1. Providing Effective Tutoring and Study Group Sessions: Strategies that Work!
Saundra Yancy McGuire, Ph.D.
Assistant Vice Chancellor
Professor, Department of Chemistry
Past Director, Center for Academic Success
Louisiana State University

2. Desired outcomes
We will identify the challenges faced by tutors who are helping their peers
We will understand the role of metacognition in helping peers
We will collaboratively develop concrete strategies that will increase our effectiveness with our peers
Other outcomes you’d like to see?

3. Reflection Questions
What’s the difference, if any, between studying and learning?
What are two things that inhibit your effectiveness as a peer tutor?

4. The Story of Four Students
Travis, junior psychology student
47, 52, 82, B in course
Robert, first year chemistry student
42, 100, 100, A in course
Maryam, first year art student
57, B in course
Dana, first year physics student
80, 54, 91, 97, 90 (final) A in course

5. Final Examination Improvement
Date of Final Exam: December 14, 2005
Meeting with Student No. 1: December 12, 2005
Meeting with Student Nos. 2 & 4: December 2, 2005
Meeting with Student No. 3: December 8, 2005
The final was worth 100 points with a 10 bonus question.

6. How’d They Do It? They became expert, strategic learners
by using metacognition!
They studied to LEARN,
not just to make the grade!

7. Metacognition* The ability to: think about one’s own thinking
be consciously aware of oneself as a problem solver
monitor and control one’s mental processing (e.g. “Am I understanding this material?”)
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 ). Hillsdale, NJ: Erlbaum

8. Why don’t many students already have effective learning strategies?
It wasn’t necessary in high school*
- 63% of 2010 entering first year students spent less than six hours per week doing homework in 12th grade.
- More than 48% of these students said they graduated from high school with an “A” average.*
*2010 Higher Education Research Institute Study

9. Peer Tutors Can Help Students close “the gap” between effective and ineffective learning behaviors
current behavior current grades
effective behavior desired grades

10. Peer Tutors Must Help Students Learn How to Learn!
Help them understand the learning process
Teach them specific learning strategies
Encourage them to monitor their use of the learning strategies

11. Turning Your Students into Efficient, Expert Learners
Have them constantly ask “why” and “what if” questions
Have them test their understanding by verbalizing or writing about concepts; practicing retrieval of information
Have them move their activities higher on the Bloom’s taxonomy scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.

12. Bloom’s Taxonomy Evaluation Synthesis Analysis Application
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.
Bloom’s Taxonomy
Evaluation
Graduate School
Making decisions and supporting views; requires understanding of values.
Combining information to form a unique product; requires creativity and originality.
Synthesis
Identifying components; determining arrangement, logic, and semantics.
Analysis
Undergraduate
Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply.
Application
Restating in your own words; paraphrasing, summarizing, translating.
Comprehension
High School
Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material.
Knowledge
Louisiana State University  Center for Academic Success  B-31 Coates Hall  

13. A Learning Strategy that can be quickly and easily implemented to help students think at higher levels: The Study Cycle*
*adapted from Frank Christ’s PLRS system

14. The Study Cycle Preview Attend Review Study Assess 4 Reflect 3 Review
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.
Preview
4 Reflect
Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.
Attend
Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.
Review
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
Intense Study Sessions* short study sessions per day
Weekend Review – Read notes and material from the week to make connections
Study
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?
Assess
*Intense Study Sessions 1
Set a Goal
(1-2 min)
Decide what you want to accomplish in your study session 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
(5 min)
Go over what you just studied
Center for Academic Success
B-31 Coates Hall ▪ ▪

15. Cutting Edge Metacognition Workshop
Help Your Students Develop the Right Mindset
Cutting Edge Metacognition Workshop
4/15/2017
Shenk, David, The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday
Dweck, Carol, 2006.
Mindset: The New Psychology
of Success. New York:
Random House Publishing

16. 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

17. Mindset determines reactions to
Challenges – avoid vs. embrace
Obstacles – give up easily vs. persist
Tasks requiring effort – fruitless vs. path to mastery
Criticism – ignore vs. learn from
Success of Others – feel threatened by vs. find lessons and inspiration in

18. in Learning and Performance
The Role of Confidence
in Learning and Performance
Students are more likely to attempt activities
about which they feel confident
Peer Tutors can give students the confidence to try and the strategies to succeed! HOW?
“If you think you can...or if you think you can't...you're right!“ Henry Ford

19. Great Strategies for Helping Peers LEARN!
Establish expectations and ground rules
Help tutee set goals and timelines
come often, prepared, and on ready to learn!
Attribute failures to correctable causes and success to personal competence
Celebrate successes!
Help students get to know each other and form study groups

20. Metacognitive Get Acquainted Activity*
What do you believe is important to understand and learn in _____________________?
What do you believe to be critical characteristics of successful students in ___________?
How will you study and prepare for exams in ______________________________?
*Simpson, M. & Rush, L. (2012) in Teaching Study Strategies in Developmental Education, Hodges, Simpson, Stahl eds. New York: Bedford/St. Martin’s

21. Consider the email below from a Spring 2011 Chemistry student:
Why Are Metacognitive Strategies Important?
Consider the below from a Spring 2011 Chemistry student:
“…Personally, I am not so good at chemistry and unfortunately, at this point my grade for that class is reflecting exactly that. I am ing you inquiring about a possibility of you tutoring me.”
April 6, 2011
…And after learning metacognitive strategies, NOT tutoring:
“I made a 68, 50, (50), 87, 87, and a 97 on my final. I ended up earning a 90 (A) in the course, but I started with a 60 (D). I think what I did different was make sidenotes in each chapter and as I progressed onto the next chapter I was able to refer to these notes. I would say that in chemistry everything builds from the previous topic.
May 13, 2011
Semester GPA: 3.8

22. Motivation: The REAL Difference between a 1.8 and a 3.8 GPA!

23. Motivate Your Students!
Strongly encourage them to:
Consider their goals
Develop a plan! (e.g. schedule study appointments with themselves; make a study bet with friends; devise a new place to study
Commit to Three or More Intense Study Sessions per day (two during daylight hours)
Take the CAS on-line workshops (
Believe in themselves!!!

24. Small Group Activity
How can you infuse learning strategies information into sessions with your tutees?