1. Teach STEM Students HOW to Learn: Metacognition is the Key!
Saundra Yancy McGuire, Ph.D.
Asst. Vice Chancellor for Learning, Teaching, & Retention
Professor, Department of Chemistry
Past Director, Center for Academic Success
Louisiana State University

2. 2004-2005 National College Learning Center Association Frank L
National College Learning Center Association Frank L. Christ Outstanding Learning Center Award 

3. Outline
Examples of Results of Teaching Students Metacognitive Strategies
Definition of Metacognition
Exercise Demonstrating Efficacy of Metacognitive Strategies
Bloom’s Taxonomy & The Study Cycle
Impact of Teaching Metacognitive Strategies During Class Sessions
Conclusion

4. The Story of Four Students
Robert, first year chemistry student
42, 100, 100, 100 A in course
Dana, first year physics student
80, 54, 91, 97, 90 (final) A in course
Aaron, first year biology student
78, A in course
Cici*, first year chemistry student
55, 60, 105** A in course
* Learned strategies from chem instructor
** Due to bonus points

5. Fall 2005 Analytical Chemistry Class
Four Students in Professor Isiah Warner’s
Fall 2005 Analytical Chemistry Class
Class
Average
Student 1
Student 2
Student 3
Student 4
Test 1 76 65 67 70 83
Test 2 52 46 55
Test 3 72 61 68
Final 78
107 88 90
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 learners by using metacognition!
They learned to think about their own thinking,
and 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
*term coined by Flavell in 1976

8. Cutting Edge Metacognition Workshop
4/21/2017
Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

9. Reflection Questions for Students
What’s the difference, if any, between
studying and learning? Which, if either, is more enjoyable? Why?
How many hours per week, outside of class, did you study in high school?
Approximately how many hours per week do you think you will have to study in college?

10. Approximately how many hours per week did you have to study to make A’s and B’s in high school?
0 – 4
5 – 9
10 – 14
15 – 19
20 – 24
25 – 29
30 or more

11. Approximately how many hours per week do you think you’ll have to study to make A’s in college?
0 – 4
5 – 9
10 – 14
15 – 19
20 – 24
25 – 29
30 or more

12. Faculty Must Help Students Make the Transition to College
Help students identify and close “the gap”
current behavior current grades
efficacious behavior desired grades

13. Counting Vowels in 45 seconds
How accurate are you?

14. Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentine’s Day
Quarter Hour

15. How many words or phrases do you remember?

16. Let’s look at the words again…
What are they arranged according to?

17. Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentine’s Day
Quarter Hour

18. NOW, how many words or phrases do you remember?

19. What were two major differences between the first attempt and the second attempt?

20. 1. We knew what the task was 2. We knew how the information
1. We knew what the task was 2. We knew how the information was organized

21. What we know about learning
Active learning is more lasting than passive learning
-- Passive learning is an oxymoron*
Thinking about thinking is important
Metacognition**
The level at which learning occurs is important
Bloom’s Taxonomy***
*Cross, Patricia, “Opening Windows on Learning” League for Innovation in the Community College, June 1998, p. 21.
** Flavell, John, “Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.” American Psychologist, Vol 34(10), Oct 1979,
*** Bloom Benjamin. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

22. Bloom’s Taxonomy
Anderson & Krathwohl,

23. 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  

24. When we teach students about Bloom’s Taxonomy… They GET it!

25. At what level of Bloom’s did you have to operate to make A’s or B’s in high school?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

26. At what level of Bloom’s do you think you’ll need to be to make an A in college?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

27. How do we teach students to move higher on Bloom’s Taxonomy
How do we teach students to move higher on Bloom’s Taxonomy? Teach them the Study Cycle*
*adapted from Frank Christ’s PLRS system

28. 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 ▪ ▪

29. Further Identifying the “Gap” to Shift the Paradigm
Reflection questions
What could I have done differently?
Comparison of successful vs
non-successful student behaviors

30. Reflection Question For which task would you study more?
A. Make an A on the test
B. Teach the material to the class

31. Top 5 Reasons Folks Did Not Make an A on First Chemistry Test
1. Didn’t spend enough time on the material 2. Started the homework too late 3. Didn’t memorize the information I needed to 4. Did not use the book 5. Assumed I understood information that I had read and re-read, but had not applied

32. Top 5 Reasons Folks Made an A on Test 1:
1. Did preview-review for every class 2. Did a little of the homework at a time 3. Used the book and did the suggested problems 4. Made flashcards of the information to be memorized 5. Practiced explaining the information to others

33. Concept maps facilitate development of higher order thinking skills
And there are many different forms of
concept maps…

34. Chapter Map Title of Chapter Primary Headings Subheadings
Secondary Subheadings

35. Compare and Contrast How are they similar? How are they different?
Concept #1
Concept #2
How are they similar?
How are they different?

