1. SELF-REGULATED STUDENTS: 1. Take responsibility 2. Change study behaviors 3. Reflect on what they know U100 Learning to Learn #4 More Strategies for Success in College

2. Basic Assumptions & Principles A Quick Review 1. Students are responsible for their learning. Take Responsibility. 2. Expert students adjust their learning to the task. Change is essential. 3. You can’t change if you don’t know you don’t know. Reflection is key. Change #1 will be Distributed Practice

3. Distributed Practice & Rehearsal Pair up with someone in your group and choose 10 key concepts from the communications chapter to “teach” them using your flash cards. Each member of the pair should “teach” their partner a different set of 10 words. Use your flashcards and consider the following approach:  Give them the definition and ask for the concept (vocabulary word),  Give them the concept and ask for the definition,  Use examples they will remember to help them remember,  Show them the definition (visual learning) and ask for concept,  Have them write out THEIR definition (kinesthetic),  Group the concepts and group them into “herds” with a label  Have your partner group the flash cards into similar piles … We know you did this already but distribute practice works

4. Self-Regulated Learners SRL depends on students taking responsibility for their own learning, changing their behaviors, and changing their beliefs and attitudes. There are 3 dimensions to Self-Regulated Learning. The next two day we are going to talk about the 2 nd dimension: 1. SR of Observable Behavior 2. SR of Cognitive Strategies 3. SR of Motivation and Emotions

5. SR of Cognitive Strategies: How do we get Information into LTM (the hard drive) in a way that we can find it? Rehearsal  Distributed Practice - Using Flash Car ds Elaboration  Make it real for YOU - Finding examples in life Organization  How do concepts relate? – Using concept maps

6. What is RAM and why is it Important? Today we are going to focus on comparing how our brain works with how a computer works. The jungle metaphor is a “picture” to help us understand our brain. The computer is an analogy to help us understand how our brain works. What did your friend the computer geek say about:  What is RAM? Why do you want a lot in your laptop computer?  Why would you want a huge hard drive in your laptop?

7. Understanding your Brain The Computer Analogy Sensory Memory (instantaneous) Short-Term Memory (internal RAM) Long-Term Memory (Hard-Disk) This analogy usually works because you are familiar with computers.

8. Information Processing Model Sensory Memory Attention is the Key OUTSIDESTIMULIOUTSIDESTIMULI Short-Term Memory (Retaining Information ) Working Memory (Chunking, Reworking, Organizing info for Placement into Long Term Memory) Initial Processing Elaboration & Organization Retrieval & Reconstruction Long Term Memory Decay Permanent Loss Decay & Interference Permanent Loss Forgetting Lost but possible recovery Executive Control Processes – Self-Regulated Learning (Attention, Strategy Selection, Monitoring, Expectations) Rehearsal

9. We’ve got a couple minutes Get out your flash cards and go over them with a partner in your group. Distributed practice brings information from LTM (jungle) into STM (meadow) and helps create a well-worn path. It isn’t total study time that is important, it’s how many times the information is in the meadow. OK, it is more than just trips to the meadow, but frequent trips certainly help, especially for Level I

10. Short-Term Memory (STM) or Working Memory Short-Term (or working) Memory is Limited in 2 Ways  How long un-rehearsed information can be held in STM (20-30 seconds) so we have to stay focused. Watching TV is a problem because we get distracted and lose information from STM.  How much information may be held in STM (5-9 bit of information). So we have to chunk information into groups (herds) and understand the similarity of the ideas (all animals with trunks), which takes thoughtful practice and actually thinking about how things go together … We can’t do in front of TV. So the key is to get organized information into LTM

11. Information Processing Model Working Memory Sensory Memory Attention is the Key OUTSIDESTIMULIOUTSIDESTIMULI Short-Term Memory (Retaining Information ) Working Memory (Chunking, Reworking, Organizing info for Placement into Long Term Memory) Initial Processing Elaboration & Organization Retrieval & Reconstruction Long Term Memory Decay Permanent Loss Forgetting Lost but possible recovery Rehearsal Executive Control Processes – Self-Regulated Learning (Attention, Strategy Selection, Monitoring, Expectations) Decay & Interference Permanent Loss

12. Reviewing SR of Cognitive Strategies: Putting info into LTM so we can retrieve it Rehearsal  Distributed Practice – Are all Flash Cards alike or can we make them work better? Elaboration  Make it real for YOU - Examples Organization  How do concepts relate ?

13. Understanding the Importance of Connecting New Learning to Old Learning The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee an end to the necessity for this task in the immediate future, but then one never can tell. Washing Clothes, duh. Would you memorize these sentences before you knew?

14. How to Memorize Terms ? In your groups list ways you can learn a group of concepts like the ones in the chapter on Communication ? How can you use these to study for the test on Communications next week ? Rule #1: Memorize using words/terms that you understand (flash cards in your words not the sentences BEFORE you knew they were washing clothes)

15. Cognitive Rehearsal Strategies Rehearsal Strategies – Not all strategies are alike  Mnemonics – Tricks to increase recall (see Ellis pp. 122-124)  Acronyms using initial letters – N.A.S.A  Creative Sentences – “Every good boy does fine.”  Rhymes & Songs – “30 day hath September”  Visualization – The more vivid the better Thoughtful Rehearsal – Mindless rehearsal of non-meaningful material is a waste of time. Use your own definitions. Massed vs. Distributed Practice – Don’t over-burden your brain. This is CRITICAL ! Think minutes not hours. But it requires that you care enough to plan ahead and set aside minutes. To do these you have to have a PLAN !

16. We’ve got a couple minutes Get out your flash cards and go over them with your partner. This time work together to think of an Mnemonics for at least 3 of the concepts. How about the 5 types of Accounts?

17. Make it Real for You Many tests in college (particularly essay tests) will ask you to apply what you have learned. Often these tests will require that you give examples of how you can use a concept in real life. How can you study so you can apply the concepts to real-life settings? Discuss strategies you might use to make it real.

18. Reviewing SR of Cognitive Strategies: Putting info into LTM so we can retrieve it Rehearsal  Distributed Practice – Meaningful Flash Car ds Elaboration  Take the time to male it real for YOU - Examples Organization  How do concepts relate ?

19. Cognitive Elaboration Strategies Elaboration aids retention by linking new information to information in LTM – Make it real & personal for YOU! Understanding not just memorizing Paraphrase concepts into your own words Summarize and re-write text, lecture, and your notes. Create Analogies that are yours – How do concepts relate? Asking & Answering Questions in class, with partner. Study groups are key … research shows they work ! ! ! Create your Own Examples – Key to success & Level II questions. “Take it on the Road”, find examples in your life Powerful strategy … but can be difficult in classes which are abstract

20. How to Memorize Terms ? In your groups pick at least 5 terms from the chapter on Communications and make up a story to help you remember the terms. If you are really good, come up with a story that includes all 3 of the terms. Make it funny, or vivid, or whatever weird thing that will help you remember it. Be creative.

21. Topic for Next Class Next class we’ll talk about Organizational Strategies and also SR of Motivation. Your homework for next class is to put together a concept map or outline of the Communications chapter (see Ellis pp. 166-167 and 179).