Acing Courses and Law School Exams: Metacognition
Description: Acing Courses and Law School Exams: Metacognition is the Key! Saundra Yancy McGuire, Ph.D. Assistant Vice Chancellor Professor, Department of Chemistry Past Director, Center for Academic Success Louisiana State University Suffolks Mission
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slide1. Acing Courses and Law School Exams: Metacognition is the Key! Saundra Yancy McGuire, Ph.D.
Assistant Vice Chancellor
Professor, Department of Chemistry
Past Director, Center for Academic Success
Louisiana State University<br>
slide2. Suffolk’s Mission Statement Suffolk University Law School… is dedicated to welcoming students from all backgrounds and circumstances and educating them to become highly skilled and ethical lawyers who are well-prepared to serve in their local communities, across the nation, and around the world. …the Law School seeks to develop in its students the skills necessary to serve the profession's changing needs in an increasingly diverse, global and technologically-dependent society. … Suffolk meets that challenge by providing students …excellent training by a diverse and accessible faculty engaged in scholarship and service to their profession and communities. Suffolk's goal is to provide its students with access to an excellent legal education, inspire a commitment to justice, and provide its graduates the opportunity to achieve their career aspirations.<br>
slide3. The Suffolk Faculty WANT You to Succeed! YOU CAN DO IT!<br>
slide4. “After taking in all your information, I have applied it all and have received, as you expected, amazing results. No shock there. The system works. FACT! I am very excited for myself. School is more enjoyable and I have more free time. With my original goal as a 4.0 gpa this semester, I am still running to catch it and will not stop.”
“I went home after meeting with you and tried out the study tips you explained and, sure enough, I understand twice as much as I did before! I did some concept mapping and it helped so much! I am much more excited to study now.”
“This approach has helped me actually remember and learn what I have studied instead of just memorizing it.” Notes from
Students<br>
slide5. What we will cover today Why law school students may be inefficient learners
Metacognitive learning strategies that work, and why they work
Barriers to using these strategies and how to overcome them
Strategies for acing the law school courses and the bar exam<br>
slide6. The Story of Two Students Travis, a psychology student
47, 52, 82, 86 B in course
Robert, a chemistry student
42, 100, 100, 100 A in course<br>
slide7. Travis, psychology student 47, 52, 82, 86 Problem: Reading Comprehension
Solution: Preview text before reading
Develop questions
Read one paragraph at a time
and paraphrase information<br>
slide8. Robert, chemistry student 42, 100, 100, 100 Problem: Using examples to do homework problems
Solution: Study information before trying
homework problem
Use example to test skill
Do homework problems as if doing a test or quiz (no looking at solution manual or examples!)<br>
slide9. How’d They Do It? They became expert, strategic learners
by using metacognition!
They studied to LEARN,
not just to make the grade!<br>
slide10. Reflection Questions What’s the difference, if any, between studying and learning? Which, if either, is more fun?
For which task would you work harder?
A. Do well on a on a test
B. Teach the material to the class<br>
slide11. To Ace Law School AND the Bar Exam… Stay in learn mode, not study mode
Study as if you have to teach the material, not just make an A on the test<br>
slide12. Use Metacognition to Become an Expert Learner<br>
slide13. Metacognition The ability to:
think about thinking
be consciously aware of oneself as a problem solver
to monitor and control one’s mental processing
to be aware of the type of learning that you are doing
know your learning style (www.cas.lsu.edu)<br>
slide14. Learning Strategies Should be Based on Learning Style<br>
slide15. Learning Styles Influence how we take in information from the outside world
Influence how we process information
Influence how we interact with others
Influence our motivation for learning different subjects
Influence our frustration level with learning tasks<br>
slide16. www.cas.lsu.edu Brain Dominance
Personality
Sensory Preference Learning Style Diagnostics<br>
slide17. Sensory Preference Visual: prefers pictures, symbols, charts, graphs, concept maps, etc.
Aural or auditory: prefers hearing lectures, reading notes out loud, etc.
Read/write: prefers flashcards, notes, lists, outlines, etc.
