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Teaching Cognitive Learning StrategiesTeaching Cognitive Learning Strategiesto College Studentsto College Students

Shirley L. YuShirley L. YuDepartment of Educational PsychologyDepartment of Educational Psychology

University of HoustonUniversity of Houston

slyu@uh.edu 713-743-9822713-743-9822

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OutlineOutline

ActivityActivity Some principles of information Some principles of information

processing theoryprocessing theory Defining cognitive learning strategiesDefining cognitive learning strategies Issues in teaching college students to Issues in teaching college students to

be self-regulated learnersbe self-regulated learners Integrated cognitive strategy Integrated cognitive strategy

instructioninstruction

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ActivityActivity

Rate the sentences I will read Rate the sentences I will read according to the scale on your according to the scale on your handout.handout.

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Some Principles of Some Principles of Information Processing Information Processing

TheoryTheory

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Levels of ProcessingLevels of Processing

Deeper processingDeeper processing focused on focused on meaning of information results in meaning of information results in better recallbetter recallthan does than does

Shallow processingShallow processing focused on focused on superficial aspects of informationsuperficial aspects of information

(Craik & Lockhart, 1972)(Craik & Lockhart, 1972)

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Effortfulness in ProcessingEffortfulness in Processing

The more difficult decisions and The more difficult decisions and thinking required during learning, the thinking required during learning, the better the learningbetter the learning

(related sidebar) Bloom’s taxonomy (related sidebar) Bloom’s taxonomy of educational objectivesof educational objectives

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Bloom’s Taxonomy of Educational Bloom’s Taxonomy of Educational Objectives – Cognitive DomainObjectives – Cognitive Domain

KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

(Bloom, Engelhart, Frost, Hill, & Krathwohl, 1956)(Bloom, Engelhart, Frost, Hill, & Krathwohl, 1956)

Bloom’s Taxonomy – Revised (2001)Bloom’s Taxonomy – Revised (2001)

The Cognitive Process DimensionThe Cognitive Process Dimension The The

Knowledge Knowledge DimensionDimension

RememberRemember UnderstandUnderstand ApplyApply AnalyzeAnalyze EvaluateEvaluate CreateCreate

Factual Factual KnowledgeKnowledge

Conceptual Conceptual KnowledgeKnowledge

Procedural Procedural KnowledgeKnowledge

Metacognitive Metacognitive KnowledgeKnowledge

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Elaboration in ProcessingElaboration in Processing

Generating more information and Generating more information and adding it to the target information adding it to the target information helps in learninghelps in learning

Links target information to prior Links target information to prior knowledgeknowledge

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Encoding SpecificityEncoding Specificity

When trying to recall information, cues When trying to recall information, cues start the retrieval (search) processstart the retrieval (search) process

When same cues are present When same cues are present

at time of presentation (encoding) at time of presentation (encoding) ANDAND at time of testing/use (retrieval),at time of testing/use (retrieval),

recall is betterrecall is better

(Tulving, 1983; Tulving & Thomson, 1974)(Tulving, 1983; Tulving & Thomson, 1974)

Defining Cognitive Learning Defining Cognitive Learning StrategiesStrategies

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Teaching Strategies vs.Teaching Strategies vs.Cognitive Learning StrategiesCognitive Learning Strategies

Teaching strategiesTeaching strategies– Utilized by the instructor/teacher to Utilized by the instructor/teacher to

teachteach Cognitive learning strategiesCognitive learning strategies

– Utilized by the student to learnUtilized by the student to learn

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Cognitive Learning StrategiesCognitive Learning Strategies

Conscious behaviors and mental Conscious behaviors and mental activities used by students in order activities used by students in order to learnto learn

(Alexander, Graham, & Harris, 1998; (Alexander, Graham, & Harris, 1998;

Weinstein & Mayer, 1986)Weinstein & Mayer, 1986)

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RehearsalRehearsal

Repeating information over and overRepeating information over and over E.g., Re-read textbook; E.g., Re-read textbook;

Review lecture notesReview lecture notes

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Cognitive Learning Strategies

