1. Quincie Lords Biology Department Chair Great Falls College - MSU

2. Background A study by Rachal, Daigle and Rachal (2007) found that freshman and senior college students self- reported just as many learning difficulties rather than less. Action research project

3. Metacognitive Research Successful students are aware of more metacognitive strategies and tactics than their cohorts (Dunlosky & Metcalfe, 2009; Lee, Lim & Grabowski, 2010). Schraw, Crippen and Hartley (2006) explain metacognition as “skills that enable learners to understand and monitor their cognitive processes” (p. 112).

4. Knowledge & Regulation Knowledge of cognition includes knowledge about ourselves as students, knowledge about strategies, and knowledge of when and why to use a strategy. Regulation of cognition includes planning, such as time management, monitoring, such as self-testing, and evaluating, such as re-evaluating goals.

5. Strategies Pre class survey Modeling Study Skills Reading Note taking Time Management Post test reflection Exam corrections and reflections

6. Results Improved comprehensive final exam scores Fall 2012 67% Spring 2013 73% - started teaching success strategies Fall 2013 74% - success strategies and online supplementation Improved attendance Improved student participation Improved metacognitive skills

7. Results

8. What’s Next Deal with test anxiety heartmath.org

9. References Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Los Angeles: SAGE. Lee, H.W., Lim, K.Y., & Grabowski, B.L. (2010). Improving self-regulation, learning strategy use, and achievement with metacognitive feedback. Education Technology, Research and Development, 58, 629-648. Schraw, G., Crippen, K.J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.