Helping students help themselves

Marilla Svinicki Educational Psychology The University of Texas at Austin

Where do students need help?

Decreasing their focus on memorization Increasing their self-regulation strategies Increasing and focusing their own motivation Recognizing the need for transfer

Instructional problem: Emphasis on memorization

I studied so hard and thought I knew everything. How could I get a C? Could you post all the notes on the website? Whats the right answer?

Students dont have the same definitions of learning that we do.

What does it mean to understand?

Put a concept in your own terms? Give your own examples? Apply the concept to new situations?

Understand the structure of a concept and how it relates to other concepts.

Structural knowledge: the concept map

Self worth theory Expectancy Value theory Attribution theory

Needs theory

Noncognitive theories

Cognitive theories

Goal theory

Drive theory

Self determination theory

Motivation

Why does structure help?5

It provides organization to memory, which reduces cognitive load. It identifies similar concepts for generalization. It forms the basis for analogical reasoning. It allows you to fill in gaps by inference. It allows you to imagine possible realities you havent directly experienced.

A simple comparative organizer

The stimulus is presented The stimulus is positive
The stimulus is negative

The stimulus is removed Punishment

Positive reinforcement
Punishment

Negative reinforcement

Example of a cumulative, comparative organizer

Statistic
Unit 1 T-test Unit 2 One way analysis of variance Unit 3 Two way analysis of variance

When to use

Example

Comparison of two Which of two groups classes is smarter? Comparison of Which of four three or more classes is groups on one smarter? dimension Comparison of two Which of several or more groups on methods works two or more best for different dimensions groups?

A generative chart
Columns
Rows

Column 1

Column 2

Next generation

father
Row 1

sister
Row 2

Applying this to your own situation.

Is there an example of a structural model of the content that you use in your course? How can you encourage students to use or create their own structural understanding representations?

Instructional Problem: Poor student self-regulation

How can we help our students be better learners?

The GAMES model G oal-oriented learning A ctive learning M eaningful learning E xplanations and learning S elf-regulation of learning

Goal-oriented learning

Example of good goals for studying

Be

able to list, define and give my own example of the key vocabulary in a chapter. Be able to solve the problems highlighted in a chapter without looking at the solution beforehand. Be able to explain how the statistical test described in this chapter differs from the one in the previous chapter.

Active learning

Examples of good active learning strategies for studying:

Outlining or creating charts to make connections Summarizing or paraphrasing sections of the reading

Working through problems Thinking of examples or questions Creating mental images, metaphors, Whats wrong with highlighting? What about in your field?

analogies

Meaningful learning

Encourage structural understanding

Making

outlines Using concept maps Creating comparative organizers Drawing flow charts Creating a story line for sequences

Explanations and learning

Using peer learning during and outside of class time

Face

to face in class group activities Online discussion boards or chat rooms Contributor FAQs sites Reflective journals or blogs with responses Identified Audience summary sheets

Self-regulation of learning

What does it involve?

Self,

task, strategy knowledge Self-monitoring, evaluation and correction

Examples of Self-regulation activities

Students

hand in a critique of own papers. Study plans or phased paper writing Selection amongst options

Would GAMES work for your students and your content?

What do you do already that helps your students become better learners? How would you adapt GAMES to your classes?
What special learning strategies are particularly salient for your discipline? (Can you help my research team?)

Instructional problem: Misplaced or lack of motivation

Will that be on the test? I need an A in this class. What can I do for extra credit? Just tell me the right answer.
Students are too focused on grades or not focused at all.

Motivation: Goal Orientation

Four proposed orientations

Mastery

I want to learn Approach I want to succeed Avoidance I dont want to fail Strategic effort I want the biggest bang for my buck

Fostering mastery goals

Clear expectations Focus on personal improvement Emphasize learning value of errors Positive support and useful feedback De-emphasize comparison with others Allow some personal control over the process Develop classroom community

Motivation: Self-efficacy for a task

What is it and what effects does it have?

Encouraging accurate self-efficacy
Past

success Present success Persuasion through support Mindful analysis of learning

Motivation: Value of a task

Where does value come from?

Utility Interest

Challenge
Self-determination Societal

influences

Why should students learn your content?

How would this apply to you?

Goal
Clear expectations Personal improvement Learning from errors Support and feedback Diminish comparisons Allow personal control Develop community Support self-efficacy Convey value of task

Strategy

Instructional problem: Transfer failure

Didnt you learn how to do this last semester? That stuff is from the previous chapter. Do I have to remember it now? Students fail to make use of what they already know, and they forget everything after the test.

Useful learning theory

Cognitive learning theory

The The The

value of activating prior knowledge need to overcome situated learning need to create a transfer mindset

Teaching strategies
Building on what students know Providing lots of varied practice

Emphasizing mindful learning Build in activities that point forward

How would this apply to you?

How do you help students connect?

What

previously learned content/skills would be important to remind students of in your class? How do you make the connection between the present and future uses of content?

A quick review
1.

2. 3. 4.

Foster structural understanding instead of memorization. Help students learn to self-regulate. Cultivate student motivation. Encourage students to think about transfer while theyre learning.

Readings about learning

Bransford, J., Brown, A. and Cocking, R. (1999) How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. Halpern, D. and Hakel, M. (2002) Applying the science of learning to university teaching and beyond. New Directions for Teaching and Learning no. 89 San Francisco: Jossey-Bass Publisher. Halpern, D. and Associates (1994) Changing College Classrooms. San Francisco: Jossey-Bass Publisher. Svinicki, M. (2004) Learning and Motivation in Postsecondary Classrooms. Bolton, MA: Anker Press.