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Mad Skills

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Introduction of Metacognition and use within an innovative residential programming model to enhance academic success.

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- Residential Life際際滷Content BoxMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMAD SkillsMetacognitive and Deep Learning Skills ModelStan DuraResidential Life CoordinatorDoctoral Student, Educational PsychologyUNLVMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeOverviewEngaging residents in cognitive activity that better supports academic success Metacognition: What is it, and why is it important?
Metacognitive and Deep-Learning Skills Model
Applications
Discussion
Wrap upMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeStudying vs. LearningStudyingand LearningWhats the difference?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMeaningful LearningMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionWhat is metacognition?The conscious awareness and control of ones thinking and learningMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionWhy is it important?It is quite possibly the most effective learning skill one can posses.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeBlooms TaxonomyEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeBlooms TaxonomyCreateTypical in Grad SchoolIntegrateMeaningful LearningAnalyzeTypical in CollegeApplyReproduceRote LearningTypical in High SchoolRememberMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeHave you ever wonderedWhy staff dont fill out forms correctly?
Why staff dont follow procedures correctly after they were trained?
Why students dont remember the list of rules they went over after check in?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMeaningful LearningMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionWhy is it important to us?It transforms academic experiences MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionIt transforms academic experiencesTravis, junior psychology student Test scores: 47, 52, 82, 86Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionIt transforms academic experiencesRobert, freshman chemistry student Test scores: 42, 100, 100, 100Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionIt transforms academic experiencesMichael, senior organic chemistry student Test scores: 30, 28, 80, 91Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionIt transforms academic experiencesTerrence, junior Bio Engineering student
Cumulative GPA (after four semesters) 1.67
After intervention
3.54 (fall 2003),
3.80 (spring 2004)Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacogntionThere are an increasing number of studies demonstrating that metacognition predicts academic success and performance in a range of disciplines.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionOk, its important, but residents dont come to study skills programs; how do we do this?Residents dont come to traditional study skills programs because, ultimately, those programs do not impact them.Traditional style programming isnt the best model of development or delivery.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionOk, its important, but residents dont come to study skills programs; how do we do this?Whats needed is a cohesive, time-extended, individual based model, focusing on the aspect of learning that:possesses the most leverage, and
is the least taught skill in school.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeMetacognitionOk, its important, but residents dont come to study skills programs; how do we do this?MetacognitionMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeThe MAD Skills ModelThe Metacognition and Deep Learning Skills Model Offers assessment to identify strengths/weaknesses
Introduces the concept of metacognition
Introduces the skills and behaviors involved in effective metacognition
Encourages a specific study routine based on metacognitive skills
Engages residents in recursive academic goal setting and evaluation MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
- Residential LifeThe MAD Skills ModelAssessmentTime Management
Study Skills

