Introduction of Metacognition and use within an innovative residential programming model to enhance academic success.

1. - Residential Life Slide Content Box MAD Skills ACUHO-I LLP Conference October 24, 2010

2. - Residential Life MAD Skills Metacognitive and Deep Learning Skills Model Stan Dura Residential Life Coordinator Doctoral Student, Educational Psychology UNLV MAD Skills ACUHO-I LLP Conference October 24, 2010

4. Metacognitive and Deep-Learning Skills Model

5. Applications

6. Discussion

7. Wrap upMAD Skills ACUHO-I LLP Conference October 24, 2010

8. - Residential Life Studying vs. Learning Studyingand Learning… What’s the difference? MAD Skills ACUHO-I LLP Conference October 24, 2010

9. - Residential Life Meaningful Learning MAD Skills ACUHO-I LLP Conference October 24, 2010

10. - Residential Life Metacognition What is metacognition? The conscious awareness and control of one’s thinking and learning MAD Skills ACUHO-I LLP Conference October 24, 2010

11. - Residential Life Metacognition Why is it important? It is quite possibly the most effective learning skill one can posses. MAD Skills ACUHO-I LLP Conference October 24, 2010

12. - Residential Life Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge MAD Skills ACUHO-I LLP Conference October 24, 2010

13. - Residential Life Bloom’s Taxonomy Create Typical in Grad School Integrate Meaningful Learning Analyze Typical in College Apply Reproduce Rote Learning Typical in High School Remember MAD Skills ACUHO-I LLP Conference October 24, 2010

15. Why staff don’t follow procedures correctly after they were trained?

16. Why students don’t remember the list of rules they went over after check in?MAD Skills ACUHO-I LLP Conference October 24, 2010

17. - Residential Life Meaningful Learning MAD Skills ACUHO-I LLP Conference October 24, 2010

18. - Residential Life Metacognition Why is it important to us? It transforms academic experiences… MAD Skills ACUHO-I LLP Conference October 24, 2010

23. Cumulative GPA (after four semesters) 1.67

24. After intervention

25. 3.54 (fall 2003),

26. 3.80 (spring 2004)Source: Dr. Saundra Y. McGuire Director, Center for Academic Success Adj. Professor, Department of Chemistry Louisiana State University MAD Skills ACUHO-I LLP Conference October 24, 2010

27. - Residential Life Metacogntion There are an increasing number of studies demonstrating that metacognition predicts academic success and performance in a range of disciplines. MAD Skills ACUHO-I LLP Conference October 24, 2010

28. - Residential Life Metacognition Ok, it’s important, but residents don’t come to study skills programs; how do we do this? Residents don’t come to traditional study skills programs because, ultimately, those programs do not impact them. Traditional style programming isn’t the best model of development or delivery. MAD Skills ACUHO-I LLP Conference October 24, 2010

30. is the least taught skill in school.MAD Skills ACUHO-I LLP Conference October 24, 2010

31. - Residential Life Metacognition Ok, it’s important, but residents don’t come to study skills programs; how do we do this? Metacognition MAD Skills ACUHO-I LLP Conference October 24, 2010

33. Introduces the concept of metacognition

34. Introduces the skills and behaviors involved in effective metacognition

35. Encourages a specific study routine based on metacognitive skills

36. Engages residents in recursive academic goal setting and evaluation MAD Skills ACUHO-I LLP Conference October 24, 2010

