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<v ->More will be joining us.</v>

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So welcome everyone

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to another event of the Faculty Development series.

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I'm Jim Vigoreaux, the vice provost for faculty affairs.

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And before I introduce our presenter today,

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let me take a minute to thank

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the Howard Hughes Medical Institute

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who are supporting this event today.

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So our presenter is Dr. Saundra Yancy McGuire,

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who is the Director Emerita of the Center

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for Academic Success

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and retired Assistant Vice Chancellor

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and Professor of Chemistry at Louisiana State University.

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She has delivered keynote addresses or presenter workshops

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on effective learning strategies

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at over 500 institutions and 47 states and 13 countries.

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And I believe we're adding another state today to that.

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<v ->Yes, you are now 48, thanks to UVM.</v>

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<v ->And now 48.</v>

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So prior to joining LSU, Dr. McGuire spent 11 years

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at Cornell where she received

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the coveted Clark Distinguished Teaching Award

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Her best selling books,

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"Teach Students How to Learn"

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and "Teach Yourself How to Learn"

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are widely acclaimed by faculty and students.

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The parent version,

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"The Parents' Guide to Studying and Learning"

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was released in January, 2022.

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McGuire's most recent accolades include

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being named a 2022 Louisiana Legend

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by Louisiana public broadcasting.

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I can't imagine what that entails,

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but sounds pretty impressive.

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Being listed in the 2020 edition

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of Marquis Who's Who in America,

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receiving the 2019 Commitment to Excellence

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in Academic Support Award from the Commission

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for Academic Support in Higher Education,

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and induction in 2017 into

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the LSU College of Science Hall of Distinction.

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She's an elective fellow of the American Chemical Society,

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the American Association for Advancement of Science,

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and the Council of Learning Assistance

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and Developmental Education Associations.

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She received the Presidential Award for Excellence

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in Science, Mathematics, and Engineering Mentoring

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in a white house oval ceremony in, I don't have the year,

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but I think I remember.
<v ->Well since you remember.</v>

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<v ->2006, somewhere there?</v>
<v ->That's exactly right, yes.</v>

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How do you remember that?

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<v ->I don't know, I keep track of them because</v>

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I do have a few colleagues who have been given them.

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<v ->I see.</v>
<v ->So I'm just in the habit</v>

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to track 'em.
<v ->I see, okay,</v>

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that's amazing.

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<v ->Well, you're amazing too,</v>

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so it's good to remember these things.

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Dr. McGuire received her BS degree, magna cum laude,

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from Southern University in Baton Rouge, Louisiana,

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her master's degree from Cornell University,

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and her PhD from University of Tennessee at Knoxville,

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where she also received a Chancellor's Citation

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for Exceptional Professional Promise.

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She's married to Dr. Steven C. McGuire,

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the James and Ruth Smith Emeritus Professor of Physics

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at Southern University.

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And just to add to all of the accolades that I just read,

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they are the parents of Dr. Carla McGuire Davis

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and Dr. Stephanie McGuire,

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and the doting grandparents of Joshua,

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Ruth, Daniel, and Joseph Davis.

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I think there's no better way to accentuate

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all of those accomplishments with that final statement.

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So Dr. McGuire, my pleasure to welcome you to UVM

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for the second time today, the audience is yours.

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<v ->Well, thank you so much.</v>

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Yes, and I'm still amazed that you remember the year.

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I used to put the year in there,

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but then when it was 10 years in the past,

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I left the year out, and you're the first person

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who has ever introduced me

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who could conjure up the year and present it.

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So thank you so much.

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And yeah, I said, you know,

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before we were these doting grandparents,

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but I wrote that when the grandkids were a lot younger,

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I think we're not quite as doting as we used to be.

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But you know, when the older two

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are about to graduate from college now.

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But I wanna thank all of you for coming this afternoon.

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It's more people than I expected,

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I thought maybe around 20, 25 and we are over 30.

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And I had lots of fun this morning with folks at UVM,

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and so I anticipate we're gonna

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have lots of fun this afternoon,

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but there were so many CMS folks there this morning

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that I am just wondering

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if you were there this morning or not?

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So Polly has been wonderful,

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she put in another poll question and let's see.

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Yeah, so answer that.

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Actually, Polly, is that your name?

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<v ->It's with Holly with an H.</v>

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<v ->I'm sorry, say that?</v>

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<v ->Holly with an H.</v>
<v ->Holly,</v>

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okay, that's a brain thing,

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and I'll tell you what happened there.

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Okay, yeah,

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so let me know if you were in the first session because,

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oh, okay, so so far,

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only about a fourth of the people were not.

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Yeah, so Holly,

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I think my brain went to the O, L, L, Y,

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but the polling feature in Microsoft teams,

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I learned just a couple of months ago is Polly.

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And so, yeah, did you know that?

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<v ->Yes, the inverted icon.</v>

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Yes.
<v ->Right.</v>

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Okay, and so then my brain is going, you know,

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O, L, L, Y,

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but it puts a P there, but I said Polly,

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and I said, no, that can't be right,

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but I couldn't figure out why I wanted to make it Polly,

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and so now I understand why.

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Okay, and I think that's an important point

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for the presentation when we talk about how the brain

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kind of makes us do crazy things.

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But there's always a reason for why these mistakes come up.

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And I think part of metacognition is really doing

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that analysis and figuring out why our brains

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led us in the wrong on direction.

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So, okay, oh, this is great,

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okay, so only 20% of the people were there this morning.

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I was thinking it would be more like around, you know,

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60 or 70, so this is great.

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And I'm really happy to see the folks

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who were there this morning, come back,

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and I can let you know that a lot of what you saw

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this morning, you'll see again,

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but I want you to look at it kind of with

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a fresh set of lenses.

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One of the things that I tell students

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when I encourage them to review their lecture notes,

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as soon after class as possible.

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And I say, when you do that,

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you're gonna see things that you didn't see before,

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and I give them the example of seeing

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a movie more than one time.

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And I ask them if they've noticed

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that they see different things?

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And they say, yeah.

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And I said, well,

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treat this when you go over the lecture as that same thing,

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you're looking for things that you didn't notice before.

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So those of you who are returning,

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please approach it through those lens

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and feel free in the chat box,

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if I say something that's different

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than what I said this morning, say,

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you didn't say that this morning,

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just challenge me on it,

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feel free to do that.

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But the thanks again for coming back for round two.

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And for those of you who are here for the first time,

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I have to warn you, I use the chat box a lot.

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I ask a lot of questions,

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there are no right or wrong answers

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to any of the questions that I ask,

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I just wanna know what you're thinking,

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what your experience has been.

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And so we're gonna be talking

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about teaching STEM students how to learn.

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And I say, metacognition is the key to that.

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And I do want to know a little bit about your familiarity

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with the work that I've done,

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you know a little bit about me,

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and so I want to know a little bit about you,

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because as you heard in the introduction, I've done,

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you know, over 500 of these,

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I've spoken at PCAL events,

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I've spoken at other STEM national conferences,

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and so I wanted to see where you are

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in terms of having oh, okay,

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and most of you again are none of the above.

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And typically what I like to do is when we're up to about,

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oh, maybe 70% of the folks attending.

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Okay, and since Zoom gives me total percent attended,

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but I don't see this here.

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So since we have a total of 34 people,

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when we get to about 30 responses

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and we're already over that,

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I'll give you the five second warning,

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so you can get your votes in,

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and we will see what we come up with.

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And unlike Zoom,

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I know that you can see the results in the chat box

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so we can see that, yeah,

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almost 80%, none,

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one person has read the book,

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two people in the webinar,

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and four in an in-person workshop.

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Great, okay, thanks.

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And then my last whole question for right now

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is how familiar are you with the term, metacognition?

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Because that's the framework that I present

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this work to students in,

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and I'll tell you why in just a minute,

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and so sometimes I speak to audiences

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and they're very familiar with it, sometimes not so much.

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Okay, and I see a lot of folks are saying a little bit,

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only three, quite a lot,

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so far, nobody more than I of care to know.

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Okay, and oh, we are already up to 33.

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So, okay,

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so we'll end it now, and I see that,

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okay, so almost 90% say almost nothing or a little bit.

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So this is great.

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Okay, and so the faculty resource,

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the book that has everything

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that we're talking about this morning

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and additional information

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is in "Teach Students How to Learn", and the agenda,

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I'm gonna talk a little bit,

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I didn't say anything this morning about

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what I call metacognitive equity,

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but we're gonna talk a little bit about that.

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And then I'll show you the impact of teaching

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these metacognitive strategies to individuals,

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to classes, and institution wide.

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We'll talk a little bit about Bloom's Taxonomy

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and the study cycle,

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and then the role of mindset in student learning,

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and then we'll have a conclusion and wrap up.

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And so with metacognition,

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the reason that I use that as the framework

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for what I discuss with students,

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in terms of how to more effectively study,

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how to more effectively learn,

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I talk about metacognition as opposed to study skills.

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Very often we talk about,

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we gotta teach students study skills,

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but I find that students, when you say study skills,

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I'm gonna teach you study skills,

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their eyes kind of glaze over.

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They don't wanna hear anything about study skills.

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And you have very prepared students who come to UVM,

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at least according to the normal metrics,

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especially the ones who are going into STEM disciplines.

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And so they feel that they are really prepared

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for this place, they don't think they need any study skills.

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And so I found that students

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really weren't interested in that,

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but when I talked about metacognition,

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it was a term that most of them had not heard.

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And so I have them dissect the word, is it simple?

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Is it compound?

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What does the root word mean?

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What does the prefix mean?

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And so we actually digest the word.

261
00:11:35.360 --> 00:11:39.280
And so it really comes down to metacognition,

262
00:11:39.280 --> 00:11:42.920
just a term that was coined by Flavell back in 1976,

263
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very simply put,

264
00:11:44.989 --> 00:11:47.439
is your ability to think about your own thinking.

265
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Now, there are a lot more complicated,

266
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involved definitions of metacognition

267
00:11:53.228 --> 00:11:55.060
with different types of metacognition, etcetera.

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00:11:55.060 --> 00:11:56.950
But I find that when I'm talking to students,

269
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if I want them to really take something away intuitively

270
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and do something with the information I'm giving them,

271
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it's gotta be simple, it's gotta be something

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that they can really wrap their minds around.

273
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And so I tell 'em that it's as if you have

274
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a big brain outside your brain,

275
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looking at what your brain is doing,

276
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and that big brain is asking your brain questions,

277
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and it's saying, does she understand this information?

278
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Or did she just memorize it last night

279
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because the test is today?

