Status Updates From Teach Students How to Learn...

Behavioral change is hard. Look for opportunities to reiterate learning strategies, e.g. after tests, why did you get that mark? What can you so different?

Think about what, why, how, and when. What strategy will you implement? Why, how, and when will you implement it.

LSU learning centre absent profressor program, when prof absent, learning centre presents a session instead.
Presenting on this topic to others, great resources including slides and handouts. First, catch students by surprise and after their first test - more motivated vs advanced notice and if doing well in class.

Great resources. Budget time. Hold appointments with yourself. Start on the big things early and often.

Time management tips!! A theory to structuring a quarterly big picture calendar before a weekly hourly calendar.

Excellent strategies. Great chart on learning styles and strategies for them as they learn, study, and test. And when you don't have the resources, you may need to reset expectations or work on prerequisites. And when it's 'not your fault', man up and take accountability.

More strategies, and resources like websites and book recommendations on almost every page

All the strategies..

Raffini's five bases of intrinsic motivation and strategies 5 to 13 on autonomy and competence.

Motivation from instructors. Single most important thing is expressing belief in them. #1 inform then about plasticity and motivation conect 2 padt#2 share personal story of failure and overcoming challenges. #3 set clear expectations (clear course structure with many opportunities to score well vs midterm and final), #4 get them acquainted with meta cognition, have them set their expectations and compare to required

Faculty related obstacles to student motivation figure 7.4.
Simple motivating belief in learning efforts leading to learning is positively impactful vs. instilling fear and doubt.

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

A bit repetitive here and there but it has convinced me to try to give the “meta cognitive learning strategies” class to my students this year and see how it goes.

Just finished Carol Dweck’s mindset and was left very unimpressed (a 2* review) and I needed something with more actionable knowledge it in. Only at the beginning, but this book already has more meat on it’s bones.

(Ugggggh the mention of “learning style preferences” and VARK. 🤦🏻‍♀️)

"When their work is returned to them with a much lower grade than expected, most students cannot process the cognitive dissonance. If our courses are telling these students that they're not the smart, competent individuals they believed themselves to be, what do they do? Their normal psychological self-defense mechanisms activate."

I'm starting to get a bit tired of the repetitive "success stories"...
This is a good book, but really needs a serious editor to come through and cut about 30%...