Kinesthetic: prefers direct experience, mapping, charting, experiments, visualizing action, etc.<br>
slide18. Strategies, NOT intelligence or ability, will determine your success in law school and beyond!<br>
slide19. Counting Vowels in 45 seconds How accurate are you? Count all the vowels
in the words on the next slide.<br>
slide20. 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<br>
slide21. How many words or phrases do you remember?<br>
slide22. Let’s look at the words again… What are they arranged
according to?<br>
slide23. 23 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 What are the words arranged according to?<br>
slide24. NOW, how many words or phrases do you remember?<br>
slide25. What were two major differences between the 1st and 2nd attempts?<br>
slide26. 1. We knew what the task was 2. We knew how the information was organized<br>
slide27. Turning Yourself into an Efficient, Expert Learner Focus on learning and on teaching the information
Do “think aloud” exercises
Constantly ask yourself “why” and “what if” questions
Always test your understanding by verbalizing or writing about concepts; practice retrieval of information
Move your activities higher on the Bloom’s taxonomy scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.<br>
slide28. Evaluation Synthesis Analysis Application Comprehension Knowledge Making decisions and supporting views; requires understanding of values. Combining information to form a unique product; requires creativity and originality. Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Restating in your own words; paraphrasing, summarizing, translating. Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material. Bloom’s Taxonomy Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu Identifying components; determining arrangement, logic, and semantics. Graduate School Undergraduate High School 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.<br>
slide29. At what level of Bloom’s did you have to operate to make A’s or B’s in college? Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation<br>
slide30. At what level of Bloom’s do you think you’ll have to operate to make A’s in law school? Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation<br>
slide31. How do you move yourself higher on Bloom’s Taxonomy? Use the Study Cycle!<br>
slide32. The Study Cycle *Intense Study Sessions Attend Review Study Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. 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. Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. 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? Preview Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu Assess Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
Intense Study Sessions* - 3-5 short study sessions per day
Weekend Review – Read notes and material from the week to make connections<br>
slide33. Concept Mapping A visual manipulative approach to learning
Excellent tool for content/concept analysis
Organize and manipulate concepts, ideas, theories and other material in a visual format.
Can be used for learning, teaching, organizing, problem-solving, decision-making and brainstorming.
Offers simplicity and clarity to complex, multifaceted material.<br>
slide34. Create a Chapter/Research Paper Map Chapter/Title of Paper Primary Headings Subheadings Secondary Subheadings<br>
slide35. Compare and Contrast Concept #1 Concept #2 How are they similar? How are they different?<br>
slide36. Persuasive Writing or Critical Analysis Thesis Details Viewpoint Viewpoint Details Conclusion Reasons, Facts, Examples Reasons, Facts, Examples<br>
slide37. Time Management is
Life Management<br>
slide38. Tools for organizing your life: Fixed Schedules
“Semester-at-a-Peek”
“Week-at-a-Peek”
Planners
To Do Lists
Today
This Week
Sticky Notes<br>
slide39. The Semester Schedule<br>
slide40. The “Week at a Peek” Schedule<br>
slide41. Weekly Master To Do List Week of Monday ____________________________
to Sunday ____________________________ Class: Class: Class: Other: Class: Download this form in the Time Management Online workshop at www.lsu.edu/learn<br>
slide42. Tips to remember... Use daylight hours wisely!
1 day light hour =
about 1 1/2 evening hours.<br>
slide43. Learning tips
from recent law school graduates 1 Use the reading strategy – it works!
Get an upper-class student to show you how s/he learned the material
Concentrate on the big picture, knowing how the details fit into it
DON’T GET BEHIND!
Use the resources – don’t be ashamed!
The BEST resource is on the next slide!<br>
slide44. SUFFOLK ACADEMIC SUPPORT PROGRAM<br>
slide45. Tips for Acing Law School Exams* 1 Work Early, Work Often 2 Learn to Issue-Spot
3 Outline, Outline, Outline
4 Go Solo (or small, focused study group)
5 Study Your Profs (read their writing)
6 Chill Out Before the Test (You’re ready!)
7 Slow down (Analyze the entire test first)
8 Kill the post mortems *www.lawcrossing.com/article/36/Acing-Law-School-Exams-Grade-A-Advice/#<br>
slide46. Tips for Acing the Bar Exam 1 Use the Learning Strategies We’ve Discussed and Ace Suffolk University Law School!