280
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It's your ability to be consciously aware

281
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that you are a problem solver, that when things come up,

282
00:12:29.250 --> 00:12:31.550
that you don't think you know how to solve,

283
00:12:31.550 --> 00:12:35.740
then you probably do have the ability to solve that.

284
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The example I gave this morning was that students

285
00:12:37.832 --> 00:12:41.453
ask questions that are on the syllabus.

286
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And if they're not using their metacognitive brain,

287
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then they think, oh,

288
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I need to go ask the professor how many tests

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we're gonna have in this course.

290
00:12:47.396 --> 00:12:49.530
And the metacognitive brain points them to the syllabus

291
00:12:49.530 --> 00:12:51.630
where they can get that information.

292
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When I talk to students,

293
00:12:52.770 --> 00:12:55.490
the example I get is procrastination,

294
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that so many people have,

295
00:12:58.095 --> 00:13:00.150
and if you are not using your metacognitive brain,

296
00:13:00.150 --> 00:13:02.180
then you just accept that you're a procrastinator,

297
00:13:02.180 --> 00:13:03.720
there's nothing you can do about it.

298
00:13:03.720 --> 00:13:05.420
But the metacognitive brain says, no,

299
00:13:05.420 --> 00:13:07.770
we need to solve this problem of procrastination.

300
00:13:07.770 --> 00:13:09.397
And then your brain says,

301
00:13:09.397 --> 00:13:10.950
well, what am I supposed to do?

302
00:13:10.950 --> 00:13:12.095
And the metacognitive brain says, well,

303
00:13:12.095 --> 00:13:12.928
I know you don't know what to do now,

304
00:13:12.928 --> 00:13:14.715
but there's a bunch of stuff

305
00:13:14.715 --> 00:13:17.270
you didn't know anything about that you took the steps

306
00:13:17.270 --> 00:13:19.200
to find out something about.

307
00:13:19.200 --> 00:13:21.820
And here's the first question for the chat,

308
00:13:21.820 --> 00:13:24.850
I ask students, when something comes up,

309
00:13:24.850 --> 00:13:26.720
let's say you've heard a new slang term

310
00:13:26.720 --> 00:13:28.250
and you have no idea what it means,

311
00:13:28.250 --> 00:13:30.020
and you wanna find out what it means,

312
00:13:30.020 --> 00:13:33.410
what do you do to find out what that means?

313
00:13:33.410 --> 00:13:36.220
And I can ask you, what do you do

314
00:13:36.220 --> 00:13:39.020
if you've heard about something you don't know

315
00:13:39.020 --> 00:13:40.733
anything about, but you wanna find out something about it,

316
00:13:40.733 --> 00:13:41.566
what do you do?

317
00:13:42.740 --> 00:13:45.230
And I'll see if your response is, exactly,

318
00:13:45.230 --> 00:13:46.955
Google it, Linda,

319
00:13:46.955 --> 00:13:48.738
yeah, that's the first thing students say.

320
00:13:48.738 --> 00:13:49.640
And so the metacognitive brain says, well,

321
00:13:49.640 --> 00:13:52.420
you Google everything else, so Google that.

322
00:13:52.420 --> 00:13:56.070
And so if you were to Google, how to avoid procrastination,

323
00:13:56.070 --> 00:13:57.540
Kristen says, I ask my kids.

324
00:13:57.540 --> 00:14:00.173
Yes, and sometimes students say ask someone,

325
00:14:01.272 --> 00:14:03.650
and I point out that that can be a little bit risky,

326
00:14:03.650 --> 00:14:06.770
because I know Kristen, when I would ask my kids things,

327
00:14:06.770 --> 00:14:11.500
they would tell me what they wanted me to know about it,

328
00:14:11.500 --> 00:14:14.380
not necessarily what I needed to know about it.

329
00:14:14.380 --> 00:14:17.510
So I think asking kids is the great first step,

330
00:14:17.510 --> 00:14:20.780
but I'd still check on that using another source,

331
00:14:20.780 --> 00:14:21.653
if possible.

332
00:14:22.862 --> 00:14:25.730
And so if you were to Google, how to avoid procrastination,

333
00:14:25.730 --> 00:14:27.360
you're gonna find all kinds of strategies

334
00:14:27.360 --> 00:14:29.590
that are very helpful.

335
00:14:29.590 --> 00:14:32.050
It's your ability to plan, monitor,

336
00:14:32.050 --> 00:14:34.420
evaluate, and control your mental processing.

337
00:14:34.420 --> 00:14:37.378
So you know if you're understanding something

338
00:14:37.378 --> 00:14:39.264
or if you're just memorizing it.

339
00:14:39.264 --> 00:14:41.190
It's your ability to accurately judge

340
00:14:42.138 --> 00:14:43.676
your level of learning.

341
00:14:43.676 --> 00:14:47.260
And that is huge because how many of you have ever,

342
00:14:47.260 --> 00:14:48.500
just gimme a yes or no,

343
00:14:48.500 --> 00:14:51.370
if you've ever had a student who got a test back,

344
00:14:51.370 --> 00:14:53.530
didn't do very well, and they came to you and they say,

345
00:14:53.530 --> 00:14:54.940
well, I don't know what happened

346
00:14:54.940 --> 00:14:58.610
because I studied for hours and hours for that test.

347
00:14:58.610 --> 00:15:01.940
Have you ever had a student say that,

348
00:15:01.940 --> 00:15:04.620
and put yes if you haven't, nos are fine also.

349
00:15:04.620 --> 00:15:05.880
Okay, and say yes.

350
00:15:05.880 --> 00:15:08.470
And those students are typically not lying.

351
00:15:08.470 --> 00:15:12.600
They did spend hours and hours studying for the test.

352
00:15:12.600 --> 00:15:16.530
But what activities were they involved in during that time

353
00:15:16.530 --> 00:15:19.090
where they were studying for hours and hours?

354
00:15:19.090 --> 00:15:21.140
What are some of the things that they were doing?

355
00:15:21.140 --> 00:15:22.720
Yeah, that's right,

356
00:15:22.720 --> 00:15:23.553
Kristen, they say I knew everything,

357
00:15:23.553 --> 00:15:24.540
and when I sat down for the test,

358
00:15:24.540 --> 00:15:26.190
it just flew right outta my head.

359
00:15:27.180 --> 00:15:28.013
Okay, John says,

360
00:15:28.013 --> 00:15:29.675
including my own children.

361
00:15:29.675 --> 00:15:30.513
Yeah, but what activity,

362
00:15:31.437 --> 00:15:33.270
exactly, they were just rereading the book

363
00:15:33.270 --> 00:15:37.920
or reviewing notes, sometimes they were highlighting things.

364
00:15:37.920 --> 00:15:40.780
Absolutely, and they were memorizing stuff,

365
00:15:40.780 --> 00:15:43.822
they were memorizing as they were going along.

366
00:15:43.822 --> 00:15:46.070
And so if we asked questions on our task,

367
00:15:46.070 --> 00:15:48.810
let's say it was a chemistry test

368
00:15:48.810 --> 00:15:51.490
and it was covering acids and bases, and if we,

369
00:15:51.490 --> 00:15:54.410
I had a question like define strong acids,

370
00:15:54.410 --> 00:15:57.100
define weak acid, define strong base,

371
00:15:57.100 --> 00:15:58.630
weak base, they're good to go,

372
00:15:58.630 --> 00:16:00.810
'cause they have memorized those definitions.

373
00:16:00.810 --> 00:16:03.620
But those are not the kinds of questions we ask.

374
00:16:03.620 --> 00:16:06.290
We might give them a list of acids

375
00:16:06.290 --> 00:16:08.990
and ask them to pick out the strong ones and the weak ones.

376
00:16:08.990 --> 00:16:11.930
Or we might ask something that's a characteristic

377
00:16:11.930 --> 00:16:14.270
of a strong acid, which one of these

378
00:16:14.270 --> 00:16:17.380
are gonna totally disassociate when we put 'em in water?

379
00:16:17.380 --> 00:16:19.060
Well, they're not prepared to do that

380
00:16:19.060 --> 00:16:21.900
because all they've done is memorized definitions.

381
00:16:21.900 --> 00:16:23.350
And so they're studying,

382
00:16:23.350 --> 00:16:25.580
but they're studying at too low a level.

383
00:16:25.580 --> 00:16:29.870
And for me, that's where Bloom's Taxonomy comes in.

384
00:16:29.870 --> 00:16:31.730
So put in the chat box for me, please,

385
00:16:31.730 --> 00:16:33.210
if you would say, yes or no,

386
00:16:33.210 --> 00:16:36.580
are you very familiar with Bloom's Taxonomy?

387
00:16:36.580 --> 00:16:37.800
And it's okay if you're not,

388
00:16:37.800 --> 00:16:40.990
'cause I'm gonna talk about how I present it to students.

389
00:16:40.990 --> 00:16:43.870
Okay, I'm seeing some nos.

390
00:16:43.870 --> 00:16:45.730
Okay, mostly yeses, somewhat.

391
00:16:45.730 --> 00:16:48.350
Okay, yeah, and so we're gonna talk about what Bloom's is.

392
00:16:48.350 --> 00:16:51.200
It's basically just a hierarchy of learning levels,

393
00:16:51.200 --> 00:16:53.653
where memorization is at the bottom.

394
00:16:55.002 --> 00:16:56.830
And then it goes up to understanding,

395
00:16:56.830 --> 00:16:59.633
to application, analysis, etcetera.

396
00:17:00.558 --> 00:17:01.983
And so when I ask students,

397
00:17:03.023 --> 00:17:05.440
if they've ever heard a professor say something like,

398
00:17:05.440 --> 00:17:07.510
this is the university, you're at the university now,

399
00:17:07.510 --> 00:17:08.800
this is not high school anymore,

400
00:17:08.800 --> 00:17:11.600
you gotta kick it up a notch, all the hands go up.

401
00:17:11.600 --> 00:17:12.713
But then when I ask,

402
00:17:13.770 --> 00:17:15.130
who thinks you can me exactly what those professors

403
00:17:15.130 --> 00:17:17.290
are talking about when they make that statement?

404
00:17:17.290 --> 00:17:18.390
Almost nobody can.

405
00:17:18.390 --> 00:17:20.750
And the ones that do, they'll say things like,

406
00:17:20.750 --> 00:17:24.910
oh, that means that UVM is gonna be harder than high school.

407
00:17:24.910 --> 00:17:26.720
They might say, that means that we're gonna have

408
00:17:26.720 --> 00:17:29.340
to spend a lot more time on our courses.

