ste d tha n if yo u ha ve sta ye d up mo st

• f the nig ht re vie wing the ma te ria l o ne mo re

time .

Pa rt 5: Stra te g ie s

Sle e p De priva tio n

Stra te g ie s a nd T a c tic s

Ma na g e yo ur Sle e p We ll: Sle e p Cyc le : 90 min.  Minimum o f 6 ho urs fo r

a c c e pta b le pe rfo rma nc e (9- 10 ho urs fo r yo ung a dults).

 Me nta l pe rfo rma nc e dro ps

• ff sha rply if yo u do n’ t g e t at

le ast 6 ho urs o f sle e p pe r nig ht re g ula rly. Witho ut this a mo unt

• f sle e p, yo u c a nno t le a rn:

lo ng -c ha in re a so ning , pe rsiste nc e , e tc .

 I

f yo u must do with le ss, yo u wa nt to wa ke in the RE M pe rio d a t the e nd o f the c yc le , no t a de e p pa rt o f the c yc le . T he le ss sle e p yo u g e t, the mo re impo rta nt it is whe n yo u wa ke up.

Pa rt 5: Stra te g ie s

Sleep cycles: ~ 90 minutes/cycle

Chart shows 7 hours of sleep

1 2 7 3

REM If you wake up in these troughs, you’ll be tired and groggy all day. You’ll perform significantly less well on cognitive tasks. If you wake up in one of these phases, you’ll feel rested and perform well.

Pa rt 5: Stra te g ie s

Sle e p Hyg e ine

 No c a ffe ine a fte r

no o n

 Do n’ t study in b e d  No sc re e ns o ne

ho ur b e fo re b e d (o r b lue -lig ht sc re e n)

 Go to b e d a nd g e t

up a t the sa me time e a c h da y

 Use a n a pp to

wa ke a t the rig ht time

Na pping a ids me mo ry a nd c o g nitio n

Stra te g ie s a nd T a c tic s

 Sle e p Cyc le s  Plo t yo ur c yc le so tha t yo u kno w ho w it wo rks.  Yo ur pe rio d o f ma ximum fa tig ue will fa ll 12 ho urs

a fte r the de e pe st pe rio d o f sle e p. (Na p!)

 Use the info rma tio n-so rting func tio n o f sle e p to

he lp yo u so lve pro b le ms. F

• c us o n the pro b le m

yo u wa nt to so lve re pe a te dly a s yo u fa ll a sle e p. Re vie w in the mo rning . (K e e p pa pe r b y the b e d.)

 L

uc id dre a ming c a n a lso he lp yo u study.

 Adjust b e dtime to the type o f te st yo u’ re ta king .

Pa rt 5: Stra te g ie s

Stra te g ie s a nd T a c tic s

E

xe rc ise re g ula rly a nd e a rly—

45 min o f a e ro b ic e xe rc ise

e a rly in the da y is the be st wa y to inc re a se le a rning pe rfo rma nc e

Mo ving b lo o d a nd

• xyg e n to yo ur b ra in he lps

it wo rk mo re e ffe c tive ly.

T

he c he mic a ls yo ur b o dy ma ke s whe n yo u e xe rc ise (BDNF ) he lp yo u ma ke c o nne c tio ns mo re e a sily.

Pa rt 5: Stra te g ie s

Stra te g ie s a nd T a c tic s

Ma ke sure yo u a re pro pe rly hydra te d a nd no urishe d .

 Wa te r is ke y. E

ve n mo de st de hydra tio n de c re a se s yo ur re a so ning a b ility b y 20%. (Do n’ t o ve rdo it—o ve r-hydra tio n a lso a dve rse ly a ffe c ts c o g nitio n.)

 I

f wha t yo u e a t c o me s thro ug h a c a r windo w o r if the la b e l lists ing re die nts with numb e rs, it isn’ t fo o d.

 Co lo r yo ur pla te : the b e st b ra in fo o ds a re b lue b e rrie s,

who le g ra ins, o ily fish, to ma to e s, a vo c a do s, b ro c c o li a nd nuts.

 Ha rd me nta l wo rk is e q ua lly ta xing to the b o dy a s ha rd

physic a l wo rk—yo u ha ve to no urish it to susta in pe a k pe rfo rma nc e .

Stra te g ie s a nd T a c tic s

 Ca ffe ine , Nic o tine , Alc o ho l, a nd Adde ra ll

Ca ffe ine a nd sug a r b o th inhib it le a rning a nd re c a ll,

e spe c ia lly in la rg e q ua ntitie s (>200 mg ). Whe n c o mb ine d in small q ua ntitie s, the y c a n pro vide a b o o st (e q uiva le nt to a wa lk a ro und the b lo c k).