Use The Ultimate Bar Exam Preparation Guide at www.barexammind.com/wp- content/uploads/The%20Ultimate%2 0Bar%20Exam%20Preparation%20 Resource%20Guide.pdf
Visit www.passingthebar.org
Be confident - Suffolk has prepared you!<br>
slide47. ABC’s of Excellence Adopt the right ATTITUDE
Begin appropriate BEHAVIOR
Consistently make a COMMITMENT<br>
slide48. Attitude “It’s your attitude, not your aptitude,
that determines your altitude.”
Zig Ziglar<br>
slide49. Behavior It’s the difference between knowing
and doing that determines success. Anonymous
Don’t let other folks hijack your future!<br>
slide50. Commitment It’s not over ‘til it’s over, and YOU determine when it’s over!
Change strategies when necessary, but never give up your goals. If you can dream it, you can achieve it!<br>
slide51. So, What Can You Do, Starting Now to Ensure that You’ll THRIVE in Law School? Spend more time studying
(try for 2 hours/week for every hour in class)
Aim for higher learning levels and 100% mastery
Use the Academic Support Program, office hours, and study groups productively
Use the Study Cycle
Use Metacognition to Study Smarter!!!<br>
slide52. What was most useful was identifying my learning style and the importance of using my learning style to learn, not memorize
My level of confidence has increased because I am taking advantage of the opportunities here and understand what type of learner I am
What caused me to change was knowing what methods I had to incorporate to do well
Confidence definitely increased after implementing the strategies because workload became more manageable
I learned a lot from Dr. McGuire because before her class I didn’t know how to utilize her methods. Students at a southeastern Law School 2011 Law Student Feedback about
Metacognitive Strategies<br>
slide53. Challenge to Suffolk University
Law School Students
Metacognition Discussion – January 30, 2013
Average Year End GPA: 3.5
% Passing bar exam: 94.4%!<br>
slide54. Writing Exercise What behavior will you commit to
for at least the next four weeks?<br>
slide55. If you don’t start it in within the next 24 – 48 hours... … you probably never will.<br>
slide56. Final Note Please visit our website at www.cas.lsu.edu.
We have on-line workshops and information that will teach you additional effective study strategies. I wish you a fantastically successful future in the legal profession!
Dr. Saundra McGuire<br>
Assistant Vice Chancellor
Professor, Department of Chemistry
Past Director, Center for Academic Success
Louisiana State University<br>
slide2. Suffolk’s Mission Statement Suffolk University Law School… is dedicated to welcoming students from all backgrounds and circumstances and educating them to become highly skilled and ethical lawyers who are well-prepared to serve in their local communities, across the nation, and around the world. …the Law School seeks to develop in its students the skills necessary to serve the profession's changing needs in an increasingly diverse, global and technologically-dependent society. … Suffolk meets that challenge by providing students …excellent training by a diverse and accessible faculty engaged in scholarship and service to their profession and communities. Suffolk's goal is to provide its students with access to an excellent legal education, inspire a commitment to justice, and provide its graduates the opportunity to achieve their career aspirations.<br>
slide3. The Suffolk Faculty WANT You to Succeed! YOU CAN DO IT!<br>
slide4. “After taking in all your information, I have applied it all and have received, as you expected, amazing results. No shock there. The system works. FACT! I am very excited for myself. School is more enjoyable and I have more free time. With my original goal as a 4.0 gpa this semester, I am still running to catch it and will not stop.”
“I went home after meeting with you and tried out the study tips you explained and, sure enough, I understand twice as much as I did before! I did some concept mapping and it helped so much! I am much more excited to study now.”
“This approach has helped me actually remember and learn what I have studied instead of just memorizing it.” Notes from
Students<br>
slide5. What we will cover today Why law school students may be inefficient learners
Metacognitive learning strategies that work, and why they work
Barriers to using these strategies and how to overcome them
Strategies for acing the law school courses and the bar exam<br>
slide6. The Story of Two Students Travis, a psychology student
47, 52, 82, 86 B in course
Robert, a chemistry student
42, 100, 100, 100 A in course<br>
slide7. Travis, psychology student 47, 52, 82, 86 Problem: Reading Comprehension
Solution: Preview text before reading
Develop questions
Read one paragraph at a time
and paraphrase information<br>
slide8. Robert, chemistry student 42, 100, 100, 100 Problem: Using examples to do homework problems
Solution: Study information before trying
homework problem
Use example to test skill
Do homework problems as if doing a test or quiz (no looking at solution manual or examples!)<br>
slide9. How’d They Do It? They became expert, strategic learners
by using metacognition!