409
00:17:29.340 --> 00:17:31.980
Sometimes they'll say, we have to take more responsibility

410
00:17:31.980 --> 00:17:34.230
for our own learning.

411
00:17:34.230 --> 00:17:36.760
And I say, yeah, that's true,

412
00:17:36.760 --> 00:17:39.890
but how many of you've ever heard of Bloom's Taxonomy,

413
00:17:39.890 --> 00:17:42.050
and almost nobody has.

414
00:17:42.050 --> 00:17:46.540
And so I think Bloom's is so important because I think

415
00:17:46.540 --> 00:17:49.960
that's the lens through which students have to evaluate

416
00:17:49.960 --> 00:17:53.720
that statement when we say you've gotta kick it up a notch,

417
00:17:53.720 --> 00:17:54.553
kick it up a level,

418
00:17:54.553 --> 00:17:56.460
because if they don't even know levels exist,

419
00:17:56.460 --> 00:17:57.940
there's no way that they will know how

420
00:17:57.940 --> 00:17:59.040
to kick it up a notch.

421
00:17:59.930 --> 00:18:01.610
Oh, there's another question I wanna ask,

422
00:18:01.610 --> 00:18:04.000
since most of us were familiar with Bloom's,

423
00:18:04.000 --> 00:18:05.700
for those of us who were familiar,

424
00:18:05.700 --> 00:18:08.650
have you ever explicitly taught Bloom's,

425
00:18:08.650 --> 00:18:10.362
and so this will be just

426
00:18:10.362 --> 00:18:11.980
for the people who said yes or somewhat,

427
00:18:11.980 --> 00:18:15.740
have you ever explicitly taught Bloom's Taxonomy

428
00:18:15.740 --> 00:18:17.510
to your students?

429
00:18:17.510 --> 00:18:19.763
Give me a yes or no on that.

430
00:18:20.954 --> 00:18:23.940
Okay, I see a couple of yeses,

431
00:18:23.940 --> 00:18:25.360
but I'm seeing mostly nos.

432
00:18:25.360 --> 00:18:27.510
Yeah, and I certainly understand the nos,

433
00:18:27.510 --> 00:18:30.650
because I never taught Bloom's Taxonomy,

434
00:18:30.650 --> 00:18:33.650
and I never taught it because

435
00:18:33.650 --> 00:18:35.810
I didn't think that it was for students.

436
00:18:35.810 --> 00:18:38.440
I learned Bloom's Taxonomy when I was a graduate student

437
00:18:38.440 --> 00:18:41.250
because my PhD is in chemical education.

438
00:18:41.250 --> 00:18:44.870
But I learned it as a construct that we

439
00:18:44.870 --> 00:18:47.570
as faculty could use to target our instruction,

440
00:18:47.570 --> 00:18:50.540
to target our assessments, I never taught it to students.

441
00:18:50.540 --> 00:18:54.070
But when I got to LSU, the Center for Academic Success here,

442
00:18:54.070 --> 00:18:56.790
they were teaching it to students with great success.

443
00:18:56.790 --> 00:18:59.150
And so I started teaching it to students,

444
00:18:59.150 --> 00:19:01.340
and the number one reaction I would get from students

445
00:19:01.340 --> 00:19:03.233
is they would say, wow,

446
00:19:04.157 --> 00:19:07.260
this is so helpful, why didn't anybody teach me this before?

447
00:19:07.260 --> 00:19:09.583
I wish I had known about this in high school.

448
00:19:10.701 --> 00:19:12.670
And so now I teach students to Bloom's

449
00:19:12.670 --> 00:19:15.520
and it is really transformational for them.

450
00:19:15.520 --> 00:19:17.880
And I do workshops for grad school students,

451
00:19:17.880 --> 00:19:19.690
med school students, dental school students,

452
00:19:19.690 --> 00:19:20.760
law school students,

453
00:19:20.760 --> 00:19:23.580
and almost none of them have seen Bloom's.

454
00:19:23.580 --> 00:19:24.770
And when they see it,

455
00:19:24.770 --> 00:19:27.920
that's when the flash bulbs go off for them,

456
00:19:27.920 --> 00:19:31.740
they see exactly what people are talking about

457
00:19:31.740 --> 00:19:34.030
when we say this is a higher level

458
00:19:34.030 --> 00:19:35.543
than where you were before.

459
00:19:36.597 --> 00:19:37.430
And it's your ability to know what you know,

460
00:19:37.430 --> 00:19:38.815
but you don't know.

461
00:19:38.815 --> 00:19:39.648
So you don't show up at a test or a quiz thinking,

462
00:19:39.648 --> 00:19:41.540
okay, I studied all night,

463
00:19:41.540 --> 00:19:43.240
I'm good, I know this stuff,

464
00:19:43.240 --> 00:19:46.570
I know everything, and then you sit down and it's like,

465
00:19:46.570 --> 00:19:48.720
you look at the first two questions, hmm,

466
00:19:48.720 --> 00:19:50.160
and this idea of, you know,

467
00:19:50.160 --> 00:19:52.740
I knew everything before I set down to take the test,

468
00:19:52.740 --> 00:19:55.063
and then it just flew right out of my head.

469
00:19:56.233 --> 00:19:57.240
Have you heard that?

470
00:19:57.240 --> 00:19:58.314
Give me a yes or no.

471
00:19:58.314 --> 00:20:00.353
Have you heard that from any students?

472
00:20:00.353 --> 00:20:04.590
Because students tend to think that they, okay,

473
00:20:04.590 --> 00:20:05.737
I'm seeing yeses, yeah.

474
00:20:05.737 --> 00:20:07.293
And so they tend to think,

475
00:20:08.177 --> 00:20:09.050
they really believe in their heart of hearts

476
00:20:09.050 --> 00:20:11.370
that they knew everything and they sat down

477
00:20:11.370 --> 00:20:12.380
and take the test,

478
00:20:12.380 --> 00:20:13.440
Laura says, just last week,

479
00:20:13.440 --> 00:20:16.460
and it flew right out of their head.

480
00:20:16.460 --> 00:20:19.020
And so when that happens, they think they have what?

481
00:20:19.020 --> 00:20:20.501
They say, well,

482
00:20:20.501 --> 00:20:22.860
it just flew right outta my head, so I think I have,

483
00:20:22.860 --> 00:20:25.176
what do they think they have?

484
00:20:25.176 --> 00:20:27.440
Because they knew it before they sat down to take the test

485
00:20:27.440 --> 00:20:30.620
and then they sat down, it flew right out of their head,

486
00:20:30.620 --> 00:20:32.710
and maybe none of your students have said this,

487
00:20:32.710 --> 00:20:36.190
but I have students, exactly, Caroline,

488
00:20:36.190 --> 00:20:37.780
yes, and Kristen,

489
00:20:37.780 --> 00:20:39.170
test anxiety, they say,

490
00:20:39.170 --> 00:20:40.860
oh, I have test anxiety.

491
00:20:40.860 --> 00:20:43.170
Now I don't wanna make light of test anxiety

492
00:20:43.170 --> 00:20:45.623
because test anxiety is a real phenomenon,

493
00:20:46.694 --> 00:20:49.240
but most students who think they have test anxiety,

494
00:20:49.240 --> 00:20:51.584
really don't have test anxiety.

495
00:20:51.584 --> 00:20:53.640
People who have real test anxiety,

496
00:20:53.640 --> 00:20:55.440
you will have physiological symptoms,

497
00:20:55.440 --> 00:20:58.000
you'll have sweaty palms, you'll start to perspire,

498
00:20:58.000 --> 00:20:59.670
your heart starts to race,

499
00:20:59.670 --> 00:21:01.560
and this doesn't happen with most students.

500
00:21:01.560 --> 00:21:03.400
Now they're pretty anxious, alright,

501
00:21:03.400 --> 00:21:05.590
but they're anxious because they know

502
00:21:06.729 --> 00:21:08.399
that they haven't mastered the material,

503
00:21:08.399 --> 00:21:09.790
because when did most of them sit down

504
00:21:09.790 --> 00:21:12.970
to really study for the test that's coming up?

505
00:21:12.970 --> 00:21:14.913
Give me that in the chat box?

506
00:21:16.250 --> 00:21:17.083
Okay, yeah,

507
00:21:17.083 --> 00:21:18.480
I'm not good at tests, that's another,

508
00:21:18.480 --> 00:21:20.410
exactly, last night.

509
00:21:20.410 --> 00:21:24.040
And so they know that they really haven't mastered

510
00:21:24.040 --> 00:21:25.770
the material 'cause they just started studying

511
00:21:25.770 --> 00:21:30.260
it last night, and that's the source of the anxiety.

512
00:21:30.260 --> 00:21:32.497
And so when we can teach students these strategies

513
00:21:32.497 --> 00:21:34.680
and teach them that they're really preparing

514
00:21:34.680 --> 00:21:36.850
for the test throughout the course,

515
00:21:36.850 --> 00:21:40.740
then that anxiety tamps down and they can do well.

516
00:21:40.740 --> 00:21:44.770
I can assure you if I had just started to learn this stuff

517
00:21:44.770 --> 00:21:46.420
that we're talking about today last night,

518
00:21:46.420 --> 00:21:48.410
I'd be pretty anxious right now.

519
00:21:48.410 --> 00:21:50.930
And so I think we can help students understand

520
00:21:50.930 --> 00:21:53.110
the difference between true test anxiety

521
00:21:54.415 --> 00:21:56.770
and this anxiety that they get because their brain

522
00:21:56.770 --> 00:21:58.310
knows they're not prepared.

523
00:21:58.310 --> 00:22:00.780
Okay, I mentioned metacognitive equity,

524
00:22:00.780 --> 00:22:03.160
and I've written an article on that.

525
00:22:03.160 --> 00:22:06.800
But equity is related to educational equity,

526
00:22:06.800 --> 00:22:09.900
looking at that discrepancy in outcomes between

527
00:22:09.900 --> 00:22:12.137
different groups of students,

528
00:22:12.137 --> 00:22:15.240
and metacognitive equity involves reducing the discrepancy

529
00:22:15.240 --> 00:22:19.940
in metacognition or thinking strategies between students

530
00:22:19.940 --> 00:22:23.060
from low income versus high income,

531
00:22:23.060 --> 00:22:25.840
well resourced schools versus poorly resourced schools,

532
00:22:25.840 --> 00:22:26.673
etcetera.

533
00:22:30.690 --> 00:22:33.340
And I think that the biggest gap in STEM,

534
00:22:33.340 --> 00:22:34.220
and other things too,

535
00:22:34.220 --> 00:22:37.090
comes from this gap in metacognitive equity.