Nic o tine he lps yo u fo rm ne w c o nne c tio ns o nly if yo u

a lre a dy smo ke .

Alc o ho l impa irs the b ra in’ s a b ility to fo rm ne w

c o nne c tio ns a nd to re c a ll o ld o ne s.

Adde ra ll is ve ry da ng e ro us if yo u do n’ t ha ve ADD.

Pa rt 5: Stra te g ie s

Stra te g ie s a nd T a c tic s

 Pa y a tte ntio n to o the r da ily c yc le s a nd

rhythms—yo u’ re mo re a wa ke a nd b e tte r a b le to le a rn a t c e rta in time s tha n a t o the rs. Arra ng e yo ur da y so tha t yo u study during the se time s.

 Atte ntio n Cyc le : T

a ke b re a ks e ve ry 20 minute s so tha t yo u re ma in a c tive a nd do n’ t g o o n a uto pilo t. Do so me thing physic a l a nd b ila te ra l o n yo ur b re a k.

 Study Cyc le : T

a ke a ma jo r b re a k e ve ry 2 ho urs. Spe nd te n minute s o n a diffe re nt kind o f ta sk. Ma ke sure yo u g e t up a nd mo ve a ro und. (Put a n a la rm o n yo ur pho ne to he lp yo u re me mb e r.)

Pa rt 5: Stra te g ie s

Stra te g ie s a nd T a c tic s

I

nfo rma tio n T ra nsfe r Cyc le

Summa rize ma te ria ls b e fo re yo u

sle e p to ma rk the m a s impo rta nt.

Re vie w ma te ria ls within 24 ho urs

to mo ve to lo ng -te rm me mo ry.

Pa rt 5: Stra te g ie s

Stra te g ie s a nd T a c tic s

Ma ke a nd ke e p a pla nne r. Mo st stude nts ra dic a lly unde re stima te ho w lo ng it will ta ke to do thing s. I f yo u ke e p tra c k o f ho w lo ng it ta ke s to do thing s a nd sc he dule the rig ht a mo unt o f time to do the m, it will re duc e yo ur a nxie ty a nd stre ss. (Be ing o ve rwhe lme d is stre ssful a nd b a d fo r le a rning ; b e ing re la xe d a nd in c o ntro l ma ke s yo ur le a rning mo re e ffe c tive a nd e njo ya b le .)

Pa rt 5: Stra te g ie s

De finitio n o f L e a rning

Wha t is le a rning ?

Wha t do e s it

me a n to le a rn so me thing ?

Ho w c a n yo u

te ll whe n yo u’ ve le a rne d so me thing ?

Pa rt 6: De fining L e a rning

L e a rning is…

Gre a te r Unde rsta nding (50-

70%)

Skill Ac q uisitio n (25-35%) Total ≈ 90% (Theory-in-use )

Pa rt 6: De fining L e a rning

L e a rning is… Gre a te r Unde rsta nding (50-

70%)

Skill Ac q uisitio n (25-35%) Total ≈ 90% (Theory-in-use )

T he se a re lo we r-o rde r thinking skills o n Blo o m’ s ta xo no my

Pa rt 6: De fining L e a rning

Blo o m’ s T a xo no my

Me mo rizing is the lo we st o rde r o f le a rning the re is.

Pa rt 6: De fining L e a rning

L e a rning is… Affe c tive c ha ng e (5-15%) Ha b it fo rma tio n/ inte g ra tio n (>5%)

Pa rt 6: De fining L e a rning

L e a rning is…

…a re la tive ly dura b le c ha ng e in

b e ha vio r c a use d b y e xpe rie nc e .

…a c ha ng e in the ne uro n pa tte rns in

the b ra in.

(Go ldb e rg , 2009)

Pa rt 6: De fining L e a rning

A T e a c he r’ s De finitio n o f L e a rning

L

e a rning is the a b ility to use info rma tio n a fte r sig nific a nt pe rio d o f disuse … and

T

he a b ility to use the info rma tio n to so lve pro b le ms tha t a rise in a c o nte xt diffe re nt (if o nly slig htly) fro m the c o nte xt in whic h the info rma tio n wa s

• rig ina lly ta ug ht. (Ro b e rt Bjo rk,

Me mo rie s and Me tame mo rie s, 1994)

Pa rt 6: De fining L e a rning

Ha b it ma ke s Cha ra c te r

We are wha t we re pe a te dly

do . E xc e lle nc e , the n, is no t a n a c t, b ut a hab it.