38. Study Skills

39. Wellness/Support

40. Metacognition

41. MotivationMAD Skills ACUHO-I LLP Conference October 24, 2010

43. Study Skills

44. Wellness/Support

45. Metacognition

46. Motivation

47. Overall, I manage my time well.

48. I regularly keep a “to do” list.

49. I regularly use a calendar…

50. I organize my schedule well.

51. I set goals regularly…MAD Skills ACUHO-I LLP Conference October 24, 2010

53. Study Skills

54. Wellness/Support

55. Metacognition

56. Motivation

57. I read text chapters prior to class.

58. I review material after class…

59. The way I study is effective…

60. I attend class consistently.

61. I spend more than 6 hours studying…MAD Skills ACUHO-I LLP Conference October 24, 2010

63. Study Skills

64. Wellness/Support

65. Metacognition

66. Motivation

67. I get plenty of rest

68. I have a good network…for support.

69. I take care of my body…

70. I have at least one friend to discuss…

71. I make sure I have “me time”…MAD Skills ACUHO-I LLP Conference October 24, 2010

73. Study Skills

74. Wellness/Support

75. Metacognition

76. Motivation

77. I check how well I understand…

78. I consider different strategies…

79. I take time to plan how I will study…

80. I summarize and evaluate…

81. I determine what info is important…

82. I understand strengths of my skills…

83. I seek additional info from others…MAD Skills ACUHO-I LLP Conference October 24, 2010

85. Study Skills

86. Wellness/Support

87. Metacognition

88. Motivation

89. I put a lot of thought into studies…

90. I am easily distracted…

91. When I prioritize my time, studying…

92. Whether I like the teacher or not…

93. I enjoy learning for the most part.MAD Skills ACUHO-I LLP Conference October 24, 2010

95. Consciously assessing the learning needs based on content, task, context, etc. and developing appropriate learning strategies

96. Monitoring

97. Consciously conducting “self-checks” to assess understanding, identify questions, and adapt behaviors if ineffective

98. Evaluating

99. Applying different strategies to assess thoroughness and accuracy of understanding

100. Constructing

101. Applying strategies to apply and recreate the informationMAD Skills ACUHO-I LLP Conference October 24, 2010

106. - Residential Life The MAD Skills Model Learning on Lock MAD Skills ACUHO-I LLP Conference October 24, 2010

108. Preview material before class or study session. Use the Planning and Monitoring metacognition skills. Consider prior-knowledge and questions.

109. Attend

110. Attend class, take notes, ask questions, consider new questions. Use Monitoring and Evaluating metacognition skills.

111. Engage

112. Mentally engage with the material, going over it again, analyzing it, comparing it, developing deeper and deeper understanding.

113. Recreate

114. Reproduce the material in a variety of formats, such as chapter summaries, concept maps, discussion, debate, teaching others, self testingMAD Skills ACUHO-I LLP Conference October 24, 2010

116. Reflection on the material (main points, importance, relationship, structure, etc. 10-15 min.)

117. Go back through the information and take notes (10-15 minutes). In your own words, note the main points, the important concepts and the visual aids that may help to explain them

118. Rinse and Repeat – do this several times

119. Once immediately after class (within 24 hours)

120. Daily - 1-2 times per class, every 48 hours

121. Weekly – use a longer study session to “wrap up” the week’s notes

122. Review and summarize all of your notes for the week for each class

123. Evaluate your methods and strategies and modify as necessaryMAD Skills ACUHO-I LLP Conference October 24, 2010

125. Oct. – Introduce Metacognition and “Learning on Lock” Study Sessions

126. Nov. – Faculty Program (High Impact for “at-risk” when possible). Individual follow up.

127. Dec. – Evaluate academic goals and discuss successes/challenges

128. Jan.- Feb. – Set new academic goals

129. Mar. – Faculty Program (focus on application of skills). Individual follow up.

130. Apr.- May – Evaluate academic goals and discuss overall academic experienceMAD Skills ACUHO-I LLP Conference October 24, 2010

132. What challenges and opportunities might it provide in those contexts?MAD Skills ACUHO-I LLP Conference October 24, 2010

134. What questions or concerns would you have if you were adapting it for your own program? MAD Skills ACUHO-I LLP Conference October 24, 2010

135. - Residential Life ? Got Questions? MAD Skills ACUHO-I LLP Conference October 24, 2010