536
00:22:37.090 --> 00:22:41.230
And I noticed that your division of diversity, equity,

537
00:22:41.230 --> 00:22:44.470
and inclusion has invited all units to do

538
00:22:44.470 --> 00:22:47.570
this inclusive excellence action plans.

539
00:22:47.570 --> 00:22:52.100
And CMS has an inclusive excellence action plan.

540
00:22:52.100 --> 00:22:55.110
And it is a very thorough plan,

541
00:22:55.110 --> 00:22:57.160
and I think you're in years two to three,

542
00:22:58.473 --> 00:23:00.150
and I noticed 'cause I was looking to see if there was

543
00:23:00.150 --> 00:23:02.230
a discrepancy between

544
00:23:02.230 --> 00:23:05.420
the success of minoritized students versus others,

545
00:23:05.420 --> 00:23:06.660
and here it is, in our college,

546
00:23:06.660 --> 00:23:09.375
students from historically underrepresented groups

547
00:23:09.375 --> 00:23:12.277
have significantly lower retention and graduation rates,

548
00:23:12.277 --> 00:23:14.350
which vary widely due to the small numbers.

549
00:23:14.350 --> 00:23:17.880
And it is this information that we're talking about now

550
00:23:17.880 --> 00:23:20.497
that I think will teach those students

551
00:23:20.497 --> 00:23:22.240
the metacognitive skills that they need,

552
00:23:22.240 --> 00:23:25.640
that their peers from more resource schools

553
00:23:25.640 --> 00:23:28.660
have probably come to UVM with,

554
00:23:28.660 --> 00:23:30.200
but they don't have these skills.

555
00:23:30.200 --> 00:23:31.280
And they can learn them,

556
00:23:31.280 --> 00:23:32.710
it's not that they can't learn them,

557
00:23:32.710 --> 00:23:34.150
but they haven't learned them before.

558
00:23:34.150 --> 00:23:36.500
And that's the source of the gap rather

559
00:23:36.500 --> 00:23:40.310
than any kind of lack of ability or anything like that.

560
00:23:40.310 --> 00:23:42.970
And the gap comes from the fact that children

561
00:23:42.970 --> 00:23:45.070
from low income families enter high school

562
00:23:46.724 --> 00:23:48.198
with lower literacy levels,

563
00:23:48.198 --> 00:23:49.728
much lower than high school students,

564
00:23:49.728 --> 00:23:52.670
they have less access to mentors who are gonna model

565
00:23:52.670 --> 00:23:54.840
these metacognitive thinking skills.

566
00:23:54.840 --> 00:23:57.100
They're more likely to be less academically challenged,

567
00:23:57.100 --> 00:23:59.150
they're more likely to come from a school

568
00:24:00.813 --> 00:24:03.000
where they were the best student in the class,

569
00:24:03.000 --> 00:24:05.680
but when they take the SAT score, their SATs are,

570
00:24:05.680 --> 00:24:07.300
you know, 400, 500,

571
00:24:07.300 --> 00:24:10.360
and they have no idea that they are not

572
00:24:10.360 --> 00:24:12.030
as prepared as other students,

573
00:24:12.030 --> 00:24:13.210
and they're more likely to have

574
00:24:13.210 --> 00:24:15.710
this fixed mindset about intelligence.

575
00:24:15.710 --> 00:24:19.180
And that's where that self-fulfilling prophecy comes in,

576
00:24:19.180 --> 00:24:21.260
that Alexandria talks about, yeah,

577
00:24:21.260 --> 00:24:23.912
I can come from anxiety or I'm just not good at tests,

578
00:24:23.912 --> 00:24:27.630
and they think that they can't get any better.

579
00:24:27.630 --> 00:24:29.771
And we'll talk a little bit,

580
00:24:29.771 --> 00:24:31.670
as you saw, about mindset.

581
00:24:31.670 --> 00:24:32.940
Well, why is it that so many students

582
00:24:33.814 --> 00:24:34.647
haven't developed these strategies?

583
00:24:35.538 --> 00:24:37.054
Well, it just hasn't been necessary before.

584
00:24:37.054 --> 00:24:38.032
These are data from

585
00:24:38.032 --> 00:24:39.550
the UCLA Higher Education Research Institute

586
00:24:39.550 --> 00:24:42.130
who every year surveys first year students,

587
00:24:42.130 --> 00:24:44.270
I don't think they've done it since 2019,

588
00:24:44.270 --> 00:24:46.434
I haven't seen any data.

589
00:24:46.434 --> 00:24:48.356
I don't know if it's because of the pandemic?

590
00:24:48.356 --> 00:24:49.200
But they ask a lot of questions,

591
00:24:49.200 --> 00:24:51.900
but I'm particularly interested in the answers to two.

592
00:24:52.773 --> 00:24:55.140
One is how much time students spent doing any homework

593
00:24:55.140 --> 00:25:00.020
at all in 12th grade and the grade that they had,

594
00:25:00.020 --> 00:25:03.007
their average when they graduated from high school,

595
00:25:03.007 --> 00:25:06.030
and you'll see that in terms of the percent spending

596
00:25:06.030 --> 00:25:08.630
a minimum of six hours a week on homework,

597
00:25:08.630 --> 00:25:13.630
that is it hovers between the upper 30s to the low 40s,

598
00:25:13.670 --> 00:25:16.380
but the percent who graduated from high school

599
00:25:16.380 --> 00:25:17.523
with an, A average,

600
00:25:18.925 --> 00:25:20.740
that number crossed 50% in 2013.

601
00:25:20.740 --> 00:25:24.040
And in 2019, it was almost 60%.

602
00:25:24.040 --> 00:25:27.380
So what that means is our students are coming to us,

603
00:25:27.380 --> 00:25:29.750
not having done any work in high school,

604
00:25:29.750 --> 00:25:32.460
but they graduated with A, or in some cases,

605
00:25:32.460 --> 00:25:33.670
A+ averages,

606
00:25:33.670 --> 00:25:35.510
and so they think they're good to go

607
00:25:35.510 --> 00:25:39.230
and they won't need to do anything different at UVM

608
00:25:39.230 --> 00:25:42.220
to maintain the kind of academic success

609
00:25:42.220 --> 00:25:43.430
that they had in high school.

610
00:25:43.430 --> 00:25:45.090
So I always say that our students

611
00:25:45.090 --> 00:25:47.400
are really just being good scientists,

612
00:25:47.400 --> 00:25:49.760
they're just taking all of the data

613
00:25:49.760 --> 00:25:52.310
that they have accumulated in their 12 years

614
00:25:52.310 --> 00:25:53.810
before they get to us,

615
00:25:53.810 --> 00:25:58.810
and they are basing their decisions of how to behave,

616
00:25:59.210 --> 00:26:00.620
based on those data.

617
00:26:00.620 --> 00:26:04.330
And those data tell them, you don't need to do any homework,

618
00:26:04.330 --> 00:26:06.350
you're still gonna make an A in this class.

619
00:26:06.350 --> 00:26:09.140
And so that's why it's such a rude awakening

620
00:26:09.140 --> 00:26:10.280
when they get that.

621
00:26:10.280 --> 00:26:15.210
And I always encourage us to give our first test or a quiz

622
00:26:15.210 --> 00:26:17.390
within the first two weeks,

623
00:26:17.390 --> 00:26:19.810
the first quiz within the first week, if possible,

624
00:26:19.810 --> 00:26:23.440
because students of the caliber who come to UVM,

625
00:26:23.440 --> 00:26:25.670
they know they're all that and the bag of chips.

626
00:26:25.670 --> 00:26:29.830
And so they will not know that they're not headed to an A

627
00:26:29.830 --> 00:26:33.550
or A+ in your class until they get that wake up call.

628
00:26:33.550 --> 00:26:35.710
And the earlier they get the wake up call,

629
00:26:35.710 --> 00:26:39.260
the more interested they are in hearing these strategies.

630
00:26:39.260 --> 00:26:43.140
So it's important to let them know that this is different.

631
00:26:43.140 --> 00:26:46.190
Now college STEM courses are harder

632
00:26:46.190 --> 00:26:47.740
than high school courses,

633
00:26:47.740 --> 00:26:49.210
but the students have never taken

634
00:26:49.210 --> 00:26:50.630
a STEM college course before,

635
00:26:50.630 --> 00:26:53.250
so they don't know this to be the case,

636
00:26:53.250 --> 00:26:56.280
especially those students who've taken AP and IB courses,

637
00:26:56.280 --> 00:26:58.120
they think they are so ready.

638
00:26:58.120 --> 00:27:00.340
But you know, the course moves a lot faster,

639
00:27:00.340 --> 00:27:02.920
more conceptually difficult material,

640
00:27:02.920 --> 00:27:05.850
more involved problems, less straightforward tests,

641
00:27:05.850 --> 00:27:09.190
where they have to apply a lot of concepts at once,

642
00:27:09.190 --> 00:27:12.010
and most students are just not familiar with that.

643
00:27:12.010 --> 00:27:14.750
Now here's a question,

644
00:27:14.750 --> 00:27:16.700
and so those of you who were there this morning,

645
00:27:16.700 --> 00:27:18.700
you'll know the answers to a lot of these questions,

646
00:27:18.700 --> 00:27:21.510
so please don't put it in the chat box for now.

647
00:27:21.510 --> 00:27:23.690
But I'm gonna ask everybody else,

648
00:27:23.690 --> 00:27:25.500
when I worked with students,

649
00:27:25.500 --> 00:27:29.500
I would ask them to reflect on a lot of questions,

650
00:27:29.500 --> 00:27:33.890
and this is the important part of the approach that I take.

651
00:27:33.890 --> 00:27:36.380
I don't tell students, you need to do this,

652
00:27:36.380 --> 00:27:39.380
you need to do that, which is what I used to do,

653
00:27:39.380 --> 00:27:40.930
but I don't do that anymore.

654
00:27:40.930 --> 00:27:44.460
What I do is I ask reflection questions to get students

655
00:27:44.460 --> 00:27:49.460
to think about their past behavior and to analyze why

656
00:27:49.780 --> 00:27:51.440
that might not have been working

657
00:27:51.440 --> 00:27:53.410
and what they need to do in the future?

658
00:27:53.410 --> 00:27:56.170
And you'll see those as we go through the discussion.

659
00:27:56.170 --> 00:27:58.870
But I was asking these questions

660
00:27:58.870 --> 00:28:01.330
because I wanted to get more ideas

661
00:28:01.330 --> 00:28:02.367
about students' experience,

662
00:28:02.367 --> 00:28:05.324
and I wanted to give 'em some advice based on

663
00:28:05.324 --> 00:28:06.157
what I thought I was gonna hear.