Go o d ha b its fo rme d a t yo uth

ma ke a ll the diffe re nc e . ~Aristo tle

Cha ra c te r is simply ha b it lo ng

c o ntinue d. ~Pluta rc h

Pa rt 6: De fining L e a rning

Our e xisting de finitio ns o f le a rning le a d to c ra mming a nd fo rg e tting — a nd fa ilure . De finitio n o f L e a rning

Pa rt 6: De fining L e a rning

F a c ilita ting durab le le arning de pe nds o n c ha ng ing a ttitude s a nd fo rming ne w ha b its. (Yo u o nly ke e p wha t yo u va lue a nd use re g ula rly.) De finitio n o f L e a rning

Pa rt 6: De fining L e a rning

L e a rning is F

• rming Ne w Ha b its

 F

ue le d b y a ttitude s a nd de sire s (e mo tio n)

 Suppo rte d b y skills a nd unde rsta nding

Ste phe n R. Co ve y, T he 7 Hab its o f Hig hly E ffe c tive Pe o ple

Knowledge/Understanding Skills

Attitudes

Habits

Pa rt 6: De fining L e a rning

Ste p 3: T he ART

• f L

e a rning



Ac q uire ne w ma te ria l



Re ta in ne w ma te ria l



T ra nsfe r use o f ne w ma te ria l

Acquire Retain Transfer

Pa rt 7: Ho w L e a rning Wo rks

T he ART

• f L

e ar ning.

T he A in ART is fo r Ac quisition Mne mo nic :

Ac tive ly Build Conne c tions

Pa rt 7: Ho w L e a rning Wo rks

Pa rt 7: Ho w L e a rning Wo rks

# 1 L e a rning I S Ma king Co nne c tio ns

L e a rning ONL Y ha ppe ns whe n it is a c tive a nd inte ntio na l.

Sta ying fully e ng a g e d is vita l—yo u o nly le a rn whe n yo u a re pa ying a tte ntio n a c tive ly

Pa rt 7: Ho w L e a rning Wo rks

L e a rning I S ma king c o nne c tio ns: Ne uro ns tha t fire to g e the r wire to g e the r

2 pyra mida l ne uro ns fo rming a syna pse

F

• c us o n c o nne c ting ne w

info rma tio n to o ld (no t o n upta ke o f c o nte nt). Ana lo g ie s a nd mne mo nic s a re the b e st wa y to le a rn!

Pa rt 7: Ho w L e a rning Wo rks

I de a s a re pa tte rns o f ne ura l firing

Pa rt 7: Ho w L e a rning Wo rks

Mo re c o mple x ide a s a re mo re c o mple x pa tte rns—ma de up o f sma lle r pa tte rns

F

• c us o n pa tte rns a nd me a ning , no t o n fa c ts

a nd info rma tio n

Pa rt 7: Ho w L e a rning Wo rks

A Ba sic Bra in—no t ve ry fo ld-e y

# 2 L e a rning Cha ng e s the Bra in

Pa rt 7: Ho w L e a rning Wo rks

A Be tte r Bra in—mo re fo ld-e y

Ma ke sure yo u le a rn so me thing re le va nt e ve ry da y in e ve ry c la ss se ssio n (to inc re a se stre ng th a nd pla stic ity)

Pa rt 7: Ho w L e a rning Wo rks

L e a rning I nc re a se s Bra in Pla stic ity

 T

he re fo re we ne e d to re g ula rly e xpe rie nc e susta ine d, c ha lle ng ing le a rning ta sks

 T

he mo re we le a rn, the b e tte r le a rne rs we b e c o me

 Ana lo g y: L

e a rning is like b uilding musc le o r le a rning a fo re ig n la ng ua g e (use it o r lo se it/ wo rking ma ke s it stro ng e r)

Pa rt 7: Ho w L e a rning Wo rks

Ne w Bra in Ce lls F

• rming

# 3 L e a rning Ha rd Stuff Gro ws Yo ur Bra in

Pre fe r the diffic ult pa th o ve r the e a sy o ne : yo u’ ll le a rn mo re a nd fe e l b e tte r.

Pa rt 7: Ho w L e a rning Wo rks

L e a rning wo rks b e st whe n it is diffic ult

 T

he re fo re , we must to se e k c ha lle ng e

 Alwa ys pre fe r the diffic ult o ve r the

ro utine o r the e a sy

 Optima l le a rning o c c urs in “flo w

sta te ”—midwa y b e twe e n b o re do m a nd a nxie ty

 Ana lo g y: c ro sswo rds a nd sudo kus

Re kindle yo ur lo ve o f le a rning b y fig uring o ut o ptima l le ve ls o f c ha lle ng e

Pa rt 7: Ho w L e a rning Wo rks

Ste p 3: T he ART

• f L

e a rning



Ac q uire ne w ma te ria l



Re ta in ne w ma te ria l



T ra nsfe r use o f ne w ma te ria l

Acquire Retain Transfer

Pa rt 7: Ho w L e a rning Wo rks

T he ART

• f L

e ar ning

T he R in ART is fo r RE T AI N (Ac ro nym)

Re pe titio n, E

mo tio n,

T

e st,

Ana lyze , I

Nte g ra te .

