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Stephanie Callinan

How to Get the Most Out of Studying | Samford University | Birmingham, Alabama - 1 views

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    Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.
Funmi Agunbiade

Level 3 and 4 Evaluation - 2 views

1. Kirkpatrick DL, Kirkpatrick JD. Evaluating Training Programs: The Four Levels (3rd Edition). San Francisco: Berrett-Koehler Publishers; 2006 In his book, Kirkpatrick gives a detailed explanation...

started by Funmi Agunbiade on 18 Nov 13 no follow-up yet
nholl9

Metacognition and Student Learning - Do Your Job Better - The Chronicle of Higher Educa... - 0 views

shared by nholl9 on 14 Sep 15 - No Cached
  • Poor metacognition means that some terrible yet hopeful singers on American Idol are unable to assess their own weak vocal talents. And it means that some students have a mistaken sense of confidence in the depth of their learning.
  • "Poor metacognition is a big part of incompetence," he explained. "People who are incompetent typically do not realize how incompetent they are. People who aren't funny at all think they are hilarious. People who are bad drivers think they are especially good. You don't want to fly on a plane with a pilot who has poor metacognition. A lot of reality shows like American Idol highlight people with poor metacognition for entertainment. Everyone knows people who are seldom in doubt but often wrong."
  • The actual exam should never be the first time the faculty or the students get feedback about the actual level of student understanding."
  • ...2 more annotations...
  • An understanding of metacognition, and the influence it has on our students, gives us one more reason to shift our courses away from providing students with a steady diet of lectures, punctuated by a few high-stakes exams.
  • And, as Chew pointed out in response to an early draft of this essay, students frequently don't ask questions precisely because their poor metacognitive skills have convinced them that they understood the lecture perfectly.
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    Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.
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    Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.
nholl9

A Focus on Teaching: Metacognition - YouTube - 0 views

shared by nholl9 on 14 Sep 15 - No Cached
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    This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.
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    This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.
joannay

Kirkpatrick's Four-Level Training Evaluation Model: Analyzing Training Effectiveness - 0 views

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    An article published by MindTools that describes each level of Kirkpatrick's Training Model and provides tips on how to apply the model.
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    Here's a good article on the Kirkpatrick 4-Level Training Model and how to apply the steps in practice.
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    Describes Kirkpatrick's Four-Level Training Evaluation Model and how to apply it
kathytang31

Large Class FAQ: Student Involvement/Participation - 1 views

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    Penn State - 2007. Addresses specific examples of active learning stratgies to employ in class, including examples from professors. Professors speak on their methods and how to apply it to students
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    Penn State - 2007. Addresses specific examples of active learning stratgies to employ in class, including examples from professors. Professors speak on their methods and how to apply it to students
Stuart T. Haines

How to Prepare an Annotated Bibliography - 2 views

    • Stuart T. Haines
       
      Its important to ANNOTATE your resources so that the participants (and the instructors) in the course understand what its value might be.  To learn how to write an effective annotation, check out these helpful tips from the Cornell University Library
Stuart T. Haines

Big Dog and Little Dog's Performance Juxtaposition - 1 views

    • Stuart T. Haines
       
      This is an oddly named but a rich resource regarding instructional design and human performance.  Be sure to click on the navigation tabs - especially the Training tab which nicely summarizes various instructional design models.  If you want to explore things a little deeper, the Knowledge tab has some really thought provoking stuff about what knowledge is, how to acquire it, and how to transfer it.  Don Clark maintains this site.  He states that he's a "Learning Designer and Consultant" and, despite being a freelance kinda guy, he's created a pretty impressive site.  Once you get past all of the ads (just ignore them), I think you'll find the site very useful.
Stephanie Callinan

Meta-studying: Teaching Metacognitive Strategies to Enhance Student Success - YouTube - 0 views

