1. Learn to Learn Developing a Learning Hub to Support Student Success Vera Beletzan Associate Dean, English Lara McInnis, Faculty, English MARCH 23, 2016

2. 2 Agenda 1.Overview of the Learning Hub 2.Learning Framework: Metacognition 3.Experience the Learning Hub: Math 4.Experience the Learning Hub: Reading and Writing 5.Supporting Remedial and ESOL Writers 6.Questions

3. 3 The Polytechnic Identity in Canada

4. 4 The Learning Hub Writing Reading Math English as a Second Language General Education Research Skills and Documentation

5. 5 Metacognition: Teach the Tools, Not the Rules Notice Record Review

6. 6 Metacognition: Teach the Tools, Not the Rules “As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.” — Michael Wesch, “From Knowledgeable to Knowledge- able: Learning in New Media Environments” (2009)

7. 7 Our Learning Hub Environment Math Learning Centre videovideo

8. 8 Physical Space

9. 9 Tutoring outside our physical space Mobile Tutoring

10. 10 Using the Space10

11. 11 Developing a picture of student usage Managing the Resources

12. 12 When? Managing the Resources

13. 13 Who? Why? How long? Managing the Resources

14. 14 Headstart Question 1 Solve the following equation. 7x + 4 = 2(x+1) + 1

15. 15 Metacognition: Teach the Tools, Not the Rules Metacognition is necessary for ESL students to “internalize essential linguistic features of a piece of good writing” (Lam, 2013, p. 150). “Naturally, self analysis and reflection can produce fruitful outcomes only if systematically scaffolded” (Ferris & Hedgcock, 2005, p. 335).

16. 16 Experience the Learning Hub: Reading & Writing Pilot Project Sept. – Dec. 2015 -remedial ESL students -independent grammar study on Blackboard -reformulation sessions in the Writing Centre

17. 17 Experience the Learning Hub: Reading & Writing Let’s try an activity Partner A: You are a native English speaker, remedial reading & writing student Partner B: You are an English as a second language learner Read your writing sample and consider the areas for improvement and how a one-on-one tutoring context would help.

18. 18 Example The author state that handwriting is better than use laptop for taking note.

19. 19 Example The author state that handwriting is better than use laptop for taking note. The author states that handwriting is better than using a laptop for taking notes.

20. 20 Experience the Learning Hub Now that you’ve exchanged and corrected… FEEDBACK STAGE: What points did you choose to focus on during the feedback? DIALOGUING WITH YOUR PARTNER: What did you focus on in your dialogues?

21. 21 Supporting Remedial and ESOL Learners in Reading and Writing Reformulation is the main tutoring method What is reformulation? Session objectives Tutor responsibilities Learner responsibilities Sample session framework Considerations Our ongoing research

22. 22 Sample Reformulation Tutoring Plan Stage 1: Reformulation ∙Student selects incorrect sentences from writing assignments ∙Tutor reformulates ∙Student fills in reformulation chart (see below) Stage 2: Review ∙Tutor dialogues with student ∙Student compares error vs. corrected sentence ∙Tutor prompts students to analyze and explain error ∙Student creates 3 more sentences with the same pattern Stage 3: Report ∙Student presents the new sentences and explains how and why they are now correct ∙Student writes in their log immediately while it’s fresh.

23. 23 Sample Reformulation Chart

24. 24 Discussion 1.To what extent is metacognition a driver of curriculum and pedagogy in your courses or learning centres? 1.What strategies have worked for you to build metacognitive learning in your students?

25. 25 Partner A Firstly, Stromberg (2014) stated “It’s because students on the laptops usually just mindlessly type everything a professor says” (para. 3). The reason why that happens because our brains is not taking time to consider what we want to write having to hear the professor is going to copy and analyze what the professor is talking about. It will make us not think about what we want to type. If we were to write, we will be able to stop and take the time to paraphrase on what notes we want to write. Typing can be faster and efficient but it will not make us store any memory to our brains due to the fact that we just type.

26. 26 Partner B Lastly, Perlman claim are weak because he did not provide fact and opinions from other player. Pearlman and his brother gave up easily with team sport. Maybe, the team sport that David was in when he was 12 was not the team sport for him. He could have try another kind of team sport that he may be good at. Everyone fail on something but it doesn’t mean will give up and end up to have hatred on something you failed. If Pearlman and David did not give up with team sport easily, maybe, now they still love team sports and do not keep their kids away from it.

27. 27 Sample Reformulation for Partner A Stromberg (2014) stated “It’s because students on laptops usually just mindlessly type everything a professor says” (para. 3). This is because we don’t take the time to consider what we want to write from the professor’s lecture. We copy; we don’t analyze. If we were to hand write, we would take the time to paraphrase. Typing might seem to be more efficient, but it will not help us memorize information better than handwriting will.

28. 28 Sample Reformulation for Partner B Perlman’s (2013) claim is weak because he did not provide facts and opinions from anyone other than his brother and himself. They both gave up too easily on team sports. Maybe the team sport David played in when he was 12 was not the best team sport for him. He could have tried another kind of sport that he might have been better at. Everyone fails at something, but it doesn’t mean to give up and start hating it just because you failed. If Perlman and his brother had not given up so easily, maybe they would have developed an appreciation for team sports and wouldn’t have kept their kids away from it.

29. 29 References Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. p. 335. Sachs, R., & Polio, C. (2007). Learners’ uses of two types of written feedback on an L2 writing revision task. Studies in Second Language Acquisition, 29, 67–100. Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11, 129-158. Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737). Singapore: National University of Singapore, Centre for Language Studies. Wesch, M. (2009). “From Knowledgeable to Knowledge-able: Learning in New Media Environments” The Academic Commons. http://www.academiccommons.org/2014/09/09/from-knowledgable-to-knowledge-able- learning-in-new-media-environments/http://www.academiccommons.org/2014/09/09/from-knowledgable-to-knowledge-able-learning-in-new-media-environments/ Yang, L., & Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research, 14(4).

30. THANK YOU vera.beletzan@humber.ca lara.mcinnis@humber.ca