They studied to LEARN,
not just to make the grade!<br>
slide10. Reflection Questions What’s the difference, if any, between studying and learning? Which, if either, is more fun?
For which task would you work harder?
A. Do well on a on a test
B. Teach the material to the class<br>
slide11. To Ace Law School AND the Bar Exam… Stay in learn mode, not study mode
Study as if you have to teach the material, not just make an A on the test<br>
slide12. Use Metacognition to Become an Expert Learner<br>
slide13. Metacognition The ability to:
think about thinking
be consciously aware of oneself as a problem solver
to monitor and control one’s mental processing
to be aware of the type of learning that you are doing
know your learning style (www.cas.lsu.edu)<br>
slide14. Learning Strategies Should be Based on Learning Style<br>
slide15. Learning Styles Influence how we take in information from the outside world
Influence how we process information
Influence how we interact with others
Influence our motivation for learning different subjects
Influence our frustration level with learning tasks<br>
slide16. www.cas.lsu.edu Brain Dominance
Personality
Sensory Preference Learning Style Diagnostics<br>
slide17. Sensory Preference Visual: prefers pictures, symbols, charts, graphs, concept maps, etc.
Aural or auditory: prefers hearing lectures, reading notes out loud, etc.
Read/write: prefers flashcards, notes, lists, outlines, etc.
Kinesthetic: prefers direct experience, mapping, charting, experiments, visualizing action, etc.<br>
slide18. Strategies, NOT intelligence or ability, will determine your success in law school and beyond!<br>
slide19. Counting Vowels in 45 seconds How accurate are you? Count all the vowels
in the words on the next slide.<br>
slide20. 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<br>
slide21. How many words or phrases do you remember?<br>
slide22. Let’s look at the words again… What are they arranged
according to?<br>
slide23. 23 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 What are the words arranged according to?<br>
slide24. NOW, how many words or phrases do you remember?<br>
slide25. What were two major differences between the 1st and 2nd attempts?<br>
slide26. 1. We knew what the task was 2. We knew how the information was organized<br>
slide27. Turning Yourself into an Efficient, Expert Learner Focus on learning and on teaching the information
Do “think aloud” exercises
Constantly ask yourself “why” and “what if” questions
Always test your understanding by verbalizing or writing about concepts; practice retrieval of information
Move your activities higher on the Bloom’s taxonomy scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.<br>
slide28. Evaluation Synthesis Analysis Application Comprehension Knowledge Making decisions and supporting views; requires understanding of values. Combining information to form a unique product; requires creativity and originality. Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Restating in your own words; paraphrasing, summarizing, translating. Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material. Bloom’s Taxonomy Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu Identifying components; determining arrangement, logic, and semantics. Graduate School Undergraduate High School 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.<br>
slide29. At what level of Bloom’s did you have to operate to make A’s or B’s in college? Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation<br>
slide30. At what level of Bloom’s do you think you’ll have to operate to make A’s in law school? Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation<br>
slide31. How do you move yourself higher on Bloom’s Taxonomy? Use the Study Cycle!<br>
slide32. The Study Cycle *Intense Study Sessions Attend Review Study Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. 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. Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. 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? Preview Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu Assess Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
Intense Study Sessions* - 3-5 short study sessions per day
Weekend Review – Read notes and material from the week to make connections<br>
slide33. Concept Mapping A visual manipulative approach to learning
Excellent tool for content/concept analysis
Organize and manipulate concepts, ideas, theories and other material in a visual format.
Can be used for learning, teaching, organizing, problem-solving, decision-making and brainstorming.