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    This is a video of the 2012 American Psychological Association "Diane Halpern" lecture on metacognition in education. Dr. Elizabeth Yost Hammer, the faculty developer at Xavier Univerisity, discusses the importance of developing incoming college students' metacognition and the techniques to do so. From 0:00 - 07:00, Dr. Hammer discusses the term, metacognition, and applies it to the typical student with poor self-assessment skills. During 11:00 - 16:30, characteristics of incoming high-school students are discussed and provides insight into why these students may have poor metacognitive and study skills. Techniques to teach metacognition to students are discussed in detail during 18:30 - 36:30. I would highly recommend this section for those interesting in learning more about formative assessment. Dr. Stephen Chew, also discussed in our lecture, makes a brief appearance at 36:30 - 38:00 and discusses his video series, "How to study hard and still fail..." Finally, Dr. Hammer concludes her lecture with other habits of mind that play a role in the development of metacognition, such as the fixed mindset theory.
Kelsey Schultz

Graphic Syllabus - 2 views

This text teaches professors how to develop an alternative form of a syllabus called a graphic syllabus. It also talks about the benefits and cautions when using a graphic syllabus for a course.

Education Instructional Syllabus Graphic learning

Brent Reed

The Post-Lecture Classroom: How Will Students Fare? - 1 views

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    An article from The Atlantic featuring the incorporation of the "flipped classroom" concept at the University of North Carolina Eshelman School of Pharmacy. A study of the model's incorporation into the Pharmaceutics course demonstrated improvements in academic performance and engagement compared to traditional didactic lectures.
cxj151

Metacognition and Student Learning - 0 views

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    Interesting article on how metacognition is relevant to student learning Also includes a link to videos on how to get the most out of studying
churgc

Strategies for Effective Lesson Planning - 0 views

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    University of Michigan Center for Research on Learning and Teaching. This website has tons of resources on how to prepare a instructor guides and lesson plans.
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    A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time.
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    From the Center for Research on Learning and Teaching at the University of Michigan
Jamie Amero

The value of demonstration and role of the pharmacist in teaching the correct use of pr... - 0 views

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    A study evaluating the efficacy of a package insert compared to a video demonstration or an in person demonstration as a mode of teaching a patient how to use a metered dose inhaler. A great article to support the need for pharmacists providing counseling to patients, and shows an example of how demonstrations can be helpful even outside the classroom.
gstassinos

Role of physics lecture demonstrations in conceptual learning - 0 views

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    Informative study looking at how what students get out of a demonstration can vary widely depending on how it is approached. I think this shows very effectively that demonstrations given without background instruction, context, or guidance can fail to show the intended concept. Observers need to know what to look for.
mirandalaw

PILS research article - 0 views

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    Dr. Austin's research article on how the pharmacists inventory of learning styles was created. Definitely an interesting read to know how he went about developing a pharmacy specific learning style survey!
Stuart T. Haines

How Children Succeed | Paul Tough - 2 views

  • The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs.
    • Stuart T. Haines
       
      Look at thim
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    Great book about educating kids today.
rachelcoleman

Pharmacy Education - 2 views

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    This book was actually given to me last year and I have found it extremely helpful for many topics. I was able to find the chapter on teaching in large classes online - the link provided. This chapter is nice in that it explains how to implement different active learning strategies into a classroom. This book breaks down strategies into low-, medium-, and high-threshold activities. Additionally, it provides techniques for non technology-enhanced classrooms as well as those with more technical capabilities. From the Book: Pharmacy Education: What Matters in Learning and Teaching is an essential resource for any pharmacy faculty member. More than a narration of the philosophical aspects of teaching and personal perspectives on life as a faculty member, it explores 'what matters", "why it matters", and "how to apply" the matter to teaching, learning, and assessment in pharmacy education.
cleach13

Narrative Learning in Adulthood - 1 views

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    Establishes how students learn through stories and how learning is a narrative (constructivist) process.
normie80

GSR 989: Philosophy and Practice of University Teaching - 0 views

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    This is a website for a class but it has great recommendations for technology and how to use technology in the classroom
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