Marsha Lovett PhD 2 Learners Approach Upcoming Test Monica also anxious essay tests hard for me so study harder readreread text memorize vocabulary no explicit plan starts night before ID: 712378
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Slide1
Cultivating Growth Mindset
Marsha Lovett, Ph.D.Slide2
2 Learners Approach Upcoming Test Monica: also anxious essay tests hard for me
so study harder read/re-read text memorize vocabulary no explicit plan starts night beforeEmily: slightly worried test
right after playoffs essay tests a challenge sets a plan, starts
early
outline key ideas notes cause-effect stops to self-assess
(Ertmer & Newby, 1996)
Discuss with a partner:
What are key differences underlying Emily’s/Monica’s approachSlide3
Self-Regulated Learning (SRL)
Ambrose, et al., (2010).
How Learning Works:
7 Research-Based Principles for Smart Teaching.Slide4
Self-Regulated Learning (SRL)
Ambrose, et al., (2010).
How Learning Works:
7 Research-Based Principles for Smart Teaching.
Emily:
test right
after playoffs
essay tests a challenge
sets a
plan, starts
early
outline key ideas
notes cause-effect
stops to self-assessSlide5
Self-Regulated Learning (SRL)
Ambrose, et al., (2010).
How Learning Works:
7 Research-Based Principles for Smart Teaching.
Your Students
:
What do they do?
Have they been taught these skills?
Slide6
Students often don’t assess the taskHalf of the college students who were observed as they tackled a writing assignment, ignored the instructions and instead used a generic strategy (writing-as-knowledge-telling).
(Carey and Flowers, 1989) Slide7
Self-assessing strengths is hard
“Ignorance more frequently begets confidence than does knowledge.” – Darwin(Kruger & Dunning, 1999)Slide8
Many students don’t plan or plan poorly Comparing less vs. less effective writers: L
ess effective writers plan less appropriately.Comparing novices and experts in physics: Novices take more time to solve problems, but they spend almost no time planning. Experts spend more time planning than novices do.(Carey et al., 1989; Chi et al., 1989) Slide9
People have trouble monitoring and adjusting their approachPoor problem solvers continue to use a strategy even after it has failedPeople often continue to use a
familiar strategy that works moderately well rather than switch to a new strategy that would work better(NRC, 2001; Fu & Gray, 2004) Slide10
Self-Regulated
L
earning
Ambrose, et al., (2010).
How Learning Works:
7 Research-Based Principles for Smart Teaching.
Which component gives your students the most trouble
?
Can you think of an example?Slide11
Strategies BrainstormWhat strategies can we use to help students: Assess the taskEvaluate strengths/weaknessesPlanMonitor and adjust their approach
(Would scaffolding or modeling help?)Slide12
Some possible strategiesPlanning
Have students implement a plan that you provide, and eventually allow them to make their own planCreate an assignment that focuses on (ends on) planningApplying and Monitoring
Ask students to annotate their own work during the processHave students self-evaluate using a designated rubric or checklist
Facilitate peer review sessions for students to evaluate and monitor each others’ work, using a rubric
Reflecting
and Adjusting
Provide activities for students to reflect on their performance
Present students with multiple approaches to a problem, and ask them to pursue the one that works best for themSlide13
(Self-)Testing Enhances LearningWhen students test themselves or “self-explain” when studying, they retain more and solve subsequent problems better. Students tend not to self-assess/test themselves
Study StrategyRe-read notes or textbookRe-write notes
Do practice problemsUse flashcards
(
Karpicke
, Butler, &
Roediger 2009) Slide14
(Self-)Testing Enhances LearningWhen students test themselves or “self-explain” when studying, they retain more and solve subsequent problems better. Students tend not to self-assess/test themselves
Study Strategy% rank #1Re-read notes or textbook55Re-write
notes12Do practice problems12
Use flashcards
6
(
Karpicke, Butler, & Roediger 2009) Slide15
Self-Regulated
L
earning
Ambrose, et al., (2010).
How Learning Works:
7 Research-Based Principles for Smart Teaching.Slide16
Beliefs about learningand intelligence Growth MindsetSlide17
Research on Changing BeliefsStudents in an 8-week workshop on learning received either 2 lessons on “brain as muscle” (experimental) or “memory strategies”
(control)Students’ beliefs assessed before & afterTeachers’ (blind) effort ratings collectedStudents’ math grades collected
(Blackwell et al, 2007)Slide18
Key ResultsExperimental group endorsed “incremental” beliefs more after intervention
Experimental group showed more increases in effort, according to teacher ratingsExperimental group showed upturn in their math grade trajectories(Blackwell et al, 2007)Slide19
Changing beliefs: Results (cont’d)
(Blackwell et al, 2007)Slide20
More Research on Changing BeliefsStanford University students recruited for pen pals program.Program promoted view of intelligence as either “malleable
” or “fixed”Pen pals met three times to write lettersRace (African American, White) used as a blocking variable(Aronson et al, 2002)Slide21
Key ResultsShort term effects on beliefs, as predictedLong term effects – end of school year:Belief changes
maintainedEnjoyment of academics*Spring quarter GPA higher for “malleable”, controlling for prior SAT*Condition differences larger for African American studentsSlide22
The Mentor’s DilemmaCohen, Steele, & Ross (1999)Study participants: Black and white college students Task: write
a letter of commendation for your most memorable and effective teacher, coach, or mentor – for potential publication in an educational journal. Experiment: Students randomly assigned to get feedback on the letter (in the form of detailed criticisms and suggestions for improvement) in one of three ways: Unbuffered, Positive Buffer, High Standard + AssuranceOutcome measures: Students’ motivation to revise, etc.Cohen, G.L., Steele, C.M., & Ross, L.D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide.