664
00:28:06.157 --> 00:28:08.470
And so the first question I asked is was

665
00:28:08.470 --> 00:28:10.340
what did most of your teachers in high school

666
00:28:10.340 --> 00:28:13.300
do the class period the day before the test?

667
00:28:13.300 --> 00:28:17.330
So put in the chat box, what you think students said,

668
00:28:17.330 --> 00:28:19.720
'cause I was not at all, exactly,

669
00:28:19.720 --> 00:28:20.870
review, that's what they said,

670
00:28:20.870 --> 00:28:23.060
review, that's exactly what I was expecting.

671
00:28:23.060 --> 00:28:25.740
And so then my next question was, okay,

672
00:28:25.740 --> 00:28:28.813
so what did they do during the review?

673
00:28:30.004 --> 00:28:31.880
And so tell me what, okay,

674
00:28:31.880 --> 00:28:33.250
so Kristen said, review the material

675
00:28:33.250 --> 00:28:35.420
that would be on the test, okay.

676
00:28:35.420 --> 00:28:37.510
I'll take a couple of more responses

677
00:28:37.510 --> 00:28:41.650
and I will see if anybody repeat what they'd already said.

678
00:28:41.650 --> 00:28:45.010
Okay, I'll see if anybody I hit the highlights.

679
00:28:45.010 --> 00:28:47.550
This is so interesting because usually

680
00:28:47.550 --> 00:28:51.380
when I ask this question at institutions,

681
00:28:51.380 --> 00:28:52.530
and as you heard, I've spoken at,

682
00:28:52.530 --> 00:28:54.610
you know, about 500 so far,

683
00:28:54.610 --> 00:28:57.800
and usually there's at least one, hmm, there it is,

684
00:28:57.800 --> 00:28:59.530
I was gonna say, there's at least one person

685
00:28:59.530 --> 00:29:03.630
who gets exactly what they do.

686
00:29:03.630 --> 00:29:07.100
But this morning nobody said that, but Joanne says,

687
00:29:07.100 --> 00:29:09.190
they would almost give the test,

688
00:29:09.190 --> 00:29:10.980
and you're actually close,

689
00:29:10.980 --> 00:29:12.910
it's worse than that, Joanne.

690
00:29:12.910 --> 00:29:15.520
Students told me, which shocked me,

691
00:29:15.520 --> 00:29:16.353
they told me, well,

692
00:29:16.353 --> 00:29:18.827
they gave us the test questions

693
00:29:18.827 --> 00:29:19.950
and we went over the answers.

694
00:29:19.950 --> 00:29:22.580
Now I was shocked by that, put in the chat box,

695
00:29:22.580 --> 00:29:24.350
yes or no, if you knew that's

696
00:29:24.350 --> 00:29:27.220
what was happening in high schools.

697
00:29:27.220 --> 00:29:30.130
And when I asked that question, at most institutions,

698
00:29:30.130 --> 00:29:32.770
there will be people who say yes.

699
00:29:32.770 --> 00:29:34.668
Okay, yeah,

700
00:29:34.668 --> 00:29:36.850
so Mary Ellen knew, but I didn't know,

701
00:29:36.850 --> 00:29:39.208
'cause see, I thought they were gonna say,

702
00:29:39.208 --> 00:29:41.230
well, they reviewed the information

703
00:29:43.707 --> 00:29:45.230
and went over outlines or whatever.

704
00:29:45.230 --> 00:29:47.300
And I was all prepared to say yes,

705
00:29:47.300 --> 00:29:49.260
but we don't do that at the university,

706
00:29:49.260 --> 00:29:51.853
you have to do that yourself.

707
00:29:53.485 --> 00:29:54.746
But that's not what they said,

708
00:29:54.746 --> 00:29:55.579
when they told me what they did,

709
00:29:55.579 --> 00:29:56.483
I said, oh, okay,

710
00:29:57.700 --> 00:29:58.550
well, and so then I made up a third question.

711
00:29:58.550 --> 00:29:59.460
I said, okay,

712
00:29:59.460 --> 00:30:04.460
well if you'd never gone to class,

713
00:30:04.968 --> 00:30:08.103
just the day before the test,

714
00:30:08.103 --> 00:30:09.542
and you went to class that day,

715
00:30:09.542 --> 00:30:12.822
and you paid really close attention that day,

716
00:30:12.822 --> 00:30:15.250
what's the lowest grade you would have made?

717
00:30:15.250 --> 00:30:17.940
Oh, okay, actually I gotta respond to this,

718
00:30:17.940 --> 00:30:19.881
yeah, Jim is saddened by this.

719
00:30:19.881 --> 00:30:20.714
And Jim says, yes,

720
00:30:20.714 --> 00:30:23.190
I was the evil school board member who railed against this.

721
00:30:23.190 --> 00:30:25.240
Yeah, and I'm glad you put that in Joanne,

722
00:30:25.240 --> 00:30:28.470
because I always like to say, it's not teacher's fault.

723
00:30:28.470 --> 00:30:31.680
Teachers have been put in this untenable situation

724
00:30:31.680 --> 00:30:35.410
where their livelihood, I'm gonna say,

725
00:30:35.410 --> 00:30:37.490
whether or not their school is gonna be taken over

726
00:30:37.490 --> 00:30:40.950
by some external force is dependent upon the scores

727
00:30:40.950 --> 00:30:43.770
that their student make on these standardized tests,

728
00:30:43.770 --> 00:30:45.200
and I'll call them evil.

729
00:30:45.200 --> 00:30:47.670
And so a teacher told me once that,

730
00:30:47.670 --> 00:30:50.230
because there's so much riding

731
00:30:50.230 --> 00:30:52.323
on how students perform on these tests,

732
00:30:53.922 --> 00:30:55.140
that many of them think that if they go over the test

733
00:30:55.140 --> 00:30:56.970
and give 'em the answers the students will do well.

734
00:30:56.970 --> 00:30:59.853
But of course we know that that really doesn't happen.

735
00:31:00.725 --> 00:31:02.730
And so when yeah, because of funding,

736
00:31:02.730 --> 00:31:05.009
all kinds of things, and so yep,

737
00:31:05.009 --> 00:31:07.273
we want you to make up a review sheet,

738
00:31:08.184 --> 00:31:10.070
then we're gonna talk about that, so, nope,

739
00:31:10.070 --> 00:31:11.870
'cause I have some advice about that

740
00:31:13.304 --> 00:31:14.430
that I think satisfies students,

741
00:31:14.430 --> 00:31:15.920
even though you are not gonna make up

742
00:31:15.920 --> 00:31:17.910
a review sheet for them.

743
00:31:17.910 --> 00:31:20.030
And so I asked them,

744
00:31:20.030 --> 00:31:22.024
well, if you hadn't gone to a class a single day,

745
00:31:22.024 --> 00:31:24.263
except just the day before the test,

746
00:31:24.263 --> 00:31:25.759
and you went to the class that day,

747
00:31:25.759 --> 00:31:26.820
and you paid really close attention,

748
00:31:26.820 --> 00:31:28.690
what's the lowest score you would've gotten

749
00:31:28.690 --> 00:31:30.450
on the test that day?

750
00:31:30.450 --> 00:31:33.146
And put in the chat box what you think the lowest score

751
00:31:33.146 --> 00:31:35.170
they said they would've gotten

752
00:31:35.170 --> 00:31:39.710
if they skipped every single class except the one?

753
00:31:39.710 --> 00:31:41.860
Okay, so I'm seeing B's,

754
00:31:41.860 --> 00:31:43.240
I'm seeing 50, 75.

755
00:31:43.240 --> 00:31:46.300
It was B, there were a few students who said A,

756
00:31:46.300 --> 00:31:50.010
a few students said C, nobody said less than a C.

757
00:31:50.010 --> 00:31:51.880
Most of them said B.

758
00:31:51.880 --> 00:31:55.180
And so that helped me understand why so many times

759
00:31:55.180 --> 00:31:59.240
our students didn't do anything until, you know,

760
00:31:59.240 --> 00:32:01.210
before the first test, because they thought,

761
00:32:01.210 --> 00:32:03.330
okay, well I'm gonna get the review,

762
00:32:03.330 --> 00:32:06.120
or at the very least, I'm gonna get a review sheet.

763
00:32:06.120 --> 00:32:08.150
And somebody already mentioned that students ask

764
00:32:08.150 --> 00:32:09.313
for a review sheet.

765
00:32:10.845 --> 00:32:13.360
And so I don't advise giving review sheets,

766
00:32:13.360 --> 00:32:16.110
but what I advise is having students make their

767
00:32:16.110 --> 00:32:19.910
own review sheets, because review sheets are very helpful.

768
00:32:19.910 --> 00:32:23.070
And so we can show students how to make a review sheet

769
00:32:23.070 --> 00:32:26.020
and tell them that they should make their own review sheet,

770
00:32:26.020 --> 00:32:28.230
and you could have them share review sheets

771
00:32:28.230 --> 00:32:30.193
in small groups or whatever.

772
00:32:32.486 --> 00:32:33.319
But this is very important.

773
00:32:33.319 --> 00:32:34.622
Okay, Judy says,

774
00:32:34.622 --> 00:32:36.560
is this attention economy, I guess I'm not surprised.

775
00:32:36.560 --> 00:32:38.110
Yeah, but you know,

776
00:32:38.110 --> 00:32:40.700
the good news is that even though students

777
00:32:40.700 --> 00:32:43.630
have had these experiences before they get to us,

778
00:32:43.630 --> 00:32:46.847
we can make a difference here.

779
00:32:46.847 --> 00:32:47.680
And that was surprising to me,

780
00:32:47.680 --> 00:32:50.770
I did not have any idea that I could take a student

781
00:32:50.770 --> 00:32:53.110
who learned almost nothing in high school,

782
00:32:53.110 --> 00:32:54.630
teach them these strategies,

783
00:32:54.630 --> 00:32:57.720
and let them know that it starts now.

784
00:32:57.720 --> 00:33:01.168
It doesn't matter if you never had chemistry,

785
00:33:01.168 --> 00:33:02.950
it doesn't matter if you've always had test anxiety,

786
00:33:02.950 --> 00:33:05.680
it doesn't matter if you didn't learn anything in math,

787
00:33:05.680 --> 00:33:07.600
I'm gonna teach you the material,

788
00:33:07.600 --> 00:33:10.120
but also the strategies that you need

789
00:33:10.120 --> 00:33:12.220
in order to be successful.