36. Do you have unprepared students?
Gabriel, Kathleen F. (2008) Teaching Unprepared Students.
Sterling, VA: Stylus Publishing

37. Effective Strategies for Teaching Unprepared Students*
Establish high expectations
Emphasize Consistent Contact
Determine Students’ Learning Styles
Define Student Success
Clarify Student Responsibility
Establish a Learning Community of Scholars
Meet Students Where They Are
Interweave Assessment and Teaching
*Kathleen Gabriel, Stylus Publishing, 2008

38. LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record
2004 – 2005
9/04 Failed
10/04 Failed
11/04 Failed
12/04 Failed
1/05 Passed
2/05 Failed
3/05 Failed
4/05 Failed
2005 – 2006
10/05 Passed
11/05 Failed
12/05 Passed best in group
1/06 Passed
2/06 Passed
3/06 Failed
4/06 Passed last one!
5/06 N/A
Began work with CAS and the Writing Center in October 2005

39. Dr. Algernon Kelley, December 2009

40. The Impact of Using Metacognitive Strategies
“Without these strategies, I probably would have gotten a C in chemistry. You showed us the first week a way to get an A in the class and I knew that was going to be my only way to achieve that A. I was planning on just studying before the test. But when you stressed how important it was to preview and review and study 2 hours a day or so, I was in shock, but I followed the guideline and got myself an A. So, I would like to thank you, because without these strategies, I probably would have done terribly in Chemistry.”
Fall 2009 First semester chemistry student

41. What happens when we teach metacognitive learning strategies, Bloom’s Taxonomy, and the Study Cycle to an entire class, not just individuals?

42. The story of General Chemistry I
in 2008, 2009, 2010, and 2011:
what happens when we teach metacognitive strategies to an entire class?*
*Cook, Elzbieta and Saundra McGuire “Is less more? How much, when and how to teach learning strategies in General Chemistry courses”. Poster presented at the spring national meeting of the American Chemical Society, Anaheim, CA.

43. What was done in 2008 and 2009 in General Chemistry I
In 2008 and 2009, students lacking math skills (Math ACT score < 24) were allowed to take Gen Chem I.
However, they had to
co-enroll in College Algebra
enroll in a 1-credit hour supplemental chemistry course (Chem 1200), in which study and learning strategies, as well as problem solving skills, were taught throughout the semester in a weekly 75 minute review session.

44. Gen. Chem. I Results for Students with MATH ACT score < 24
Before CHEM 1200
2006
2007
Cook
Combined
Instructors
Combined
Instructors
Cook
%ABC
%DFW 47 53 54 46 46 54 47 53

45. Performance in Gen Chem I based on Chem 1200 attendance
2008
2009
1200 (≥75% sessions)
No-1200
1200 (≥75% sessions)
No-1200
(N = 191; 86%)
(N = 157; 64%) A B C D F W
ABC
DFW
15.71
29.84
32.98
18.32
3.14 −
78.53
21.47
33.05
26.87
15.78
8.96
8.10
7.25
75.69
24.31
12.01
24.20
43.95
12.73
5.10
1.91
80.25
19.75
29.82
25.06
21.55
6.02
8.77
76.44
23.55

46. What was done in 2010 and 2011?
No students with ACT math scores < 24 were allowed in Gen Chem I
No Chem 1200 was offered.
But, study and learning strategies were taught in one 50-min class immediately after the results of Exam 1 were announced.

