Status Updates From Teach Students How to Learn...

Mindset matters, emphasize action, not ability.
Motivation is a cycle, increased learning, success, positive emotions, increased motivation.
Three levels of student motivation. Fig 7.2
Fear and anxiety hinder learning through amygdala and hippocampus effects.
Student related obstacles fig 7.3

Strategies to change mindset. Inspire belief. Recall experiences. Explain neurological basis. Proper gradation of questions, tests, evaluations.

Fixed mindsets start from early experiences but what if 'gifted' children are those that have practiced metacognition for longer? Or innately?

Growth mindset vs fixed. Growth before motivation. Fixed mindset is deterministic, you likely won't try. Great graphic adapted from Dweck's work. Giving feedback but first with a genuine message of I believe you can do better and that's why I'm giving you this feedback - excellent example p 63. Fixed mindset will lead to I don't know without trying - no belief in effort and ability to learn.

See book for notes. Appendix reference and end notes

Take notes, jot questions, create flashcards, maps, and outlines.
Know resources like your textbook - connect to bigger picture.
Take notes by hand
Treat homework like tests

Gold in the active reading strategies. Preview the material. Active reading by drawing up questions during your preview - this will keep you engaged and seeking answers. Paraphrase each paragraph, cumulatively - fold in previous paragraphs.

LSU cas study cycle resource, check website. Page 39.
Intense session: set specific goals, do active learning tasks, take a break,/have a reward, review (was that effective).

Most students after learning about Bloom's recognize that they only needed to remember or understand to do well in high school, and they recognize that to do well in college/university they will need to move up to analysis and beyond (synthesis/evaluation)

You don't need to be an instructor to be in teach-the+material mode. You can rehearse to empty chairs, and stuffed animals. Teaching the material requires preparation from multiple angles and not just addressing where an individual thinks their most pressing gap is.

Studying is focusing on the 'whats', but learning is focusing on the 'hows,' 'whys,' and 'what ifs.'

Focusing on the whats does not allow you to recreate the information if you forget a what. But focusing on the others allows you to recreate the whats.

Studying is going over what I've already learned. Students think they are actually learning information in class, and only need to 'go over it' to do well.

Find the most efficient path for students. Ask questions to get them to talk about what they know and then engage from there.

Pg. 25 aware of our goal. Instructions should be specific and deliberate. E.g. of what not to do: instruct: read chapter 1, result My eyes should fall over every other word in chapter 1 while I'm texting and engaging in social media and talking to friends

Why students don't know how to learn. They didn't need to learn in order to make As and Bs in high school (or undergrad for grad students).
They are overconfident and academically successful without much effort.
The believe they are better than the average student, unaware that they can become smarter.

Background about author. She was a professor who didn't really understand how her students learned.

Thinking a lot about how to make statistics, sociology, research methods, and theory more approachable to students. I think a lot of the items in this book are way useful in just challenging ourselves to learn, read, and think more deeply though.

These kinds of books always remind me why I am still here fighting the fight. #highered