Rehearsal Organization Elaboration

Mnemonics

OrganizationOrganization

Making connections between and Making connections between and among informationamong information

E.g., Make outline; Create concept E.g., Make outline; Create concept mapmap

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ElaborationElaboration

Generating more information and Generating more information and adding it to the target informationadding it to the target information

E.g., Create an example;E.g., Create an example;

Restate into own words;Restate into own words;

Relate information to own experience Relate information to own experience or something learned previously;or something learned previously;

Use a mnemonic strategyUse a mnemonic strategy

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Mnemonic StrategiesMnemonic Strategies

Memory tricksMemory tricks E.g., Rhymes and songs;E.g., Rhymes and songs;

11stst letter technique; letter technique;

Keyword method Keyword method

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Keyword MethodKeyword Method

For vocabulary; foreign language; etc.For vocabulary; foreign language; etc.

pato = duckpato = duck

1) Acoustic link1) Acoustic link pato sounds like pato sounds like pot (keyword)pot (keyword)

2) Visual link2) Visual link duck sitting in a potduck sitting in a pot

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Issues in Teaching College Issues in Teaching College Students to be SRLStudents to be SRL

(Hofer, Yu, & Pintrich, 1998)(Hofer, Yu, & Pintrich, 1998)

General Assumptions of a Self-General Assumptions of a Self-Regulated Learning PerspectiveRegulated Learning Perspective

Active constructionActive construction Potential for controlPotential for control Use of goals/criterion/standardsUse of goals/criterion/standards Mediates between personal and Mediates between personal and

contextual characteristics and actual contextual characteristics and actual achievementachievement

(Pintrich, 2004)(Pintrich, 2004)

2020

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Integrated vs. Adjunct Course DesignIntegrated vs. Adjunct Course Design

Adjunct courseAdjunct course– Stand-alone courseStand-alone course– Example at University of HoustonExample at University of Houston

HDFS 1311: Development of Self-HDFS 1311: Development of Self-regulated Learning (Cr. 3) regulated Learning (Cr. 3) Theory and research on cognitive, Theory and research on cognitive,

motivational, and behavioral factors related motivational, and behavioral factors related to academic success; emphasis on to academic success; emphasis on application to students' development. application to students' development.

““Learning to Learn” CourseLearning to Learn” Course

Lectures – principles, concepts, research Lectures – principles, concepts, research findingsfindings

Laboratories – demonstrations, group Laboratories – demonstrations, group work, activities to enhance application and work, activities to enhance application and practicepractice

(Hofer & Yu, 2003; Hofer, Yu, & Pintrich, 1998;(Hofer & Yu, 2003; Hofer, Yu, & Pintrich, 1998;Pintrich, McKeachie, & Lin, 1987; Pintrich, McKeachie, & Lin, 1987;

Weinstein, Husman, & Dierking, 2000)Weinstein, Husman, & Dierking, 2000)

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Advantages - Adjunct CourseAdvantages - Adjunct Course

Dedicated course timeDedicated course time Instructor interest, knowledge, expertiseInstructor interest, knowledge, expertise Improvements inImprovements in

Self-regulated learningSelf-regulated learning– MotivationMotivation– Cognitive learning strategy useCognitive learning strategy use– Metacognition Metacognition

AchievementAchievement

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Integrated into CourseIntegrated into Course

Strategies instruction embedded in Strategies instruction embedded in curriculum (metacurriculum)curriculum (metacurriculum)

ExampleExample– HDFS 1300: Development of HDFS 1300: Development of

Contemporary FamiliesContemporary FamiliesA multidisciplinary integration of historical, A multidisciplinary integration of historical,

psychological, and sociological approaches to psychological, and sociological approaches to the study and understanding of diversity in the study and understanding of diversity in family forms and influences that shape a family forms and influences that shape a family's values, beliefs, and behaviors. family's values, beliefs, and behaviors.

