Metacognition: The Key to Expanding
the Diversity of Learning Center Promoters
Saundra Yancy McGuire, Ph.D.
Assistant Vice Chancellor
Professor, Department of Chemistry
Past Director, Center for Academic Success
Louisiana State University
2004 National College Learning Center Association
Frank L. Christ Outstanding Learning Center Award
Outcomes
•
Discuss the factors that make learning centers
central to the mission of the institution
•
Identify the departments, administrative units
and individuals that will be allies in
maximizing learning center impact
•
Discuss specific strategies that will
successfully move the learning center to a
position to increase its impact
•
Develop an action plan that you can begin
implementing in Spring 2013
Overview
• Importance of Learning Center Impact
• Establishing Campus “Presence”
• Infusing Learning Strategies Throughout the
Institution
• Strategies for Expanding the Sphere of Impact
• Developing an Action Plan for Increasing the
Number of Learning Center Enthusiasts
• Discussion and Questions
Reflection Question
In what ways do learning centers
impact academic institutions?
Paradigm Shift in Higher Education
Teaching Centered
Institutions
Learning Centered
Institutions
Barr, R.B., and Tagg, J. "From Teaching to Learning - A New Paradigm
for Undergraduate Education." Change, Nov-Dec. 1995, pp 13-25
Characteristics of Many 21st Century Colleges
• Emphasis on meeting
student learning
outcomes
• Technologically wired
• More pressure on faculty
to publish or perish
• More adjunct and/or
part time faculty
• More diverse students
• Others?
Characteristics of
Many of Today’s Students
• Working more hours
• More diagnosed LD/ADHD
• Interested in obtaining
credentials
• Feel entitled to an A or B if
they consistently attend
class
• Few time management skills
• Few learning skills
Why don’t most students know
how to learn or how to study?
According to data from the
entering class of 2011...*
• It wasn’t necessary in high school
- 60.5% of 2011 (down from 63% in 2010)
entering first year students spent less than six
hours per week doing homework in 12th grade.
-
49.7% of these students said they
graduated from high school with an “A”
average.*
• Students’ confidence level is high
- 70.9 % believe their academic ability is above
average or in the highest 10 percent among
people their age
*2011 Higher Education Research Institute Study, UCLA
Learning Center Stakeholders
Students
Parents
Administrators
Stakeholders
Faculty
Employers
Others?
All Stakeholders Must Understand
How Learning Centers
Teach Students How to Learn!
But what does this mean?
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Help them understand the learning process
Assess and provide feedback early and often
Help them determine their learning style
Teach them specific learning strategies
The Role of Academic Support
Centers in Facilitating Learning
• Provide faculty and TA’s with information on the
learning process, characteristics of their students,
and learning strategies they can teach students
• Teach faculty how to teach students effective study
skills learning strategies (e.g. Absent Professor
Programs)
• Help students identify the problem with their
performance (e.g. memorizing vs understanding)
• Help students (from first year through graduate
and professional school) develop effective learning
strategies
Learning Center Practices
Are Based upon Sound Research
Learning Center Programs
Metacognition
Cognitive Science
Principles
Constructivist
Learning Theory
Cognitive Science Principles
Guiding Learning Centers
• Learning takes place within communities of practice
• Novices learn to become experts through practice in
solving a variety of problems in a domain
• Becoming an expert means applying learning to
new contexts
• Prior knowledge mediates learning
• Learning is enhanced when thinking is made visible
by collaboration and reflection among learners
Penuel, P. & Roschelle, J. (1999) “Designing Learning: Cognitive Science
Principles for the Innovative Organization”. Center for Technology in
Learning, SRI International.
http://cilt.concord.org/resources/DesigningLearning.PDF
Constructivist Learning Theory*
Learning is an active process in which learners
construct new ideas or concepts based upon their
current/past knowledge. The learner selects and
transforms information, constructs hypotheses, and
makes decisions, relying on a cognitive structure to
do so.
