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Stephanie Callinan

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

www.youtube.com/watch

shared by Stephanie Callinan on 17 Sep 13 - No Cached
  • Stephanie Callinan on 17 Sep 13
     
    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.
anonymous

Promoting active learning in lecture-based courses: Demonstrations, tutorials, a - 0 views

adsabs.harvard.edu/...1997PhDT........54K.

shared by anonymous on 28 Oct 13 - No Cached
  • anonymous on 28 Oct 13
     
    Kraus, for his Ph.D. thesis at the University of Washington, studied if the incorporation of demonstrations in lecture would improve student learning in introductory physics course. He found early on in the study that lecture demonstrations did not assist students in the development of a functional understanding of the concepts that the demonstrations are intended to elucidate. The study changed course and focused on student learning in a lecture-based course due to the ineffective findings with demonstrations. This study did not evaluate effect on students interest level or enjoyment in the course.
Brent Reed

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

www.theatlantic.com/...279663

Instructional Technology

shared by Brent Reed on 02 Dec 13 - No Cached
  • Brent Reed on 02 Dec 13
     
    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.
teycrawford

Problem-based learning versus lecture-based learning in a course of basic pharmacology:... - 0 views

onlinelibrary.wiley.com.proxy-hs.researchport.umd.edu/...full

storytelling education teaching pharmacology

shared by teycrawford on 03 Apr 16 - No Cached
    • teycrawford
      teycrawford on 03 Apr 16
       
      although there was not an overall statistical difference in the results between PBL and LBL, there may be a deeper understanding in the pbl group
  • Regarding the main questions of the study that have been formulated above, two findings seem to be most important: Firstly, our study has shown, that it is in fact practically possible to implement PBL as an educational strategy under the conditions of a large German medical school. Secondly, the study provided sound evidence that the PBL approach does not lead to disadvantages concerning students' factual knowledge as measured by a combination of multiple-choice and short-essay questions. The results of our study therefore support earlier findings2[3]–4 and constitute another link in the chain of evidence indicating that PBL is equipotent to LBL as far as students' factual knowledge is concerned.Further conclusions are more difficult to draw: The fact that the PBL students achieved slightly better results in the category of short-essay questions might indicate, that an examination testing more complex levels of knowledge (i.e. on the comprehension or analysis level), is more appropriate for testing the outcome of PBL in terms of factual knowledge than multiple-choice questions. An intra-group comparison of the two categories of questions further supported this hypothesis, revealing that students who had undergone the lecture-based course scored significantly lower in the short-essay part, whereas their PBL counterparts reached similar results in both categories of questions. It is important to stress though, that the direct comparison of the short-essay results in both groups only showed marginal results. Also, the multiple-choice questions we used in our study were not intended to assess a more complex, i.e. comprehension or analysis level of knowledge. Hence, if there is a difference, it is not necessarily a difference between multiple-choice and short-essay questions, but between questions addressing different levels of knowledge.
cfrese1

Metacognition Resources - 1 views

serc.carleton.edu/...introduction.html

metacognition Instructional Education

shared by cfrese1 on 01 Feb 14 - Cached
  • cfrese1 on 01 Feb 14
     
    This website includes many different types of resources related to metacognition.  Education pages include an overview of metacognition and various ways to teach metacognition in different types of classes.  In addition, there are links to professors lecturing on metacognition, research in the field, and ways to incorporate the concept in courses. 
Stephanie Callinan

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

www.samford.edu/...default.aspx

shared by Stephanie Callinan on 17 Sep 13 - No Cached
  • Stephanie Callinan on 17 Sep 13
     
    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.
nholl9

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

chronicle.com/...130327

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.
  • nholl9 on 14 Sep 15
     
    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 on 14 Sep 15
     
    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.
cfrese1

Metacognition Articles - 3 views

www4.ncsu.edu/...Metacog_Articles.html

Education Tools

shared by cfrese1 on 01 Feb 14 - No Cached
  • cfrese1 on 01 Feb 14
     
    This resource was not included in my lecture; however, it is a great list of resources.  At NC State, there is a class on Metacognition and Learning (ECI 709). This website is a link to the articles page for the course.  There is a long list of references separated into categories.  Two great things about this website is 1) it's public (so you don't have to be on NC State's campus) and 2) some of the references link to PDFs of the articles.  
teycrawford

Microsoft Word - Green.doc.pdf - 0 views

storytelling in the classroom effectiveness

shared by teycrawford on 03 Feb 16 - No Cached
  • The odds are that your memorable moments, too, have to do with stories - not theories ordefinitions or dates, but an unfolding narrative, complete with suspense, drama, or humor, orperhaps a personal anecdote shared by a favorite teacher
    • teycrawford
      teycrawford on 03 Feb 16
       
      This perspective may depend largely on the students own personal learning style and how they process information. If a student learns more through memorizing figures or facts, a story may be abstract to the point of distraction to that type of a learner
  • teycrawford on 03 Feb 16
     
    Explores the art and impact of the incorporation of storytelling into a presentation or lecture.
gstassinos

Role of physics lecture demonstrations in conceptual learning - 0 views

journals.aps.org/...PhysRevSTPER.9.020113

Teaching Tools Demonstrations Observations Conceptual Learning Construal

shared by gstassinos on 25 Oct 14 - No Cached
  • gstassinos on 25 Oct 14
     
    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.
sinkle42

Traditional vs. TBL - 1 views

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4154282/ This article evaluated the difference in students' performance and satisfaction between the two teaching methods: traditional lectures vs TBL. ...

started by sinkle42 on 01 Nov 14 no follow-up yet
rachelcoleman

A Tool for Measuring Active Learning in the Classroom - 1 views

www.ncbi.nlm.nih.gov/...ajpe85.pdf

education learning Teaching Tools instructional

shared by rachelcoleman on 26 Oct 14 - No Cached
  • rachelcoleman on 26 Oct 14
     
    This research describes the development and validation of an Active-Learning Inventory Tool to measure active learning in the classroom. This tool was tested within pharmacy lectures. Additionally, provides a list of different active learning strategies broken down by complexity.
saraayele3

TBL primary lit 1.pdf - 1 views

diigo.com/083myh

shared by saraayele3 on 02 Nov 15 - No Cached
  • saraayele3 on 02 Nov 15
     
    This paper evaluates students' perception of team based learning when compared to traditional lectures. This article is a great resource as far as considering limitations and how to overcome them in team based learning settings such as making sure to diversify team selection by including students with different views, strengths, and outlooks.
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