ANIMATED CHALKBOARD PRESENTATION

Learning how to learn

Olivia, Osiel, and Reza

Start

The problem: Students are not aware of how they learn and what learning methods are most effective for them

• Most students lack effective study skills
• Difficulty adjusting to university level courses
• Lacking personal/academic life balance

• Students enter college with the wrong expectations

Net

Metacognition and Sociocultural Theory of Cognitive Development

Collaboration

Self assessment

Growth Mindset

Interactions

Environment

Questioning strategies

SOCIOCULTURAL THEORY OF COGNITIVE DEVELOPMENT

METACOGNITION

Goal Setting

Feedback

Cultural tools

Scaffolding

Reflection

Society

LA Experience: Then and Now

Olivia - IP LAB

Osiel - Chemistry

Then: students can learn through the same learning process as me Now: each student learns in a different way so it is crucial to have the skills to adapt and teach material with various techniques.

Then: Learning is a proceess best done alone Now: We need to interact with one another. We learn in a collaborative way.

+ info

Reza - Calculus

Then: learning is a linear process best done through restless studying. Now: learning is a dynamic process and can take different shape for every person.

Transformational Thinking: boastful name to a humble course

Solution

• Teaching students how they learn
• Variety of study methods tailored for different courses in the field of STEM

Outcomes

• Students will understand how to study more effectively
• Methods can be adjusted throughout college in a way that is unique to each course taken

Call For Action

Course details

• 2 credit course
• Taken in the first semester of college
• Core cirruculum
• Tuition is reimbursed after passing the class

Implementation

• Getting other students opinions on the class
• Bringing the idea to the LA program

• Discuss the idea with programs directors

Obstacles

• Class is too similar to SLS
• Lack of funding to reimburse money to students

Solutions

• Deatiled syllabus on the differences
• Discuss with Financial Aid

References

• Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students’ metacognition and metacognitive strategies in science education. Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment, 33-64.

• Franklin, Scott V., et al. "Improving Retention Through Metacognition: A Program for Deaf/Hard-of-Hearing and First-Generation STEM College Students." Journal of College Science Teaching, vol. 48, no. 2

• Rickey, D., & Stacy, A. M. (2000). The role of metacognition in learning chemistry. Journal of chemical education, 77(7), 915.

• Tanner K. D. (2012). Promoting student metacognition. CBE life sciences education, 11(2), 113–120.