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Mad Skills

  • 1. - Residential Life際際滷Content BoxMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 2. - Residential LifeMAD SkillsMetacognitive and Deep Learning Skills ModelStan DuraResidential Life CoordinatorDoctoral Student, Educational PsychologyUNLVMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 3. - Residential LifeOverviewEngaging residents in cognitive activity that better supports academic success Metacognition: What is it, and why is it important?
  • 4. Metacognitive and Deep-Learning Skills Model
  • 7. Wrap upMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 8. - Residential LifeStudying vs. LearningStudyingand LearningWhats the difference?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 9. - Residential LifeMeaningful LearningMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 10. - Residential LifeMetacognitionWhat is metacognition?The conscious awareness and control of ones thinking and learningMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 11. - Residential LifeMetacognitionWhy is it important?It is quite possibly the most effective learning skill one can posses.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 12. - Residential LifeBlooms TaxonomyEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 13. - Residential LifeBlooms TaxonomyCreateTypical in Grad SchoolIntegrateMeaningful LearningAnalyzeTypical in CollegeApplyReproduceRote LearningTypical in High SchoolRememberMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 14. - Residential LifeHave you ever wonderedWhy staff dont fill out forms correctly?
  • 15. Why staff dont follow procedures correctly after they were trained?
  • 16. Why students dont remember the list of rules they went over after check in?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 17. - Residential LifeMeaningful LearningMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 18. - Residential LifeMetacognitionWhy is it important to us?It transforms academic experiences MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 19. - Residential LifeMetacognitionIt transforms academic experiencesTravis, junior psychology student Test scores: 47, 52, 82, 86Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 20. - Residential LifeMetacognitionIt transforms academic experiencesRobert, freshman chemistry student Test scores: 42, 100, 100, 100Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 21. - Residential LifeMetacognitionIt transforms academic experiencesMichael, senior organic chemistry student Test scores: 30, 28, 80, 91Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 22. - Residential LifeMetacognitionIt transforms academic experiencesTerrence, junior Bio Engineering student
  • 23. Cumulative GPA (after four semesters) 1.67
  • 24. After intervention
  • 26. 3.80 (spring 2004)Source: Dr. Saundra Y. McGuireDirector, Center for Academic SuccessAdj. Professor, Department of ChemistryLouisiana State UniversityMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 27. - Residential LifeMetacogntionThere are an increasing number of studies demonstrating that metacognition predicts academic success and performance in a range of disciplines.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 28. - Residential LifeMetacognitionOk, its important, but residents dont come to study skills programs; how do we do this?Residents dont come to traditional study skills programs because, ultimately, those programs do not impact them.Traditional style programming isnt the best model of development or delivery.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 29. - Residential LifeMetacognitionOk, its important, but residents dont come to study skills programs; how do we do this?Whats needed is a cohesive, time-extended, individual based model, focusing on the aspect of learning that:possesses the most leverage, and
  • 30. is the least taught skill in school.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 31. - Residential LifeMetacognitionOk, its important, but residents dont come to study skills programs; how do we do this?MetacognitionMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 32. - Residential LifeThe MAD Skills ModelThe Metacognition and Deep Learning Skills Model Offers assessment to identify strengths/weaknesses
  • 33. Introduces the concept of metacognition
  • 34. Introduces the skills and behaviors involved in effective metacognition
  • 35. Encourages a specific study routine based on metacognitive skills
  • 36. Engages residents in recursive academic goal setting and evaluation MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 37. - Residential LifeThe MAD Skills ModelAssessmentTime Management
  • 41. MotivationMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 42. - Residential LifeThe MAD Skills ModelAssessmentTime Management
  • 47. Overall, I manage my time well.
  • 48. I regularly keep a to do list.
  • 49. I regularly use a calendar
  • 50. I organize my schedule well.
  • 51. I set goals regularlyMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 52. - Residential LifeThe MAD Skills ModelAssessmentTime Management
  • 57. I read text chapters prior to class.
  • 58. I review material after class
  • 59. The way I study is effective
  • 60. I attend class consistently.
  • 61. I spend more than 6 hours studyingMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 62. - Residential LifeThe MAD Skills ModelAssessmentTime Management
  • 67. I get plenty of rest
  • 68. I have a good networkfor support.
  • 69. I take care of my body
  • 70. I have at least one friend to discuss
  • 71. I make sure I have me timeMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 72. - Residential LifeThe MAD Skills ModelAssessmentTime Management
  • 77. I check how well I understand
  • 78. I consider different 壊岳姻温岳艶乙庄艶壊
  • 79. I take time to plan how I will study
  • 80. I summarize and evaluate
  • 81. I determine what info is important
  • 82. I understand strengths of my skills
  • 83. I seek additional info from othersMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 84. - Residential LifeThe MAD Skills ModelAssessmentTime Management
  • 89. I put a lot of thought into studies
  • 90. I am easily 糸庄壊岳姻温界岳艶糸
  • 91. When I prioritize my time, studying
  • 92. Whether I like the teacher or not