47. Fall 2010 chain of events…
Aug. 23: 657 students were enrolled at the start of the course
Sept. 25: 632 students took Exam 1:
123 (19.5%) students failed Exam 1
86 students failed Exam 1 but stayed in the course
Sept. 27: 461 students attended McGuire’s talk; 156 did not
Oct. 20: students took Exam 2
Attended Absent
Exam 1 Avg.: % %
Improvement on Exam 2: 230 (50%) 55 (35%)
Decline on Exam 2: 127 (27.5%) 70 (45%)
No change on Exam 2: 104 (22.5%) 31 (20%)

48. Fall 2010 chain of events…
Aug. 23: 657 students were enrolled at the start of the semester
Sept. 25: 461 students attended McGuire’s talk; 156 did not
Oct. 20: students took Exam 2
Attended Absent
Exam 1 Avg.: % %
Exam 2 Avg.: % %
Exam 1 to Exam 2 Change +3.66% -1.37%
Net change: %
One 50-min presentation on study and learning strategies resulted in an improvement of over 1/2 of a letter grade

49. Performance in Gen Chem I in 2010 Based on One Learning Strategies Session
Attended Absent
Exam 1 Avg.: % %
Exam 2 Avg.: % %
Final course Avg*.: % %
Final Course Grade: B C
Even one 50-min presentation on study and learning strategies may mean an improvement of one full letter grade!
Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.

50. Fall 2011 chain of events…
Aug. 22: 718 students were enrolled at the start of the semester
Sept. 23: 502 students attended McGuire’s talk; 216 did not
Oct. 11: students took Exam 2
Attended Absent Entire Class
Exam 1 Avg.: % % %
Exam 2 Avg.: % % %
Exam 1 to Exam 2 Change +5.53% -1.55% %
Net change: %
One 50-min presentation on study and learning strategies resulted in an improvement of over 2/3 of a letter grade

51. Performance in Gen Chem I in 2011 Based on One Learning Strategies Session
Attended Absent
Exam 1 Avg.: % %
Exam 2 Avg.: % %
Final course Avg*.: % %
Final Course Grade: B C
The one 50-min presentation on study and learning strategies again resulted in an improvement of one full letter grade!
Note: 15% of the final course grade was determined by homework; students could also earn ~5% for extra credit activities.

52. Performance in Organic Chem I Based on One Learning Strategies Session
Fall 2011
Attended Absent
Exam 1 Avg.: % %
Exam 2 Avg.: % %
Change % %
Net Change %
One 50-min presentation on study and learning strategies again resulted in an improvement of over 2/3 of a letter grade on Exam 2

53. Intro Chem Results Spring 2007
Test 1  Test 2     Final     Total points
   Attended lecture (B) on metacog. 3/2*
                      Did not attend         93             563   (D)   
     Class average  (C)
*Approximately 80 attendees out of 200 students because session was on a Friday afternoon. Exam 1 was Wednesday, March 7.
                                               

54. Cutting Edge Metacognition Workshop
Important Reading
Cutting Edge Metacognition Workshop
4/21/2017
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

55. Mindset* Matters! 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

56. 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

58. ROALD HOFFMANN1* AND SAUNDRA Y. MCGUIRE2
Teaching and Learning Strategies That Work SCIENCE , VOL SEPTEMBER
ROALD HOFFMANN1* AND SAUNDRA Y. MCGUIRE2
1Department of Chemistry and Chemical Biology, Cornell
University, Baker Laboratory, Ithaca, NY 14853, USA.
2Center for Academic Success and Department of Chemistry,
Louisiana State University, Baton Rouge, LA 70803, USA.

59. Learning and Teaching Strategies
September-October 2010 Volume 98, Number 5
MARGINALIA
Learning and Teaching Strategies
Roald Hoffmann and Saundra Y. McGuire

60. Knowledge of Metacognition Greatly Increases URM Student Success
They are less likely to have been cognitively challenged in high school
They are less likely to be encouraged to stick with it
They are more likely to experience the impact of a paradigm shift

61. From Spring 2011 AA male Eng 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
“I made a 68, 50, 50, 87, 87, and a 97 on my final. I ended up earning a 90 in the course, but I started with a 60. 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