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard
University Press.
http://www.instructionaldesign.org/theories/constructivist.html
Metacognition
The ability to:
 think about one’s own thinking
 be consciously aware of oneself as a
problem solver
 monitor, plan, and control one’s mental
processing (e.g. “Am I understanding this
material, or just memorizing it?”)
 accurately judge one’s level of learning
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.),
The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum
Hodges, Simpson, Stahl eds. (2012) Teaching Study
Strategies in Developmental Education, New York:
Bedford/St. Martin’s
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


Historical Background on Study Strategies
Developmental Education and Learning Assistance Today
Diverse Populations in the Classroom
Students’ Beliefs about Study Strategies
Theory, Research, and Best Practices
Assessment and Evaluation
Learning Centers Impact
Individual Students
The Story of Two Students
• Travis, junior psychology student
47, 52, 82, 86
B in course
• Dana, first year physics student
80, 54, 91, 97, 90 (final)
A in course
How’d They Do It?
They became expert learners
by using metacognition!
They learned to think about their own thinking,
and they studied to LEARN,
not just to make the grade!
Travis, junior psychology student
47, 52, 82, 86
Problem: Reading Comprehension
Solution: Preview text before reading
Develop questions
Read one paragraph at a time
and paraphrase information
Dana, first year physics student
80, 54, 91, 97, 90 (final)
Problem: Memorizing formulas and using
www. cramster.com
Solution: Solve problems with no external
aids and test mastery of concepts
Why the Fast and Dramatic Increase?
It’s all about the strategies, and
getting them to engage their brains!
Counting Vowels in 45 seconds
How accurate are you?
Count all the vowels
in the words on the next
slide.
Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentine’s Day
Quarter Hour
How many words or phrases
do you remember?
Let’s look at the words again…
What are they arranged
according to?
Dollar Bill
Cat Lives
Dice
Bowling Pins
Tricycle
Football Team
Four-leaf Clover Dozen Eggs
Hand
Unlucky Friday
Six-Pack
Valentine’s Day
Seven-Up
Quarter Hour
Octopus
NOW, how many words or phrases
do you remember?
What were two major differences
between the two attempts?
1. We knew what the task was
2. We knew how the information
was organized
Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people
learn: Brain, Mind, Experience, and School. Washington, DC: National
Academy Press.
What we know about learning
• Active learning is more lasting than passive learning
-- Passive learning is an oxymoron*
• Thinking about thinking is important
-- Metacognition**
• The level at which learning occurs is important
-- Bloom’s Taxonomy***
*Cross, Patricia, “Opening Windows on Learning” League for Innovation in the
Community College, June 1998, p. 21.
** Flavell, John, “Metacognition and cognitive monitoring: A new area of cognitive–
developmental inquiry.” American Psychologist, Vol 34(10), Oct 1979, 906-911.
*** Bloom Benjamin. S. (1956). Taxonomy of Educational Objectives, Handbook I:
The Cognitive Domain. New York: David McKay Co Inc.
Bloom’s Taxonomy
Anderson & Krathwohl, 2001
http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy
Combining information to
form a unique product;
requires creativity and
originality.
Evaluation
Synthesis
Using information to solve
problems; transferring
abstract or theoretical ideas
to practical situations.
Identifying connections and
relationships and how they
apply.
Application
Comprehension
Restating in
your own words;
paraphrasing,
summarizing,
translating.
Knowledge
Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu
High School
Memorizing verbatim
information. Being able to
remember, but not
necessarily fully
understanding the
material.
Identifying
components;
determining
arrangement, logic,
and semantics.
Undergraduate
Analysis
Making decisions and
supporting views;
requires
understanding of
values.
Graduate School
Bloom’s
Taxonomy
This pyramid depicts the different levels of thinking we use when learning.
Notice how each level builds on the foundation that precedes it. It is
required that we learn the lower levels before we can effectively use the
skills above.
How do we teach students to move
higher on Bloom’s Taxonomy?
Teach them the Study Cycle*
*adapted from Frank Christ’s PLRS system
The Study Cycle
34
Reflect
Review
Preview
4
Reflect
Attend
Review
Study
Assess
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.
Attend class – GO TO CLASS! Answer and ask questions and take
meaningful notes.