  • 93. I enjoy learning for the most part.MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 94. - Residential LifeThe MAD Skills ModelMetacognitiveSkills and BehaviorsPlanning
  • 95. Consciously assessing the learning needs based on content, task, context, etc. and developing appropriate learning strategies
  • 97. Consciously conducting self-checks to assess understanding, identify questions, and adapt behaviors if ineffective
  • 99. Applying different strategies to assess thoroughness and accuracy of understanding
  • 101. Applying strategies to apply and recreate the informationMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 102. - Residential LifeThe MAD Skills ModelMetacognitiveSkills and BehaviorsPlanning related metacognitive questions:What is the purpose and nature of the task/environment?How does this fit into the overall course, major, etc?What do I want/need to learn or what am I expected to learn? What do I already know about this?What resources does the text provide to aid understanding? What kind of information and strategies do I need?Memorization?Interpretation/Representation?Application and Problem solving?Creation?How much time and resources will I need?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 103. - Residential LifeThe MAD Skills ModelMetacognitiveSkills and BehaviorsMonitoring related metacognitive questions:Do I have a clear understanding?Do the graphics, links, vocabulary words help me understand?Do I need to re-read anything?What is the author trying to say? What will s/he say next?What information is important here? How can I best learn it?Does the task make sense? Am I reaching my goals? Do I need to make changes?What questions would experts ask to see if someone understands?What questions does this raise for me?How is this information relating to what I already know?How would I explain the information up to this point?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 104. - Residential LifeThe MAD Skills ModelMetacognitiveSkills and BehaviorsEvaluating related metacognitive questions:Have I reached my goal? What worked? What didnt work? Would I do things differently next time?How can I paraphrase and summarize this information?How can I represent this information in pictures, diagrams, etc.?How would I best explain this information to someone else?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 105. - Residential LifeThe MAD Skills ModelMetacognitiveSkills and BehaviorsConstructing related metacognitive questions:How is this related to what I already know?Does it go against something I know or believe? How can I reconcile that conflict?Does it support something else I know or believe? How?How does this change anything I currently think or know?How could I use this in different contexts/scenarios? Does this highlight or help me see something or topics that I realize I do not know enough about? What can I do to learn about those topics?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 106. - Residential LifeThe MAD Skills ModelLearning on LockMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 107. - Residential LifeThe MAD Skills ModelLearning on LockPreview
  • 108. Preview material before class or study session. Use the Planning and Monitoring metacognition skills. Consider prior-knowledge and questions.
  • 109. Attend
  • 110. Attend class, take notes, ask questions, consider new questions. Use Monitoring and Evaluating metacognition skills.
  • 112. Mentally engage with the material, going over it again, analyzing it, comparing it, developing deeper and deeper understanding.
  • 114. Reproduce the material in a variety of formats, such as chapter summaries, concept maps, discussion, debate, teaching others, self testingMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 115. - Residential LifeThe MAD Skills ModelLearning on Lock: Engaged Study Sessions Read the material for deep understanding. (15-25 minute periods)
  • 116. Reflection on the material (main points, importance, relationship, structure, etc. 10-15 min.)
  • 117. Go back through the information and take notes (10-15 minutes). In your own words, note the main points, the important concepts and the visual aids that may help to explain them
  • 118. Rinse and Repeat do this several times
  • 119. Once immediately after class (within 24 hours)
  • 120. Daily - 1-2 times per class, every 48 hours
  • 121. Weekly use a longer study session to wrap up the weeks notes
  • 122. Review and summarize all of your notes for the week for each class
  • 123. Evaluate your methods and strategies and modify as necessaryMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 124. - Residential LifeThe MAD Skills ModelIndividual AdvisingCheck in assessment is offered (appropriate staff informed of results)RAs meet individually with 60% of their residents monthly:Aug.- Sept. Discuss and set academic goals
  • 125. Oct. Introduce Metacognition and Learning on Lock Study Sessions
  • 126. Nov. Faculty Program (High Impact for at-risk when possible). Individual follow up.
  • 127. Dec. Evaluate academic goals and discuss successes/challenges
  • 128. Jan.- Feb. Set new academic goals
  • 129. Mar. Faculty Program (focus on application of skills). Individual follow up.
  • 130. Apr.- May Evaluate academic goals and discuss overall academic experienceMAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 131. - Residential LifeDiscussionSmall Groups In what ways might this model be adapted for other contexts?
  • 132. What challenges and opportunities might it provide in those contexts?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 133. - Residential LifeDiscussionLarge Group What are some possible examples of how this model might be adapted?
  • 134. What questions or concerns would you have if you were adapting it for your own program? MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010
  • 135. - Residential Life?Got Questions?MAD SkillsACUHO-I LLP ConferenceOctober 24, 2010

Editor's Notes

  • #7: It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • #8: It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • #13: It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • #19: It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • #20: It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • #21: It involves an individual being both aware of her or his thinking and learning and consciously controlling it.
  • #40: Any questions?