This is Important: Before we get started, could you please…

This is Important:Before we get started, could you please…

Use the Four Questions worksheet provided to prepare a short memorable introduction of yourself with answers to the four questions listed

Four Questions to Prime Self-Directed Learning

MetaLearning: Why Students Need Brain-Based Learning and How to Teach Them

Presented for WASC attendees ~ 2012

Stephen Carroll, PhDMelissa Ganus, EdD, MBA

Framing Our ObjectivesMotivate you to try metalearning techniques with your students to help them become more effective learnersProvide you with theories, resources, tools and inspiration to help you develop your own metalearning lessonsProvide you with tools to prove it works

The Problem:Students arrive in our classrooms knowing very little about the kinds of learning they are expected to do in collegeMuch of what they do “know” is wrongUsing the habits of learning they developed in high school leads to inefficient and ineffective learningReduced performance caused by the inaptness of their learning habits creates motivation and engagement problems that further reduce their academic performance—and learning.

The Solution:Teach students how to learnMetalearning Flight School is based on current research in cognitive science, the neurobiology of learning and learning theoryFour years worth of data and experience show that it makes a significant difference in students’ learning It’s especially effective in making students more self-motivated and more self-directed learners

VideosVideos available at Learninghabits.wordpress.comYoutube.com/user/learninghabits

Notes You Can Use

Summary Reflections: ASAP –

before sleeping

What’s worth reviewing &

remembering?

For Best Results:

Review Summary within 24 hours

Notes on what’s being presentedThought

s & feelings

that arise

Summary:

Date, Course, Page #

This makes sense!

Q: How does this connect with … ?

Quality of Life: Key CorrelatesTo move from “I want to be happy” to concrete objectives that will help them elevate quality of life, it is helpful to understand what’s correlated with high quality of lifeSources:

Gallup PollPositive PsychologyGross National Happiness

We want to move them toward habits that will help them build quality of life

Defining Learning

Typical Answers - UnderstandingKnowing somethingUnderstanding somethingBeing able to teach somethingGetting itEureka! Making a connection to something newInsightDiscoveryEnlightenment

Knowing that (vs knowing how)MemorizingBeing able to recallRemembering somethingUnderstanding the principlesSeeing the logicBeing able to extrapolateSeeing how it worksEpiphany

Typical Answers - SkillsBeing able to do somethingKnowing howFacilityDoing itMastering a procedure or processIncreasing level of proficiencyFollowing correct

proceduresBeing able to use what I knowBeing able to apply something in a new situationAcquiring the knack of somethingGains in craftsmanshipGetting better at something

Typical Answers - AffectiveLearning to like somethingGetting engagedBeing inspiredBeing motivatedFinding joyWanting to do moreWanting to practiceLooking for chnaces to use what I knowLearning to love

somethingLearning to see the beauty or complexity or artistry in somethingLearning to appreciate somethingGaining confidenceBecoming more interested in something

Typical Answers - HabitsBeing able to do something without paying a lot of attention

Doing things automatically

Integrating what I know into my life

Using what I know as a matter of course

Knowing when to use what I've learned

Ability to improvise based on what I already know

NeurobicsCross-lateral activity

The ART of Learning

Acquire new material

Retain new material

Transfer use of new material

R

A

T

Acquire

Retain

Transfer

The ART of Learning.

A is for Acquisition. Mnemonic=ABC: Actively

Build Connections.

Multiple neurons firing

A Basic Brain—not very fold-ey

A Better Brain—more fold-ey

GoalsFat sausagesFoldey lobesHairy neurons

The ART of Learning

R is RETAIN (Acronym)Review, Explain (Explore), Test, Analyze, INtegrate.

Key Factors Shaping Retention”Strong emotionRepetition and reinforcementSleep (then review)ExerciseHydration and nutritionRichness of the learning and studying environments

The ART of Learning

T is for Transfer (Bus transfer, job transfer)

Transfer is always about taking what you know and applying it to what you don’t know

Teaching for TransferTransfer is about pattern recognition and Changing setIt is the most difficult part of learning… and the least practiced!Students need to practice as much as possible

Principles derived from neurobiology:

1)Learning works best when it is conscious2)Learning actively connects new info to old info3)Learning requires real effort (difficult is good)4)Self-motivation accelerates learning by

reducing resistance (electrically and metaphorically)

5)Practice is critical:a)Multiple modes of practice create richer

and more persistent connectionsb)Reinforce learning within 24 hours to move

what was learned from short-term to long-term memory.

What Counts as a Habit?Periodic Routines & other activities we engage in without having to “think too hard”Activities or ways of thinking we do automatically when something we perceive triggers them. Typical instinctive reactions or learned patterns.

In context X, IF trigger Y is perceived , THEN reaction/response Z

Stages of Change Modelbased on the Transtheoretical Model developed by James O. Prochaska

Stages of Change Modelbased on the Transtheoretical Model developed by James O. Prochaska

Applying the Stages of Change Model

Learning Assessment for Courses

The Student Assessment of theirLearning Gains (SALG)

Free Tools at www.salgsite.org

Learning Assessment for Sessions

The Self-Assessment of Increases in Learning (SAIL)

Thank You!

Questions?

Stephen: step.carroll@gmail.comMel: ganus.research@gmail.com