Review after class – As soon after class as possible, read notes, fill
in gaps and note any questions.
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and
‘what if’.
• Intense Study Sessions* - 3-5 short study sessions per day
• Weekend Review – Read notes and material from the week to make
connections
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?
*Intense Study Sessions
Decide what you want to accomplish in your study session
1
Set a Goal
2
Study with Focus
(30-50 min)
Interact with material- organize, concept map, summarize, process, re-read, fill-in notes,
reflect, etc.
3
Reward Yourself
(10-15 min)
Take a break– call a friend, play a short game, get a snack
4
Review
(1-2 min)
(5 min)
Go over what you just studied
Center for Academic Success
B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu
Helping Unprepared Students
Gabriel, Kathleen F. (2008) Teaching Unprepared Students.
Sterling, VA: Stylus Publishing
LSU Analytical Chemistry Graduate Student’s
Cumulative Exam Record
2004 – 2005
2005 – 2006
9/04
Failed
10/05
Passed
10/04
Failed
11/05
Failed
12/05
Passed best in group
1/06
Passed
2/06
Passed
Began work
with CAS and
the Writing
Center in
October 2005
11/04
Failed
12/04
Failed
1/05
Passed
2/05
Failed
3/06
Failed
3/05
Failed
4/06
Passed last one!
4/05
Failed
5/06
N/A
Dr. Algernon Kelley, December 2009
What happens when we teach
metacognitive learning strategies,
Bloom’s Taxonomy, and the Study Cycle
to an entire class, not just individuals?
Performance in Gen Chem I in 2010 Based
on One Learning Strategies Session
Exam 1 Avg.:
Exam 2 Avg.:
Final course Avg*.:
Attended
72.35%
76.01%
82.48%
Final Course Grade:
B
Absent
70.11%
68.74%
72.61%
C
Even one 50-min presentation on study and learning
strategies may mean an improvement of one full
letter grade!
Note: 15% of the final course grade was determined by homework;
students could also earn ~5% for extra credit activities.
Performance in Gen Chem I in 2011 Based
on One Learning Strategies Session
Exam 1 Avg.:
Exam 2 Avg.:
Final course Avg*.:
Attended
71.65%
77.18%
81.60%
Final Course Grade: B
Absent
70.45%
68.90%
70.43%
C
The one 50-min presentation on study and learning
strategies again resulted in an improvement of one
full letter grade!
Note: 15% of the final course grade was determined by homework;
students could also earn ~5% for extra credit activities.
Intro Chem Results Spring 2007
Test 1 Test 2
Attended lecture 156
on metacog. 3/2*
Final
Total pts
109
214
801 (B)
Did not attend
154
93
153
563 (D)
Class average
153
100
176
662 (C)
*Approximately 80 attendees out of 200 students
because session was on a Friday afternoon. Exam 1
was Wednesday, March 7.
Learning Centers can teach
metacognitive strategies to students
on warning or probation
Results from Spring 2011
GPA change from Fall 2010 to Spring 2011
Group
Warning or Probation
IMPACT
(n=466)
+0.53
NON-IMPACT
(n= 184)
-0.12
+0.65 Net Difference!
Results from Spring 2011
Retention from Spring 2011 to Fall 2011
Group
Warning or Probation
IMPACT
(n=466)
68%
20% Difference!
NON-IMPACT
(n=184)
48%
IMPACT Content
• Learning Center Services
• How I Learn
• Super Strategies
(Bloom’s, Metacognition, Mindset)
• Get Organized
• Reduce My Stress
Student Feedback from Impact
I had fallen below the GPA requirement my
scholarship demands, and I was sure there was
no hope for me and maybe I just wasn’t cut out
for it. However, after IMPACT I really utilized all
the tools I was given … With all these tools, I was
able to discover that I do have time for other fun
and important things, such as a social life and
most importantly, sleep… I can now proudly say
that after beginning college with a 2.79 GPA, I
have just recently finished midterms week with a
solid 4.0!!
Thank you so much, and please continue with
programs like IMPACT and CAS!!
Learning Centers can Change the
Institutional Mindset
Dweck, Carol, 2006.