PSPB, 25(10), 1302-1318.Slide23
Unbuffered Criticism: Your letter needs work in several areas… In addition to some routine editorial suggestions, most of my comments center on how you could make the description… As it stands, your letter is vague and rambling... Positive Buffer: Overall, nice job. Your enthusiasm for your teacher really shows through, and it’s clear that you must have valued her [him] a great deal. You have some interesting ideas in your letter and make some good points. In the pages that follow, I’ve provided some more specific feedback and suggested several areas that could be improved…
High Standards + Assurance: It’s obvious to me that you’ve taken your task seriously and I’m going to do likewise by giving you some straight-forward, honest feedback. The letter itself is okay as far as it goes—you’ve followed the instructions, listed your teacher’s merits, given evidence in support of them, and importantly, produced an articulate letter. On the other hand, judged by a higher standard, the one that really counts – whether your letter will be publishable in our journal – I have serious reservations. The comments I provide [below] are quite critical but I hope helpful. Remember, I wouldn’t go to the trouble of giving you this feedback if I didn’t think, based on what I’ve read in your letter, that you are capable of meeting the higher standard I mentioned. Slide24
Results & Questions for DiscussionWhat do these results say to you about the role and impact of different approaches to feedback? How might you leverage these results in your teaching?
What more might you want to know about this research before taking action?
Students’ Motivation to Revise
Students
’ Identification w/ WritingSlide25
Changing Mindset Through FeedbackWhat about positive feedback? Research suggests: To enhance motivation, give praise for effort and strategies, not for ability (Mueller & Dweck, 1998)Slide26
Changing beliefs: SummaryBy working to change students’ beliefs about learning, intelligence, and responses to challenge, we can see:
Sustained changes in belief (for months)Increased motivation/effortMore positive attitudesImproved performance (even after a delay)Slide27
Apply it to your own course…What is one new strategy you might you try?Model/scaffold a specific SRL skillIncorporate testing as a better way to studyPromote growth mindset with “high expectations + assurances” feedback Slide28
ConclusionsMost students do not naturally engage metacognitive skills or self-directed learning strategies.As instructors, we can support students in developing these skills and making them habits of mind.Doing so can pay big dividends for students’ life-long learning.Slide29Slide30
One of the most common course components is also one of the biggest missed opportunities for Self-Regulated LearningSlide31
EXAMS
Think about what students typically do when they receive back their graded exams
Consider what you typically do when you return graded examsSlide32
Exam wrappers promote self-assessmentAn exam wrapper
is a short, reflective exercise that students complete upon receiving back their graded exam.Goal: Encourage students to learn from the exam results rather than ignore themLovett, M. C. (2013). Make Exams Worth More Than The Grade, in Using Reflection and Metacognition to Improve Student Learning. Stylus Publishing.Slide33
1. How did I prepare for the exam?
3. How should I study for the next exam?
2. What errors did I make on the exam?
Exam Wrappers ask students to reflectSlide34
Exam WrappersCompleted a variety of practice problems
Prepared a study guideCrammed for the test the night before.
Reviewed general concepts only
1. How did I prepare for the exam?Slide35
Exam WrappersCareless mistake
Mis-read the questionDidn’t know how to start
2. What errors did I make on the exam?Slide36
Exam WrappersWhat behaviors or habits should I change or maintain?
Student is writing a letter to his/her future self
3. How should I study for the next exam?Slide37
Exam Wrapper ProcedureDistribute wrappers when graded exams are returned
Students complete wrapper in class or as homeworkCollect wrappers from
students, so you can:Spot check for patterns
Keep wrappers from getting
lost
Return wrappers to students before next exam to
review (and optionally discuss)
“How closely have you been following your designated study plan
?”
“Based
on your
responses, what must you still do
to prepare for the upcoming exam?”
3.
4. Slide38
Evaluating Exam WrappersLovett (2013)
Subjects - Students in several introductory math and science courses at CMU Treatment – Exam wrappers were tailored for each course, but always included the three core components:How did the student prepare for the exam?
What kinds of errors did the student make?How should the student study for the next exam?
Questionnaire
– Students were given pre- and post-course questionnaire (5-point scale) about their strategies for studying and (post-course only) asked about their experience.Slide39
Exam Wrapper ResultsStudents self-identified multiple approaches for exam preparation.Slide40
Overall Impact of InterventionDid self-monitoring lead to change? Majority of students used new strategiesSlide41
New Strategies Highlight Monitoring“I didn’t really know how well or not well I knew the material until I put myself to the test: really doing the problems on practice tests and re-solving homework problems without looking at the answer.
”“I went over previous tests and practice exams. Completing the practice exams in college help[ed] me to gauge what I still needed to focus in on in my study.”Slide42
New Strategies Address Overconfidence“There is a big difference between actually doing problems and trying to memorize a particular solution while looking at examples. I have to say my advice is: do a lot of practice problems.
”“I began solving problems much more often, going to extra help sessions and, while I was reading or listening to lecture, looking for what I'm supposed to be getting out of it… actively reading/listening, instead of just reading/listening.”Slide43
Pre- and post-course questionnaireChange in rating for metacognitive strategies, as a function of exam wrapper “dose”
Lovett, M. C. (2013). Make Exams Worth More Than The Grade, in Using Reflection and Metacognition to Improve Student Learning. Stylus Publishing.Slide44
Key takeawaysInstructors can learn a lot about student study habits and perceptions of the course from exam wrapper exercisesExam wrappers lead students to self-identify new (better) strategiesRepeated exposure to exam wrappers has a positive impact on study strategy ratings and metacognitive behaviorsSlide45
Final thoughts on Exam WrappersNot just for exams! – Homework wrappers, lab wrappers, etc.
For more examples and ideas, please visit:www.learningwrappers.orgwww.cmu.edu/teaching