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

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

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  • It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • Any questions?

Mad Skills Mad Skills Presentation Transcript

  • - Residential Life
    Slide
    Content Box
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - 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
  • - Residential Life
    Overview
    Engaging residents in cognitive activity that better supports academic success
    • Metacognition: What is it, and why is it important?
    • Metacognitive and Deep-Learning Skills Model
    • Applications
    • Discussion
    • Wrap up
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    Studying vs. Learning
    Studyingand Learning…
    What’s the difference?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    Meaningful Learning
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - 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
  • - 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
  • - Residential Life
    Bloom’s Taxonomy
    Evaluation
    Synthesis
    Analysis
    Application
    Comprehension
    Knowledge
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - 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
  • - Residential Life
    Have you ever wondered…
    • Why staff don’t fill out forms correctly?
    • Why staff don’t follow procedures correctly after they were trained?
    • Why students don’t remember the list of rules they went over after check in?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    Meaningful Learning
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    Metacognition
    Why is it important to us?
    It transforms academic experiences…
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    Metacognition
    It transforms academic experiences…
    • Travis, junior psychology student
    Test scores: 47, 52, 82, 86
    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
  • - Residential Life
    Metacognition
    It transforms academic experiences…
    • Robert, freshman chemistry student
    Test scores: 42, 100, 100, 100
    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
  • - Residential Life
    Metacognition
    It transforms academic experiences…
    • Michael, senior organic chemistry student
    Test scores: 30, 28, 80, 91
    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
  • - Residential Life
    Metacognition
    It transforms academic experiences…
    • Terrence, junior Bio Engineering student
    • Cumulative GPA (after four semesters) 1.67
    • After intervention
    • 3.54 (fall 2003),
    • 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
  • - 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
  • - 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
  • - Residential Life
    Metacognition
    Ok, it’s important, but residents don’t come to study skills programs; how do we do this?
    What’s needed is a cohesive, time-extended, individual based model, focusing on the aspect of learning that:
    • possesses the most leverage, and
    • is the least taught skill in school.
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - 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
  • - Residential Life
    The MAD Skills Model
    The Metacognition and Deep Learning Skills Model
    • Offers assessment to identify strengths/weaknesses
    • Introduces the concept of metacognition
    • Introduces the skills and behaviors involved in effective metacognition
    • Encourages a specific study routine based on metacognitive skills
    • Engages residents in recursive academic goal setting and evaluation
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Assessment
    • Time Management
    • Study Skills
    • Wellness/Support
    • Metacognition
    • Motivation
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Assessment
    • Time Management
    • Study Skills
    • Wellness/Support
    • Metacognition
    • Motivation
    • Overall, I manage my time well.
    • I regularly keep a “to do” list.
    • I regularly use a calendar…
    • I organize my schedule well.
    • I set goals regularly…
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Assessment
    • Time Management
    • Study Skills
    • Wellness/Support
    • Metacognition
    • Motivation
    • I read text chapters prior to class.
    • I review material after class…
    • The way I study is effective…
    • I attend class consistently.
    • I spend more than 6 hours studying…
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Assessment
    • Time Management
    • Study Skills
    • Wellness/Support
    • Metacognition
    • Motivation
    • I get plenty of rest
    • I have a good network…for support.
    • I take care of my body…
    • I have at least one friend to discuss…
    • I make sure I have “me time”…
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Assessment
    • Time Management
    • Study Skills
    • Wellness/Support
    • Metacognition
    • Motivation
    • I check how well I understand…
    • I consider different strategies…
    • I take time to plan how I will study…
    • I summarize and evaluate…
    • I determine what info is important…
    • I understand strengths of my skills…
    • I seek additional info from others…
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Assessment
    • Time Management
    • Study Skills
    • Wellness/Support
    • Metacognition
    • Motivation
    • I put a lot of thought into studies…
    • I am easily distracted…
    • When I prioritize my time, studying…
    • Whether I like the teacher or not…