790
00:33:12.220 --> 00:33:14.499
So basically what we're saying,

791
00:33:14.499 --> 00:33:15.690
that we as faculty have to help students make

792
00:33:15.690 --> 00:33:18.260
that transition from whatever they're doing now

793
00:33:18.260 --> 00:33:21.080
that's not lead leading to the learning and grades

794
00:33:21.080 --> 00:33:23.530
they're seeking, to a productive behavior

795
00:33:23.530 --> 00:33:25.203
that's gonna lead to that.

796
00:33:26.339 --> 00:33:28.900
And so what I wanna do is share with you

797
00:33:28.900 --> 00:33:31.440
some very powerful strategies,

798
00:33:31.440 --> 00:33:36.440
but by way of students who have used those strategies,

799
00:33:37.120 --> 00:33:39.650
I'm pretty sure I hit the sound.

800
00:33:39.650 --> 00:33:41.910
So Holly, if you can't hear anything,

801
00:33:41.910 --> 00:33:44.550
then unmute your Mike and tell me you can't.

802
00:33:44.550 --> 00:33:47.462
But Dana was a student in physics,

803
00:33:47.462 --> 00:33:49.550
she was about to drop out of physics when she made the 54.

804
00:33:49.550 --> 00:33:53.685
And she was an A student from high school.

805
00:33:53.685 --> 00:33:54.518
She was at LSU on

806
00:33:54.518 --> 00:33:57.660
a very prestigious American Physical Society Scholarship,

807
00:33:57.660 --> 00:33:58.590
'cause she'd always wanted to be

808
00:33:58.590 --> 00:34:00.670
a medical physicist since 10th grade,

809
00:34:00.670 --> 00:34:02.870
'cause her mom worked in the MD Anderson Cancer Center

810
00:34:02.870 --> 00:34:04.430
in Houston, she's from Houston,

811
00:34:04.430 --> 00:34:06.410
and she talked with the medical physicist there,

812
00:34:06.410 --> 00:34:08.450
and that's what she wanted to do.

813
00:34:08.450 --> 00:34:11.110
But when she made the 80s, she was alarmed,

814
00:34:11.110 --> 00:34:13.764
because she'd never made anything less than A's

815
00:34:13.764 --> 00:34:15.524
in physics, in high school.

816
00:34:15.524 --> 00:34:16.766
And then when she made the 54,

817
00:34:16.766 --> 00:34:17.853
she was gonna be out of there.

818
00:34:18.700 --> 00:34:20.920
And so I met her at a change your major work shop.

819
00:34:20.920 --> 00:34:22.120
I wasn't teaching the workshop,

820
00:34:22.120 --> 00:34:24.160
I just went to see what they tell students

821
00:34:24.160 --> 00:34:25.870
at a change your major workshop.

822
00:34:25.870 --> 00:34:27.060
And I'll never forget this,

823
00:34:27.060 --> 00:34:28.910
the counselor who was teaching, the advisor,

824
00:34:28.910 --> 00:34:30.320
I should say, professional advisor,

825
00:34:30.320 --> 00:34:32.030
who was conducting the workshop.

826
00:34:32.030 --> 00:34:35.620
The first thing she did was she asked students

827
00:34:35.620 --> 00:34:38.210
to introduce themselves, tell what they were majoring in,

828
00:34:38.210 --> 00:34:39.620
what they wanted to change to.

829
00:34:39.620 --> 00:34:40.970
And Dana stood up and she said,

830
00:34:40.970 --> 00:34:43.570
well, I'm Dana, I was majoring in physics,

831
00:34:43.570 --> 00:34:45.660
but that's just not working out well.

832
00:34:45.660 --> 00:34:48.960
And the advisor immediately said, oh yes,

833
00:34:48.960 --> 00:34:51.950
I understand because physics is hard.

834
00:34:51.950 --> 00:34:53.390
And she said, just like that,

835
00:34:53.390 --> 00:34:55.940
she said, we'll find you something that you can do.

836
00:34:57.384 --> 00:34:59.270
And so I took note of that,

837
00:34:59.270 --> 00:35:02.070
and as Dana was leaving the room,

838
00:35:02.070 --> 00:35:03.750
I met her at the door and I said, Dana,

839
00:35:03.750 --> 00:35:05.870
do you have about an hour to talk with me in the office?

840
00:35:05.870 --> 00:35:08.330
I said, I'm gonna talk to you

841
00:35:08.330 --> 00:35:09.600
about some learning strategies.

842
00:35:09.600 --> 00:35:10.473
And I said, look,

843
00:35:11.328 --> 00:35:13.240
I'm not gonna try to talk you out of leaving physics

844
00:35:13.240 --> 00:35:15.420
because if you really wanna do something else,

845
00:35:15.420 --> 00:35:17.490
that is absolutely fine with me.

846
00:35:17.490 --> 00:35:19.530
But I want you to know you are leaving physics,

847
00:35:19.530 --> 00:35:21.330
not because you can't do it,

848
00:35:21.330 --> 00:35:23.860
but because you chosen to do something else.

849
00:35:23.860 --> 00:35:25.960
And so she came to my office,

850
00:35:25.960 --> 00:35:29.550
we talked for about an hour and these were her grades after,

851
00:35:29.550 --> 00:35:33.067
she made an A in that physics course 4.0 that semester.

852
00:35:33.067 --> 00:35:36.700
And you will hear from her in her own voice what she did.

853
00:35:36.700 --> 00:35:38.640
But before we had the discussion,

854
00:35:38.640 --> 00:35:40.580
she was memorizing formulas,

855
00:35:40.580 --> 00:35:43.310
and then she was using online homework programs.

856
00:35:43.310 --> 00:35:45.101
And when she told me that, I said, Dana,

857
00:35:45.101 --> 00:35:47.313
that's cheating, you're cheating.

858
00:35:48.503 --> 00:35:49.336
She said, oh no, Dr. McGuire,

859
00:35:49.336 --> 00:35:50.790
she said, I would never cheat,

860
00:35:50.790 --> 00:35:52.920
she said, I'm just using those to get

861
00:35:52.920 --> 00:35:55.660
a hint about how to start the problems.

862
00:35:55.660 --> 00:35:57.262
And I said, yeah,

863
00:35:57.262 --> 00:35:58.150
but when you get to the test,

864
00:35:58.150 --> 00:36:01.280
do they give you a hint about how to start the problems?

865
00:36:01.280 --> 00:36:05.865
And so she realized that that's what was derailing her.

866
00:36:05.865 --> 00:36:06.910
So then she started solving problems,

867
00:36:06.910 --> 00:36:08.970
not using any external aids.

868
00:36:08.970 --> 00:36:13.420
And so I am going to allow you to hear Dana,

869
00:36:13.420 --> 00:36:15.223
let me turn this all the way up,

870
00:36:16.663 --> 00:36:18.130
and I'm going to, when I hit play,

871
00:36:18.130 --> 00:36:20.130
you may or may not be able to hear her,

872
00:36:20.130 --> 00:36:22.390
with Teams, it seems that some people can hear her

873
00:36:22.390 --> 00:36:24.310
if I hit play, but you may have

874
00:36:24.310 --> 00:36:25.620
to hit the play button yourself.

875
00:36:25.620 --> 00:36:27.760
So I'm gonna tell you when I hit start,

876
00:36:27.760 --> 00:36:30.540
if you don't hear anything within like a couple of seconds,

877
00:36:30.540 --> 00:36:34.660
then hit the start on your slide so that you can hear her,

878
00:36:34.660 --> 00:36:35.500
what she's saying.

879
00:36:35.500 --> 00:36:38.293
So here is Dana now, she's just started.

880
00:36:57.230 --> 00:36:59.560
Okay, I'm gonna stop it because Veronica

881
00:36:59.560 --> 00:37:02.990
says I don't see or hear anything.

882
00:37:02.990 --> 00:37:04.970
Okay, so everybody should be seeing the slide

883
00:37:04.970 --> 00:37:06.810
that has Dana's picture in the middle.

884
00:37:06.810 --> 00:37:08.980
Are you seeing that?

885
00:37:08.980 --> 00:37:10.525
Okay, yeah,

886
00:37:10.525 --> 00:37:13.320
so you gotta click the button on your screen.

887
00:37:13.320 --> 00:37:17.600
<v ->There's no presentation.</v>
<v ->There's no presentation?</v>

888
00:37:17.600 --> 00:37:20.580
That's very interesting.
<v ->Oh, it says,</v>

889
00:37:20.580 --> 00:37:23.723
reload to display, maybe it's me.

890
00:37:25.383 --> 00:37:26.507
<v ->Hmm.</v>

891
00:37:26.507 --> 00:37:28.069
Okay, is anybody else,

892
00:37:28.069 --> 00:37:29.760
give me a yes or no if you're seeing the slide

893
00:37:29.760 --> 00:37:30.700
with Dana's picture?

894
00:37:30.700 --> 00:37:31.533
Okay, yeah,

895
00:37:32.411 --> 00:37:33.244
so I think, yeah,

896
00:37:33.244 --> 00:37:34.393
you've gotta do.

897
00:37:35.964 --> 00:37:37.943
<v ->I was able to push the play button in.</v>

898
00:37:37.943 --> 00:37:38.776
<v ->Okay, so most people are seeing,</v>

899
00:37:38.776 --> 00:37:40.133
yeah, I'm getting hands up.

900
00:37:41.130 --> 00:37:44.223
Yeah, okay, seeing and hearing fine.

901
00:37:45.330 --> 00:37:47.030
Yeah, so Holly,

902
00:37:47.030 --> 00:37:49.370
if you can tell the people who are not seeing

903
00:37:49.370 --> 00:37:50.360
what they need to do,

904
00:37:50.360 --> 00:37:52.710
'cause I don't know how to tell 'em what to do.

905
00:37:55.220 --> 00:37:57.230
<v Holly>It may be their connection, Saundra,</v>

906
00:37:57.230 --> 00:37:59.910
so if you're still not seeing the slide,

907
00:37:59.910 --> 00:38:02.890
you might wanna leave our meeting and come back

908
00:38:02.890 --> 00:38:04.393
or restart Teams.

909
00:38:05.440 --> 00:38:07.044
<v ->Okay, yeah,</v>

910
00:38:07.044 --> 00:38:08.060
and I'm gonna start her again, and again,

911
00:38:08.060 --> 00:38:09.822
if you don't hear anything,

912
00:38:09.822 --> 00:38:11.850
then hit the start button on your screen,

913
00:38:11.850 --> 00:38:13.860
'cause I do hear people saying

914
00:38:13.860 --> 00:38:15.910
that they had to hit the volume button,

915
00:38:15.910 --> 00:38:18.630
so hit that to hear her, but here she goes.