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Advantages - Integrated into CourseAdvantages - Integrated into Course

Communicates value of strategies in Communicates value of strategies in contextcontext

Provides opportunities for immediate Provides opportunities for immediate and authentic useand authentic use

May increase probability of transfer of May increase probability of transfer of strategy usestrategy use

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Transfer of LearningTransfer of Learning

Learning in one context enhances Learning in one context enhances performance in another context performance in another context (Salomon & Perkins, 1989)(Salomon & Perkins, 1989)

Both integrated and adjunct courses Both integrated and adjunct courses – issue of transfer of strategies to – issue of transfer of strategies to other disciplinary coursesother disciplinary courses

(Hofer, Yu, & Pintrich, 1998)(Hofer, Yu, & Pintrich, 1998)

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Components and Design of Components and Design of InterventionIntervention

Definition of self-regulated learnerDefinition of self-regulated learner Components to includeComponents to include

– Cognitive strategiesCognitive strategies– Metacognitive strategiesMetacognitive strategies– MotivationMotivation– BehaviorBehavior

Integrated Cognitive Strategy Integrated Cognitive Strategy InstructionInstruction

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Direct Explanation ApproachDirect Explanation Approach WHO?WHO?

Teachers teach students to use cognitive learning Teachers teach students to use cognitive learning strategiesstrategies

WHAT?WHAT?Variety of different strategiesVariety of different strategies

WHEN?WHEN?When to use different strategies for different When to use different strategies for different tasks/informationtasks/information

WHERE?WHERE?In a variety of contexts; for different subjectsIn a variety of contexts; for different subjects

HOW?HOW?Model and give students practiceModel and give students practice

WHY?WHY?Importance/value of using cognitive strategiesImportance/value of using cognitive strategies

(Pressley & McCormick, 1995)(Pressley & McCormick, 1995)

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State Those Objectives SpecificallyState Those Objectives Specifically

On syllabus, in class, by TAsOn syllabus, in class, by TAs E.g., Active learning;E.g., Active learning;

Students will become more effective Students will become more effective in their learning processesin their learning processes

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Label and Discuss Strategies Label and Discuss Strategies ExplicitlyExplicitly

Make metacognition and strategies Make metacognition and strategies part of classroom discoursepart of classroom discourse

Learning is not “something that Learning is not “something that happens mysteriously”happens mysteriously”

(Pintrich, 2002)(Pintrich, 2002)

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Model and Explain Strategy UseModel and Explain Strategy Use

Demonstrate your own use of strategies Demonstrate your own use of strategies and explain why it is useful and explain why it is useful

E.g., While solving a problem, provide E.g., While solving a problem, provide mental modeling by talking aloud about mental modeling by talking aloud about your thought process;your thought process;

Provide a mnemonic for hard-to-Provide a mnemonic for hard-to-remember informationremember information

(Duffy & Roehler, 1989; Pintrich, 2002)(Duffy & Roehler, 1989; Pintrich, 2002)

Provide Opportunities for Student PracticeProvide Opportunities for Student Practice

Embed cognitive learning strategies Embed cognitive learning strategies as assignmentsas assignments– Conveys the importanceConveys the importance– Encourages participation Encourages participation

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OrganizationOrganization

Assignment example:Assignment example:

Write an outline for one of the Write an outline for one of the textbook chapterstextbook chapters– Jigsaw methodJigsaw method

Students get in groups of 4-5Students get in groups of 4-5Each student writes outline for 1 chapterEach student writes outline for 1 chapterStudents distribute and review copies of Students distribute and review copies of

their outline to group memberstheir outline to group members

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ElaborationElaboration

Assignment example: Assignment example:

Generate examples of concept X;Generate examples of concept X;

Relate course concepts to your own Relate course concepts to your own experienceexperience

Writing StrategiesWriting Strategies

Teach procedural knowledge related Teach procedural knowledge related to writing papersto writing papers

Break down task into smaller Break down task into smaller subgoals (and collect for feedback) subgoals (and collect for feedback) prior to due dateprior to due date– Peer review Peer review – Revise, editRevise, edit

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Final ThoughtsFinal Thoughts

Cognitive strategies (as part of self-Cognitive strategies (as part of self-regulated learning) improve regulated learning) improve performanceperformance

College students can be taught to College students can be taught to use strategiesuse strategies

Faculty can begin this process on a Faculty can begin this process on a small scale and build upsmall scale and build up