Mindset: The New Psychology
of Success. New York:
Random House Publishing
Shenk, David, 2010. The Genius in All
of Us: Why Everything You've Been
Told About Genetics, Talent, and IQ Is
Wrong. New York: Doubleday
Mindset* is Important!
 Fixed Intelligence Mindset
Intelligence is static
You have a certain amount of it
 Growth Intelligence Mindset
Intelligence can be developed
You can grow it with actions
*Dweck, Carol (2006) Mindset: The New Psychology of Success.
New York: Random House Publishing
Five Barriers to LC Impact
1. Mindset that the LC is only for remedial students
2. Teaching and Learning Centers that focus only on
faculty development
3. Attitude that any good, student friendly faculty
or staff member can effectively lead a learning
center
4. Learning center directors who are unaware of
the community of scholars and body of research,
and scholarly journals in this field
5. The absence of a clear academic pathway to
working in this field
Ten Habits of Highly
Effective LC Professionals
Let’s try to adopt as many as possible
1. Present workshops at accreditation body
meetings (SACS, WASC, NEASC)
2. Publish in learning center and discipline
specific journals (The Learning Assistance
Review, Journal of College Reading and
Learning, Journal of Chemical Education, etc.
3. Get NCLCA leadership certification; CRLA
certify tutors; apply the CAS standards; etc
4. Present LC work at meetings outside of the
learning center community (POD, NISOD,
discipline specific meetings)
5. Offer to help the daughter, son, or other
relative of an influential administrator
6. Develop a message that is NOT threatening
to faculty, and present faculty development
workshops
7. Get recognition for LC and for LC faculty and
staff
8. Work with all students – first year through
graduate school, Greeks, Honor Societies,
faculty and staff associations, etc.
9. Partner with other units on campus to
secure funding
10.Help institutions understand that the
learning center is the key to helping students
achieve student learning outcomes!
Developing the Plan for
Increasing the LC Supporters
Questions to consider:
• Who will be involved in increasing the supporters?
• What actions will be taken?
• What human and financial resources will be
needed?
• How will you go about getting them?
• What will success look like?
Reflection Question
What are some steps your learning
center can take to increase its supporters
and maximize its impact on campus?
Acknowledgements
 Colleagues at LSU, especially the Center for Academic
Success, the Division of Student Life, and the Office of
Academic Affairs
 Sarah Baird, former CAS learning strategist
 National College Learning Center Association (NCLCA)
 College Reading and Learning Association (CRLA)
 The National Association for Developmental Education
 Dr. Frank Christ
 All of the students and faculty who have demonstrated
that learning center activities and strategies can have a
significant impact on institutional effectiveness
Useful Websites
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www.lsche.net
www.lists.ufl.edu/archives/lrnasst-l.html
www.howtostudy.org
www.vark-learn.com/english/index.asp
www.drearlbloch.com
www.cas.lsu.edu
www.oncourseworkshop.com
Additional References
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Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the
Classroom. MIT Press.
Burns, James MacGregor, 1978. Leadership. New York: Harper and Row.
Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn:
Brain, Mind, Experience, and School. Washington, DC: National Academy
Press.
Christ, F. L., 1997. Seven Steps to Better Management of Your Study Time.
Clearwater, FL: H & H Publishing
Cooper, Morton., 1990. Winning With Your Voice. Los Angeles, CA: Voice
and Speech Company of America.
Halpern, D.F and Hakel, M.D. (Eds.), 2002. Applying the Science of Learning to
University Teaching and Beyond. New York, NY: John Wiley and Sons, Inc.
Nilson, Linda, 2004. Teaching at It’s Best: A Research-Based Resource for
College Instructors. Bolton, MA: Anker Publishing Company.
Murray, M. and Owen, M. (1991). Beyond the Myths of Mentoring. San
Francisco, CA: Josey-Bass.
Taylor, S. (1999). Better learning through better thinking: Developing
students’ metacognitive abilities. Journal of College Reading and Learning,
30(1), 34ff. Retrieved November 9, 2002, from Expanded Academic Index
ASAP.
http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm
Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus
Publishing.