916
00:40:48.988 --> 00:40:50.320
Okay, and Veronica,

917
00:40:50.320 --> 00:40:53.160
I'm sorry, you're still not seeing any thing,

918
00:40:53.160 --> 00:40:55.051
I don't know what's going on.

919
00:40:55.051 --> 00:40:57.670
But Susanmarie said that she is going to transcribe it,

920
00:40:57.670 --> 00:40:58.900
so you'll hear Dana's story.

921
00:40:58.900 --> 00:41:01.570
But I think everybody else was able to hear it.

922
00:41:01.570 --> 00:41:04.470
Now Dana did get a couple of things,

923
00:41:04.470 --> 00:41:05.960
well, you might get the wrong impression,

924
00:41:05.960 --> 00:41:08.000
she said that we worked together the whole semester,

925
00:41:08.000 --> 00:41:13.000
which is true, but I only spent one session talking

926
00:41:13.740 --> 00:41:16.270
with her about learning strategies, I became her mentor,

927
00:41:16.270 --> 00:41:18.270
and so we did work together,

928
00:41:18.270 --> 00:41:19.910
but not with the learning strategies.

929
00:41:19.910 --> 00:41:22.540
When she got the information and she started implementing

930
00:41:22.540 --> 00:41:25.000
the strategies, then she was on her way.

931
00:41:25.000 --> 00:41:26.560
And that's what I find,

932
00:41:26.560 --> 00:41:28.840
it happens with these strategies for

933
00:41:28.840 --> 00:41:31.290
the types of students that you have at UVM,

934
00:41:31.290 --> 00:41:32.900
they haven't thought about this,

935
00:41:32.900 --> 00:41:35.500
it's a whole new paradigm for them.

936
00:41:35.500 --> 00:41:38.360
And when they understand how it works,

937
00:41:38.360 --> 00:41:41.320
then they implement it and it makes a lot of difference.

938
00:41:41.320 --> 00:41:44.250
Now the other thing she said was I'm phenomenal.

939
00:41:44.250 --> 00:41:47.740
I'm not phenomenal, it's the strategies that are phenomenal.

940
00:41:47.740 --> 00:41:48.590
She said, you know,

941
00:41:48.590 --> 00:41:52.090
she has the golden ticket and the strategies really are

942
00:41:52.090 --> 00:41:54.050
what consider the golden ticket

943
00:41:54.050 --> 00:41:56.100
because it just makes so much difference.

944
00:41:56.100 --> 00:42:00.880
Now the strategy that I find is so important

945
00:42:00.880 --> 00:42:03.310
for STEM students, especially,

946
00:42:03.310 --> 00:42:06.720
is the problem with what they're doing

947
00:42:06.720 --> 00:42:08.720
is they're doing the homework all wrong.

948
00:42:08.720 --> 00:42:10.080
Put in the chat box for me, please,

949
00:42:10.080 --> 00:42:12.270
if you've ever had a student

950
00:42:12.270 --> 00:42:15.400
who does really well on the homework,

951
00:42:15.400 --> 00:42:18.703
but then they don't do well on the test, have you seen that?

952
00:42:21.479 --> 00:42:23.069
Okay, yeah,

953
00:42:23.069 --> 00:42:24.544
oh, and the session is being recorded, Veronica,

954
00:42:24.544 --> 00:42:26.359
so if you can't see or hear anything,

955
00:42:26.359 --> 00:42:29.680
then you probably could spend better, you know,

956
00:42:29.680 --> 00:42:32.640
your time and then watch the recording, I don't know.

957
00:42:32.640 --> 00:42:34.940
I just feel bad that you can't see yet,

958
00:42:36.404 --> 00:42:37.902
but yeah, all the time.

959
00:42:37.902 --> 00:42:39.160
And so the reason is because

960
00:42:39.160 --> 00:42:40.750
they're doing the homework the wrong way.

961
00:42:40.750 --> 00:42:42.500
And so I'm gonna ask you to think back

962
00:42:42.500 --> 00:42:45.240
to the last time you were doing any homework at all.

963
00:42:45.240 --> 00:42:47.940
And if you ever did this, put yes in the chat box,

964
00:42:47.940 --> 00:42:49.853
if you never did it, put no.

965
00:42:51.259 --> 00:42:55.010
Do you ever remember reading a problem that you had to work

966
00:42:55.010 --> 00:42:57.510
or reading a question that you had to answer,

967
00:42:57.510 --> 00:42:59.830
and then flipping back in the chapter

968
00:42:59.830 --> 00:43:03.150
to find an example of the problem you had to work

969
00:43:03.150 --> 00:43:06.140
or a discussion of the question you had to answer,

970
00:43:06.140 --> 00:43:07.693
did you ever do that?

971
00:43:09.000 --> 00:43:10.550
And I'm seeing some yeses already.

972
00:43:10.550 --> 00:43:12.000
Yeah, and so I ask students this

973
00:43:12.000 --> 00:43:13.860
and they all say absolutely, yes.

974
00:43:13.860 --> 00:43:16.400
And I tell 'em, unfortunately I did that too,

975
00:43:16.400 --> 00:43:18.880
because I didn't have a me telling me that

976
00:43:18.880 --> 00:43:19.840
that wasn't gonna work.

977
00:43:19.840 --> 00:43:22.550
And so they all did it, and so I said,

978
00:43:22.550 --> 00:43:24.830
now when we did this, I include myself,

979
00:43:24.830 --> 00:43:26.502
'cause I tell 'em I did it,

980
00:43:26.502 --> 00:43:27.380
I said, when we did this,

981
00:43:27.380 --> 00:43:29.680
were we working the problem?

982
00:43:29.680 --> 00:43:32.410
Was our brain working the problem?

983
00:43:32.410 --> 00:43:34.100
And I'll ask you, when we did that,

984
00:43:34.100 --> 00:43:35.933
was our brain working the problem?

985
00:43:37.320 --> 00:43:39.100
Give me a yes or no?

986
00:43:39.100 --> 00:43:40.250
Yeah, and students say,

987
00:43:41.084 --> 00:43:42.082
no, absolutely.

988
00:43:42.082 --> 00:43:43.243
And then I'll say,

989
00:43:43.243 --> 00:43:44.076
well, what was working the problem?

990
00:43:44.076 --> 00:43:45.030
'Cause they'll tell me no, yeah,

991
00:43:45.030 --> 00:43:46.701
our brains weren't.

992
00:43:46.701 --> 00:43:48.420
So what was working the problem?

993
00:43:48.420 --> 00:43:50.600
Put that in the chat box for me, please.

994
00:43:50.600 --> 00:43:51.900
And students are, you know,

995
00:43:51.900 --> 00:43:54.143
they get it immediately.

996
00:43:56.120 --> 00:43:57.830
Exactly, the textbook,

997
00:43:57.830 --> 00:43:59.170
sometimes they'll say the textbook,

998
00:43:59.170 --> 00:44:00.540
sometimes they'll say the author,

999
00:44:00.540 --> 00:44:03.340
sometimes they'll say the example, but absolutely.

1000
00:44:03.340 --> 00:44:04.989
And I said, yeah,

1001
00:44:04.989 --> 00:44:06.950
and you're really, really smart people.

1002
00:44:06.950 --> 00:44:08.090
Although I may say that,

1003
00:44:08.090 --> 00:44:09.880
although I don't really believe in the concept

1004
00:44:09.880 --> 00:44:12.470
that some people are smart and some people aren't anymore.

1005
00:44:12.470 --> 00:44:14.240
But you know, I say you're really,

1006
00:44:14.240 --> 00:44:16.530
really smart people, I was very smart,

1007
00:44:16.530 --> 00:44:18.710
how many of you remember thinking when you looked

1008
00:44:18.710 --> 00:44:20.400
at the way the example was worked

1009
00:44:20.400 --> 00:44:22.840
or the question was answered thinking,

1010
00:44:22.840 --> 00:44:24.210
oh yeah, I got that,

1011
00:44:24.210 --> 00:44:25.321
oh yeah, I understand that?

1012
00:44:25.321 --> 00:44:27.860
And all the hands go up.

1013
00:44:27.860 --> 00:44:28.693
They said, yeah,

1014
00:44:28.693 --> 00:44:29.836
I thought the same thing,

1015
00:44:29.836 --> 00:44:31.657
but when we got to the test or quiz,

1016
00:44:31.657 --> 00:44:33.910
if they changed anything at all around a little bit,

1017
00:44:33.910 --> 00:44:34.860
then what happened?

1018
00:44:35.894 --> 00:44:37.200
And then sometimes they'll shake their head.

1019
00:44:37.200 --> 00:44:39.550
One young man said, oops, I don't got that.

1020
00:44:39.550 --> 00:44:43.610
And so the homework strategy that so many of our students

1021
00:44:43.610 --> 00:44:45.716
have said makes a difference,

1022
00:44:45.716 --> 00:44:46.710
and this is actually the one thing,

1023
00:44:46.710 --> 00:44:48.000
most of this stuff we're talking about

1024
00:44:48.000 --> 00:44:49.960
I did not know when I was at Cornell,

1025
00:44:49.960 --> 00:44:52.540
but this is the one thing that I did learn.

1026
00:44:52.540 --> 00:44:55.760
The number one reason that my students in general chemistry,

1027
00:44:55.760 --> 00:44:59.740
organic chemistry were making C's, D's, F's,

1028
00:45:00.700 --> 00:45:02.600
or okay, hi Linda, go Big Red.

1029
00:45:02.600 --> 00:45:04.940
Yeah, on the exams that they could

1030
00:45:04.940 --> 00:45:07.390
have been making A's and B's was because of that.

1031
00:45:07.390 --> 00:45:10.580
And when they stopped that one practice and implemented

1032
00:45:10.580 --> 00:45:12.780
what we were talking now, they turned it around.

1033
00:45:12.780 --> 00:45:14.590
So you gotta study the material first

1034
00:45:14.590 --> 00:45:17.220
before you look at the first problem or question,

1035
00:45:17.220 --> 00:45:20.440
and then when you get to an example,

1036
00:45:20.440 --> 00:45:22.430
just read the problem statement.

1037
00:45:22.430 --> 00:45:24.520
And if you've studied the information,

1038
00:45:24.520 --> 00:45:27.680
then you will be able to work the problem,

1039
00:45:27.680 --> 00:45:29.761
at least you'll be able to start it.

1040
00:45:29.761 --> 00:45:30.990
And so when you get to the example,

1041
00:45:30.990 --> 00:45:33.793
work the problem until you get to an answer.