62. From a Xavier University student to Dr. Kelley in Fall 2011
Oct. 17, 2011
Hello Dr. Kelley. … I am struggling at Xavier and I REALLY want to succeed, but everything I've tried seems to end with a "decent" grade. I’m not the type of person that settles for decent. What you preached during the time you were in Dr. Privett's class last week is still ringing in my head. I really want to know how you were able to do really well even despite your circumstances growing up.  I was hoping you could mentor me and guide me down the path that will help me realize my true potential while here at Xavier. Honestly I want to do what you did, but I seriously can't find a way how to. Can I please set up a meeting with you as soon as you’re available so I can learn how to get a handle on grades and classes?
Oct. 24, 2011
Hey Dr. Kelley, I made an 84 on my chemistry exam (compared to the 56 on my first one) using your method for 2 days (without prior intense studying). Thanks for pointing me in the right direction. I’ll come by your office Friday and talk to you about the test.
Nov 3, 2011
Hey Dr. Kelley! I have increased my Bio exam grade from a 76% to a 91.5% using your system. Ever since I started your study cycle program, my grades have significantly improved. I have honestly gained a sense of hope and confidence here at Xavier. My family and I are really grateful that you have taken time to get me back on track.

63. LA-STEM Research Scholars Program: An Amazing Success Story!
Louisiana State University
213 Hatcher Hall
Office of Strategic Initiatives

64. Percentage of total Scholars Served by Ethnicity &Gender: 2003-2011
LA-STEM SCHOLARS
Office of Strategic Initiatives
Percentage of total Scholars Served by Ethnicity &Gender:
Asian/Pacific Islander
American
Indian
Black
Hispanic
White
Six-Year Graduation Rates in STEM
*LA-STEM Research Scholars Program
Highly
Selective Institutions
Louisiana State
University
Moderately Selective
Institutions
All
92.3%
49.6%
34.4%
37.6%
28.0%
Male
96.0%
50.0%
38.4%
39.2%
28.5%
Female
90.2%
46.7%
29.0%
34.6%
27.2%
Black
33.0%
26.7%
24.6%
12.5%
Differences between high school and college
College Transition, intrinsic values-personal responsibility self motivation, etc.
Refined problem-solving skills
Time management and organization
Enhanced interdisciplinary learning
Ability to make connections between coursework and real- world experiences
Professional skills (how to apply to graduate school and summer programs, how to work collaboratively)
Metacognitive abilities (learning how you learn best and monitoring your own learning)
Writing skills
Office of Strategic Initiatives

65. LA-STEM Graduates Office of Strategic Initiatives
Columbia University
Duke University
Georgia Institute of Technology
Massachusetts Institute of Technology
Mount Sinai School of Medicine
Rice University
Texas A & M University
The Ohio State University
Tulane University
University of Alabama
University of California, Davis
University of California, Irvine
University of Florida at Gainesville
University of Iowa
University of Michigan
University of North Carolina at Chapel Hill
University of Texas/M.D. Anderson Cancer Center
University of Washington
University of Wisconsin-Madison
Vanderbilt University School of Medicine
Wake Forest University
Washington University
Office of Strategic Initiatives

66. We can significantly increase student learning in STEM!
We must teach students the learning process and specific strategies
We must not judge student potential on initial performance
We must encourage students to persist in the face of initial failure
We must encourage the use of metacognitive tools

67. Useful Websites www.cas.lsu.edu www.howtostudy.org www.vark-learn.com
Searches on

68. Additional References
Bruer, John T. , Schools For Thought: A Science of Learning in the Classroom. MIT Press.
Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
Christ, F. L., Seven Steps to Better Management of Your Study Time. Clearwater, FL: H & H Publishing
Cromley, Jennifer, Learning to Think, Learning to Learn: What the Science of Thinking and Learning Has to Offer Adult Education. Washington, DC: National Institute for Literacy.
Ellis, David, Becoming a Master Student*. New York: Houghton-Mifflin.
Hoffman, Roald and Saundra Y. McGuire. (2010).  Learning and Teaching Strategies.  American Scientist , vol. 98, pp
Nilson, Linda, Teaching at It’s Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company.
Pierce, William, Metacognition: Study Strategies, Monitoring, and Motivation.
*Excellent student reference

69. Acknowledgments Dr. Elzbieta Cook, General Chem I Instructor
Prof. Roald Hoffmann, mentor and collaborator
Faculty in the LSU Chemistry Department
Prof. Isiah Warner and the Office of Strategic Initiatives
Sarah Baird & LSU Center for Academic Success
National College Learning Center Association
All of the students who changed their attitudes and behaviors and showed me what was possible!
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