    • I enjoy learning for the most part.
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    MetacognitiveSkills and Behaviors
    • Planning
    • Consciously assessing the learning needs based on content, task, context, etc. and developing appropriate learning strategies
    • Monitoring
    • Consciously conducting “self-checks” to assess understanding, identify questions, and adapt behaviors if ineffective
    • Evaluating
    • Applying different strategies to assess thoroughness and accuracy of understanding
    • Constructing
    • Applying strategies to apply and recreate the information
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    MetacognitiveSkills and Behaviors
    • Planning related metacognitive questions:
    What is the purpose and nature of the task/environment?
    How does this fit into the overall course, major, etc?
    What do I want/need to learn or what am I expected to learn?
    What do I already know about this?
    What resources does the text provide to aid understanding?
    What kind of information and strategies do I need?
    Memorization?
    Interpretation/Representation?
    Application and Problem solving?
    Creation?
    How much time and resources will I need?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    MetacognitiveSkills and Behaviors
    • Monitoring related metacognitive questions:
    Do I have a clear understanding?
    Do the graphics, links, vocabulary words help me understand?
    Do I need to re-read anything?
    What is the author trying to say? What will s/he say next?
    What information is important here? How can I best learn it?
    Does the task make sense?
    Am I reaching my goals? Do I need to make changes?
    What questions would experts ask to see if someone understands?
    What questions does this raise for me?
    How is this information relating to what I already know?
    How would I explain the information up to this point?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    MetacognitiveSkills and Behaviors
    • Evaluating related metacognitive questions:
    Have I reached my goal?
    What worked?
    What didn’t work?
    Would I do things differently next time?
    How can I paraphrase and summarize this information?
    How can I represent this information in pictures, diagrams, etc.?
    How would I best explain this information to someone else?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    MetacognitiveSkills and Behaviors
    • Constructing related metacognitive questions:
    How is this related to what I already know?
    Does it go against something I know or believe?
    How can I reconcile that conflict?
    Does it support something else I know or believe? How?
    How does this change anything I currently think or know?
    How could I use this in different contexts/scenarios?
    Does this highlight or help me see something or topics that I realize I do not know enough about?
    What can I do to learn about those topics?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Learning on Lock
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Learning on Lock
    • Preview
    • Preview material before class or study session. Use the Planning and Monitoring metacognition skills. Consider prior-knowledge and questions.
    • Attend
    • Attend class, take notes, ask questions, consider new questions. Use Monitoring and Evaluating metacognition skills.
    • Engage
    • Mentally engage with the material, going over it again, analyzing it, comparing it, developing deeper and deeper understanding.
    • Recreate
    • Reproduce the material in a variety of formats, such as chapter summaries, concept maps, discussion, debate, teaching others, self testing
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Learning on Lock: Engaged Study Sessions
    • Read the material for deep understanding. (15-25 minute periods)
    • Reflection on the material (main points, importance, relationship, structure, etc. 10-15 min.)
    • 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
    • Rinse and Repeat – do this several times
    • Once immediately after class (within 24 hours)
    • Daily - 1-2 times per class, every 48 hours
    • Weekly – use a longer study session to “wrap up” the week’s notes
    • Review and summarize all of your notes for the week for each class
    • Evaluate your methods and strategies and modify as necessary
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    The MAD Skills Model
    Individual Advising
    • Check in – assessment is offered (appropriate staff informed of results)
    RA’s meet individually with 60% of their residents monthly:
    • Aug.- Sept. – Discuss and set academic goals
    • Oct. – Introduce Metacognition and “Learning on Lock” Study Sessions
    • Nov. – Faculty Program (High Impact for “at-risk” when possible). Individual follow up.
    • Dec. – Evaluate academic goals and discuss successes/challenges
    • Jan.- Feb. – Set new academic goals
    • Mar. – Faculty Program (focus on application of skills). Individual follow up.
    • Apr.- May – Evaluate academic goals and discuss overall academic experience
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    Discussion
    Small Groups
    • In what ways might this model be adapted for other contexts?
    • What challenges and opportunities might it provide in those contexts?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010
  • - Residential Life
    Discussion
    Large Group
    • What are some possible examples of how this model might be adapted?
    • 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
  • - Residential Life
    ?
    Got Questions?
    MAD Skills
    ACUHO-I LLP Conference
    October 24, 2010