FYE presentation (2012 2013)

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Learning Strategies

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  • Goal is to invest the audience into the story by forcing them to choose a side.Who do you believe are the villains in this story of redemption? The students? The high schools (or community college)? Professors? Enrollment and admissions representatives?Set up poll everywhere feature
  • Goal is to invest the audience into the story by forcing them to choose a side.Who do you believe are the villains in this story of redemption? The students? The high schools (or community college)? Professors? Enrollment and admissions representatives?Set up poll everywhere feature
  • Goal is to invest the audience into the story by forcing them to choose a side.Who do you believe are the villains in this story of redemption? The students? The high schools (or community college)? Professors? Enrollment and admissions representatives?Set up poll everywhere feature
  • Great learners either intuitively or intentionally engage in these questions when thinking about content and learning tasks. These questions are the mechanisms that deepen students’ learning. When good students add these types of questions to their internal dialog, they move beyond memorization and regurgitation and become critical thinkers who reach deep learning outcomes. They learn faster and deeper, while developing key critical thinking competencies.
  • The process of learning, according to MetacognitionStudents set metacognitive learning goals on the meta-level (out of their consciousness). Students strategy and thinking level emanate from their goals. The level on which they think will determine the information product or learning outcome. Students bring versions of the outcomes to the test. The key to changing this entire process is to change the learning goal. If students have a different goal, then their sense of learning confirmations or “I-got-it-ness” will change. Then they will have to get different things out of their cognitive activities if they are to generate the same sense of “I-got-it-ness.
  • The purpose of the diagram is to help align your thinking with the kinds of learning outcomes that produce A-level work. This is key to how good students become great learners. Chances are good students will study the same material as great learners, but each group will get different things out of the material. As students work down the diagram they engage in higher order thinking and use deep approached to learning. Again or the reverse: As students use deep approaches to learning, they think on higher levels.2nd column – The different levels of thinking, according to Benjamin Bloom.3rd. Column – The learning outcomes at the various levels of thinking. Learning Outcomes are states as abilities that one has. At the end of ____, students will be able to….That’s the 30,000 feet look. Let’s look closer to see how these work in practice.
  • The two long arrows along the side (highlighted in purple) are highly correlated, which simply means that they are in a relationship. If a student engages in lower level thinking skills, then they are using surface approaches to learning or you can say the reverse – students who use a surface approach to learning automatically engage in lower level thinking.
  • Top three columns: 1st column – Metacognitive Learning GoalsStudents set goals when they study. Unfortunately, students are unaware of these goals. These goals influence the strategies they use when studying and determine the thinking-level they will engage in throughout their study activity. The level of thinking they use when studying, determined their learning outcome.
  • 2nd column – The different levels of thinking, according to Benjamin Bloom.
  • 3rd. Column – The learning outcomes at the various levels of thinking. Learning Outcomes are states as abilities that one has. At the end of ____, students will be able to….
  • When traveling: You input a destination Roads are selected to get you to your destination You know when you’ve arrived at your destination – there is no wonder whether the roads you took got you there – you are certain of it! It is a circular process Besides: along the way, your GPS device informed you each time you got onto a correct or incorrect road. You don’t have to wait until you get there to know if you are getting there.Likewise with learning: You put learning goals in mind (based upon the outcome you need to reach) Your thinking levels emanate from learning goals (your thinking is like the roads – there are numerous road to choose form, but the metacognitive learning goal will dictate which road you take) The level upon which you think determine the learning outcomes that will be reached (the outcomes are your destinations)
  • FYE presentation (2012 2013)

    1. 1. Types of Students
    2. 2. 3 Types of Students 1 Ready-made Great students who 10%Learners transition easily into college
    3. 3. 3 Types of Students 2 Lack PoorStudents ability, 10% maturity or capability
    4. 4. 3 Types of Students 3 Capable, hard- working GoodStudents students whose 80% grades lag behind their abilities or effort
    5. 5. What Does All ThisMean?
    6. 6. What do I What know? must I know? How do I get to what I need toWhat will I be know?able to do once Iam there? What’s the What strategies quickest and will get me to surest way of what I need to getting there? know?
    7. 7. Learnin Strateg Thinking Infog Goal y Level Produc Selectio t n What you bring Learning to your tests! Outcome
    8. 8. Thinking is determined Thinking leads toLearning based upon learning learningGoal goal outcome Roads are Roads lead to Destination determined your based upon destination
    9. 9. Students cannot solve their academicproblemswith the same thinking that createdthem.

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