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Embedding Learning Strategies in Content Courses Dr. Cari Kenner Victoria Williams Academic Learning Center St. Cloud State University.

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Presentation on theme: "Embedding Learning Strategies in Content Courses Dr. Cari Kenner Victoria Williams Academic Learning Center St. Cloud State University."— Presentation transcript:

1 Embedding Learning Strategies in Content Courses Dr. Cari Kenner Victoria Williams Academic Learning Center St. Cloud State University

2 Overview Deep Learning versus Surface Learning. Metacognition. Beliefs predict performance. Teaching self-regulated learning. Dipsticks Wrappers. Metacognition and reading.

3 Kelsey: Novice Learner Sarah: Expert Learner Deep Learning vs. Surface Learning Discussion

4 Metacognition Thinking about your own cognitive processes. Being aware of what is happening when you read, learn, reason, problem-solve. Essential for effective learning, especially complex material. Stephen Chew videoStephen Chew video.

5 Practice Questions

6 Question One Metacognition is least relevant to: A.Performing a highly-practiced skill. B.Text comprehension. C.Solving a difficult problem. D.Critical evaluation of a politician’s claim. Question adapted from:

7 Question Two Which of the following is the best illustration of metacognition? A. Sarah stays up late studying for a geography test. The following morning in school, she is too tired to think straight during the test. B. Kenny is studying for a spelling test. He writes each spelling word five times in his nicest handwriting. C. Houston is preparing to take the Scholastic Achievement Test (SAT), so he checks out an SAT preparation book from the local library and reads it from cover to cover. D. Kelsey is studying for a history test. He knows that he has trouble with dates, so he checks herself by giving himself a short quiz after each chapter. Question adapted from:

8 Self Regulated Cycle // Planning (Goal Setting) Doing (Producing) Reflecting (Self Monitoring)

9 Beliefs Predict Performance Incremental view: – Learning is a skill that can improve over time. Fixed view: – Ability to learn is a trait that is inherited at birth. Beliefs affect the Self-regulated Learning Cycle (SRL).

10 Practice Questions

11 Question Three Which statement most accurately reflects Self- Regulated Learners? A.They always get high grades in their classes. B.They know how to control their learning environment. C.They aren’t afraid to make mistakes. D.All of the above. Question adapted from:

12 Question Four The way learners encode and retrieve information is most closely related to A.Second language acquisition. B.Marathon studying. C.Motivational control. D.Innate ability, usually progressing with age. E.Strategy use. Question adapted from: :

13 Teaching Self-Regulated Learning Step One: Teach students that the ability to learn is not a fixed quantity. Step Two: Teach students how to set goals and plan to meet them. Step Three: Give students opportunities to practice self-monitoring and adapting.

14 Practice Questions

15 Question Five Which of the following statements is false about goal- setting theory? A.Feedback is not necessary for effective goal setting. B.A person must accept the goal for goal setting to be effective. C.Specific, difficult goals have a greater effect on performance than fuzzy goals. D.Participation in goal setting is unimportant for goal acceptance. Question adapted from:

16 Question Six Which of the following support an incremental view of how beliefs predict performance? A. How did you approach the task of taking this quiz? B.On a scale of 1-5, how good are you at mathematics? C.On a scale of 1-5, how productive was your study time? D.On a scale of 1-5, how well did you estimate the amount of time required to learn the material? Question adapted from

17 “When the cook tastes the soup, that’s formative; When the guests taste the soup, that’s summative.” --Robert E. Stake Summative and Formative Assessment Image:

18 Alternative Formative Assessment (Dipsticks and Wrappers) Dipsticks Lecture wrappers Homework wrappers Exam wrappers

19 Dipsticks Examples (See Handout) Summary Poem Activity Muddy Moment 3-2-1 Bio Poem Color Cards

20 Wrappers (See Handout) Lecture wrappers Homework wrappers Exam wrappers

21 Other Strategies Pre-assessments. Muddiest point. Retrospective post-assessments. Reflective journals. Test analysis.

22 Discussion Questions

23 Question Seven The National Capital Language Resource Center recommends all except the following when introducing alternative assessment for the first time: A.Integrate alternative assessments gradually, while still using the traditional assessments. B.Ensure that students realize the difference between authentically graded traditional assessments and alternative assessments. C.Walk students through the rubrics and discuss expectations when you introduce assignments. D.Teach students how to thoughtfully give each other feedback as you introduce them to peer-response. Question adapted from:

24 Question Eight Which of the following would be not considered formative assessment? A.Write 10 higher-order text questions related to the content. Pick 2 and answer them in half a page. B.Identify the theory or idea the author is advancing. Then identify an opposite theory. C.Tweet: Define the concept  in under 140 characters. D.All of these are considered formative assessments. Question adapted from:

25 Metacognition and Reading Readers become confused when – Their inner voice is reciting the text not talking about the text. – Their mind wanders; no longer “paying attention.” – They can’t remember what has been read. – They can’t answer their own questions. Reading steps – Planning – Monitoring – Evaluating

26 Discussion Questions

27 Question Nine Which of the following is not true about the reading process? A.Reading is a complex process of recalling and creating associations. B.Students can use overview reading to become familiar with new material before reading and studying the details more thoroughly. C.When students have developed strong reading skills, their reading goal may be to use their automatic pilot to read many of their college textbooks. D.Chunking information into appropriate sizes gives students’ working memory time to process and integrate information. Question adapted from:Wong, Linda. Essential Study Skills. 8 th edition.

28 Levels of Information (explanation for Question Ten) Level One Level Two Level Three Level Two Level Three Level Two Level Three

29 Question Ten A good option for students is to make a visual map of their reading. Which of the following is not true about visual mappings? A. In a well-developed mapping, different levels of information are easy to identify. B.For consistency in “reading” a visual mapping, a standard format for ordering level-two information is required. C.Pictures, shapes, and colors strengthen visual memory and recall of information. D. To avoid clutter, visual mappings should include only two levels of detail. Question adapted from:Wong, Linda. Essential Study Skills. 8 th edition.

30 For materials: Conclusions, Materials, and Contacts

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