Pa rt 7: Ho w L e a rning Wo rks

Re te ntion is c ontr

• lle d by

Re pe tition and Che mistr y

Pa rt 7: Ho w L e a rning Wo rks

Re pe tition

 Re vie w b e fo re sle e p to e nc o de

me mo rie s

 Re vie w within 24 ho urs to so lidify le a rning  Ma ke re vie w a re g ula r pa rt o f c la ssro o m

a c tivity

 Da ily re vie w a t sta rt o f c la ss  Da ily summa rie s a t e nd o f c la ss

 Re vie w summa rie s o ffline o n a re g ula r

b a sis

 Classr

• om mantr

as Re pe a te d re vie w is ne c e ssar

y fo r ha b it fo rma tio n a nd

tra nsfe r (it’ s a lso the b e st wa y to study)

Pa rt 7: Ho w L e a rning Wo rks

E motion

 Mo st po we rful de te rmina nt o f me mo ry

 E

mo tio ns c o ntro l c o nne c tio n-fo rma tio n (a c q uisitio n)

 And a b ility to re c a ll wha t wa s le a rne d

 Ne g a tive e mo tio ns (e spe c ia lly fe a r a nd

stre ss) b lo c k the a b ility to le a rn a nd to re c a ll

 Po sitive e mo tio ns e nha nc e

e ng a g e me nt, mo tiva tio n a nd re te ntio n

• f wha t wa s le a rne d

Ma na g e yo ur e mo tio ns to c re a te a n e nviro nme nt c o nduc ive to le a rning

Pa rt 7: Ho w L e a rning Wo rks

E mo tio n a nd c he mistry: Yo ur a myg da la s

Amyg da la s

Pa rt 7: Ho w L e a rning Wo rks

E mo tio n: F e a r re spo nse

Pa rt 7: Ho w L e a rning Wo rks

T he Po we r o f E mo tio ns

vs.

Pa rt 7: Ho w L e a rning Wo rks

Ste p 3: T he ART

• f L

e a rning



Ac q uire ne w ma te ria l



Re ta in ne w ma te ria l



T ra nsfe r use o f ne w ma te ria l

Acquire Retain Transfer

Pa rt 7: Ho w L e a rning Wo rks

T he ART

• f L

e ar ning

Tis for T ra nsfe r (Bus tra nsfe r, job tra nsfe r)

T ra nsfe r a pplie s wha t yo u kno w in a ne w c o nte xt

• r to a ne w

type o f pro b le m

Pa rt 7: Ho w L e a rning Wo rks

T e a c hing fo r T ra nsfe r

T

ra nsfe r de pe nds o n pa tte rn re c o g nitio n a nd c ha ng ing se t

I

t is the mo st diffic ult pa rt o f le a rning … a nd the le a st pra c tic e d!

Stude nts ne e d to pra c tic e a s muc h a s

po ssib le

Pra c tic e tra nsfe r e xplic itly a nd c o nsc io usly—in c la ss a nd o ut

Pa rt 7: Ho w L e a rning Wo rks

T he ART

• f L

e ar ning: Habits of T r ansfe r

• Pa tte rn re c o g nitio n
• L

a te ra l thinking

• L
• o king fo r a na lo g ie s, me ta pho rs
• Cla ssro o m ma ntra s

Pa rt 7: Ho w L e a rning Wo rks

Ste p 3: T he ART

• f L

e a rning



Ac q uire ne w ma te ria l



Re ta in ne w ma te ria l



T ra nsfe r use o f ne w ma te ria l

Acquire Retain Transfer

Pa rt 7: Ho w L e a rning Wo rks

Write yo ur summa rie s

3-5 se nte nc e s in 2 minute s

E vide nc e Me ta L e a rning Wo rks

Control Me ta le a rne rs (Jr) Me ta le a rne rs (Sr)

De a n’ s L ist (to p 10%

• f c la ss)

10% 40% 45%

Ho no r so c ie tie s

X 3.2X

Ca mpus L e a de rship po sitio ns

X 2.7X

Write yo ur summa rie s

3-5 se nte nc e s in 2 minute s

T ha nk Yo u!

Sc a rro ll@ sc u.e du

T hank Yo u!

Write yo ur summa rie s: (Wha t did yo u le a rn? ) 3-5 se nte nc e s in 3-5 minute s sc a rro ll@ sc u.e du