Offers simplicity and clarity to complex, multifaceted material.<br>
slide34. Create a Chapter/Research Paper Map Chapter/Title of Paper Primary Headings Subheadings Secondary Subheadings<br>
slide35. Compare and Contrast Concept #1 Concept #2 How are they similar? How are they different?<br>
slide36. Persuasive Writing or Critical Analysis Thesis Details Viewpoint Viewpoint Details Conclusion Reasons, Facts, Examples Reasons, Facts, Examples<br>
slide37. Time Management is
Life Management<br>
slide38. Tools for organizing your life: Fixed Schedules
“Semester-at-a-Peek”
“Week-at-a-Peek”
Planners
To Do Lists
Today
This Week
Sticky Notes<br>
slide39. The Semester Schedule<br>
slide40. The “Week at a Peek” Schedule<br>
slide41. Weekly Master To Do List Week of Monday ____________________________
to Sunday ____________________________ Class: Class: Class: Other: Class: Download this form in the Time Management Online workshop at www.lsu.edu/learn<br>
slide42. Tips to remember... Use daylight hours wisely!
1 day light hour =
about 1 1/2 evening hours.<br>
slide43. Learning tips
from recent law school graduates 1 Use the reading strategy – it works!
Get an upper-class student to show you how s/he learned the material
Concentrate on the big picture, knowing how the details fit into it
DON’T GET BEHIND!
Use the resources – don’t be ashamed!
The BEST resource is on the next slide!<br>
slide44. SUFFOLK ACADEMIC SUPPORT PROGRAM<br>
slide45. Tips for Acing Law School Exams* 1 Work Early, Work Often 2 Learn to Issue-Spot
3 Outline, Outline, Outline
4 Go Solo (or small, focused study group)
5 Study Your Profs (read their writing)
6 Chill Out Before the Test (You’re ready!)
7 Slow down (Analyze the entire test first)
8 Kill the post mortems *www.lawcrossing.com/article/36/Acing-Law-School-Exams-Grade-A-Advice/#<br>
slide46. Tips for Acing the Bar Exam 1 Use the Learning Strategies We’ve Discussed and Ace Suffolk University Law School!
Use The Ultimate Bar Exam Preparation Guide at www.barexammind.com/wp- content/uploads/The%20Ultimate%2 0Bar%20Exam%20Preparation%20 Resource%20Guide.pdf
Visit www.passingthebar.org
Be confident - Suffolk has prepared you!<br>
slide47. ABC’s of Excellence Adopt the right ATTITUDE
Begin appropriate BEHAVIOR
Consistently make a COMMITMENT<br>
slide48. Attitude “It’s your attitude, not your aptitude,
that determines your altitude.”
Zig Ziglar<br>
slide49. Behavior It’s the difference between knowing
and doing that determines success. Anonymous
Don’t let other folks hijack your future!<br>
slide50. Commitment It’s not over ‘til it’s over, and YOU determine when it’s over!
Change strategies when necessary, but never give up your goals. If you can dream it, you can achieve it!<br>
slide51. So, What Can You Do, Starting Now to Ensure that You’ll THRIVE in Law School? Spend more time studying
(try for 2 hours/week for every hour in class)
Aim for higher learning levels and 100% mastery
Use the Academic Support Program, office hours, and study groups productively
Use the Study Cycle
Use Metacognition to Study Smarter!!!<br>
slide52. What was most useful was identifying my learning style and the importance of using my learning style to learn, not memorize
My level of confidence has increased because I am taking advantage of the opportunities here and understand what type of learner I am
What caused me to change was knowing what methods I had to incorporate to do well
Confidence definitely increased after implementing the strategies because workload became more manageable
I learned a lot from Dr. McGuire because before her class I didn’t know how to utilize her methods. Students at a southeastern Law School 2011 Law Student Feedback about
Metacognitive Strategies<br>
slide53. Challenge to Suffolk University
Law School Students
Metacognition Discussion – January 30, 2013
Average Year End GPA: 3.5
% Passing bar exam: 94.4%!<br>
slide54. Writing Exercise What behavior will you commit to
for at least the next four weeks?<br>
slide55. If you don’t start it in within the next 24 – 48 hours... … you probably never will.<br>
slide56. Final Note Please visit our website at www.cas.lsu.edu.
We have on-line workshops and information that will teach you additional effective study strategies. I wish you a fantastically successful future in the legal profession!
Dr. Saundra McGuire<br>