1042
00:45:37.540 --> 00:45:38.980
And in fact, even if you don't know exactly what to do next,

1043
00:45:38.980 --> 00:45:42.430
just power your way through until you get to an answer,

1044
00:45:42.430 --> 00:45:44.070
pretend it's a multiple choice question,

1045
00:45:44.070 --> 00:45:46.254
you gotta come up with an answer.

1046
00:45:46.254 --> 00:45:47.087
And then when you get the answer,

1047
00:45:47.087 --> 00:45:49.280
compare that answer with the answer in the book.

1048
00:45:49.280 --> 00:45:50.830
If you got the same answer,

1049
00:45:50.830 --> 00:45:52.950
then you can look at what author did.

1050
00:45:52.950 --> 00:45:55.400
If you didn't get the same answer, don't look yet,

1051
00:45:55.400 --> 00:45:58.280
try to figure out where your mistake was.

1052
00:45:58.280 --> 00:46:01.150
And I asked students at this point in the process,

1053
00:46:01.150 --> 00:46:04.510
do you think making a mistake is good or bad?

1054
00:46:04.510 --> 00:46:07.610
And so I want only the people who haven't read the book

1055
00:46:07.610 --> 00:46:09.610
or who were not in the first session

1056
00:46:09.610 --> 00:46:11.430
or at any other presentations,

1057
00:46:11.430 --> 00:46:12.820
'cause you'll know the answer,

1058
00:46:12.820 --> 00:46:14.250
but only other people say,

1059
00:46:14.250 --> 00:46:16.960
do students say that making a mistake

1060
00:46:16.960 --> 00:46:19.453
at this point is good or bad?

1061
00:46:21.760 --> 00:46:23.243
What do you think students say about making

1062
00:46:23.243 --> 00:46:24.853
a mistake at this point?

1063
00:46:26.990 --> 00:46:30.010
Okay, and so I'm seeing mostly bads,

1064
00:46:30.010 --> 00:46:33.310
and I saw two goods early on,

1065
00:46:33.310 --> 00:46:35.197
and it was, I think,

1066
00:46:35.197 --> 00:46:36.357
Mary Ellen and Janet.

1067
00:46:38.022 --> 00:46:40.820
So Mary Ellen and Janet, please unmute your mic.

1068
00:46:40.820 --> 00:46:45.240
Had you read the book or seen this at all before?

1069
00:46:45.240 --> 00:46:47.540
<v ->No, this is Janet.</v>
<v ->No?</v>

1070
00:46:47.540 --> 00:46:50.197
<v ->I haven't.</v>
<v ->And I'm Mary Ellen,</v>

1071
00:46:51.577 --> 00:46:53.260
and I haven't.
<v ->But I figured when you</v>

1072
00:46:53.260 --> 00:46:54.816
doing homework.
<v ->Mary Ellen,</v>

1073
00:46:54.816 --> 00:46:57.120
hold on one second and Janet's gonna finish.

1074
00:46:57.120 --> 00:46:58.158
Go ahead, Janet.

1075
00:46:58.158 --> 00:46:59.483
<v Janet>Yeah, when you're doing home work,</v>

1076
00:46:59.483 --> 00:47:00.800
that's the time to make the mistake,

1077
00:47:00.800 --> 00:47:04.342
instead of on the exam or the quiz.

1078
00:47:04.342 --> 00:47:05.601
<v ->Yeah, and the question was,</v>

1079
00:47:05.601 --> 00:47:07.490
'cause this happened this morning and somebody put good,

1080
00:47:07.490 --> 00:47:08.990
but he said, I put good

1081
00:47:08.990 --> 00:47:11.363
before I realized that you were asking,

1082
00:47:13.029 --> 00:47:14.370
would students say making a mistake at this point

1083
00:47:14.370 --> 00:47:15.493
is good or bad.

1084
00:47:16.921 --> 00:47:20.320
And so would you that students would say making a mistake

1085
00:47:20.320 --> 00:47:23.163
is good or would students say making a mistake is bad?

1086
00:47:26.205 --> 00:47:29.030
<v Holly>I guess it depends on the age,</v>

1087
00:47:29.030 --> 00:47:31.010
but I guess most of them would say bad,

1088
00:47:31.010 --> 00:47:34.221
because they never wanna make a mistake, right?

1089
00:47:34.221 --> 00:47:36.003
<v ->Okay, and thank you,</v>

1090
00:47:36.003 --> 00:47:36.836
and so that's Janet.

1091
00:47:36.836 --> 00:47:38.550
So Mary Ellen, what were you gonna say?

1092
00:47:39.742 --> 00:47:40.880
<v Mary Ellen>I was gonna say that, you know,</v>

1093
00:47:40.880 --> 00:47:44.540
according to like Carol Dweck's work and Joe Bowler's work,

1094
00:47:44.540 --> 00:47:46.640
mistakes are when you learn.

1095
00:47:46.640 --> 00:47:47.513
<v ->Well, yes,</v>

1096
00:47:48.650 --> 00:47:51.663
and so do you think students would say good or bad?

1097
00:47:52.550 --> 00:47:55.020
<v ->My students would've said good</v>

1098
00:47:55.020 --> 00:47:56.540
<v ->Excellent.</v>
<v ->Because I taught them</v>

1099
00:47:56.540 --> 00:48:00.140
that the only way you learn is when you make mistakes.

1100
00:48:00.140 --> 00:48:03.290
<v ->Fantastic, and what do you teach, Susanmarie?</v>

1101
00:48:03.290 --> 00:48:06.290
<v ->I was a math teacher for about 20 years.</v>

1102
00:48:06.290 --> 00:48:07.420
<v ->That's right, okay,</v>

1103
00:48:07.420 --> 00:48:11.560
yes, oh, but you're my CTL director, right?

1104
00:48:11.560 --> 00:48:14.684
<v Susanmarie>Well, I work in the education department</v>

1105
00:48:14.684 --> 00:48:15.682
now at UVM.
<v ->Oh, okay,</v>

1106
00:48:15.682 --> 00:48:16.802
gotcha, okay,

1107
00:48:16.802 --> 00:48:19.930
yeah, and so I wanted to do that

1108
00:48:19.930 --> 00:48:23.269
because most faculty say bad and very few faculty say good,

1109
00:48:23.269 --> 00:48:25.693
I always like to know why faculty said good.

1110
00:48:26.780 --> 00:48:29.060
But students always say good.

1111
00:48:29.060 --> 00:48:31.970
Most faculty groups always say bad

1112
00:48:33.076 --> 00:48:34.220
and students say good and I'll tell 'em,

1113
00:48:34.220 --> 00:48:35.865
yep, you're right.

1114
00:48:35.865 --> 00:48:37.722
And I said, but don't get me wrong,

1115
00:48:37.722 --> 00:48:38.721
I'm not saying it's bad

1116
00:48:38.721 --> 00:48:39.554
if you don't make a mistake at this point,

1117
00:48:39.554 --> 00:48:42.390
it's fantastic if you don't make a mistake at this point.

1118
00:48:42.390 --> 00:48:44.940
But why is it good if you make a mistake at this point?

1119
00:48:44.940 --> 00:48:47.130
And they say exactly what we've just heard,

1120
00:48:47.130 --> 00:48:48.070
they'll say, well,

1121
00:48:48.070 --> 00:48:50.180
you learn from your mistakes is the number one answer

1122
00:48:50.180 --> 00:48:51.193
I get from students.

1123
00:48:52.061 --> 00:48:53.160
And then the second thing they say is, well,

1124
00:48:53.160 --> 00:48:56.950
now I know where my brain has a tendency to go wrong.

1125
00:48:56.950 --> 00:49:00.130
And then the third thing they'll say is, it's not the test,

1126
00:49:00.130 --> 00:49:03.000
and you can correct it before you get to the test,

1127
00:49:03.000 --> 00:49:04.920
which then gives me the opportunity

1128
00:49:04.920 --> 00:49:06.833
to ask this question to students.

1129
00:49:07.758 --> 00:49:09.120
And I'll ask students,

1130
00:49:09.120 --> 00:49:10.770
have you ever gotten a test or a quiz back,

1131
00:49:10.770 --> 00:49:12.880
and you looked at it and you saw your mistakes and you said,

1132
00:49:12.880 --> 00:49:15.240
ah, I made so many simple mistakes,

1133
00:49:15.240 --> 00:49:16.790
I would've done so much better,

1134
00:49:18.026 --> 00:49:18.859
but I just made simple mistakes.

1135
00:49:20.358 --> 00:49:21.863
Have you ever heard a student say that?

1136
00:49:21.863 --> 00:49:22.696
You know, oh,

1137
00:49:22.696 --> 00:49:25.303
I just made so many careless mistakes on this test.

1138
00:49:27.090 --> 00:49:28.330
Oh, I have new messages,

1139
00:49:28.330 --> 00:49:32.125
that's right, 'cause I scrolled up and you are answering me.

1140
00:49:32.125 --> 00:49:33.690
Okay, yes, I see the yeses.

1141
00:49:33.690 --> 00:49:36.210
Yeah, and so that's what students think,

1142
00:49:36.210 --> 00:49:37.330
and I tell 'em yeah, you know,

1143
00:49:37.330 --> 00:49:39.410
I used to think the same thing, that I made simple mistakes.

1144
00:49:39.410 --> 00:49:41.580
But I say now my philosophy

1145
00:49:41.580 --> 00:49:45.060
is that there's no such thing as just simple mistakes.

1146
00:49:45.060 --> 00:49:48.950
Said, mistakes only look simple in retrospect.

1147
00:49:48.950 --> 00:49:51.550
Once you know what the right thing is,

1148
00:49:51.550 --> 00:49:53.550
your mistake looks so simple,

1149
00:49:53.550 --> 00:49:56.360
but mistakes are things that have to be made.

1150
00:49:56.360 --> 00:49:58.510
And I'll ask students either you're gonna make 'em

1151
00:49:58.510 --> 00:50:01.920
during this process or where are you going to make them?

1152
00:50:01.920 --> 00:50:03.160
And put in the chat box

1153
00:50:03.160 --> 00:50:06.611
what you think they tell me when I say mistakes,

1154
00:50:06.611 --> 00:50:08.760
they have to be made.

1155
00:50:08.760 --> 00:50:09.990
And someone said, you know,

1156
00:50:09.990 --> 00:50:11.450
that they tell students that, you know,

1157
00:50:11.450 --> 00:50:13.400
mistakes are good.

1158
00:50:13.400 --> 00:50:16.760
There's a term fail forward, 'cause you learn from those.

1159
00:50:16.760 --> 00:50:18.223
Yeah, on the exam,

1160
00:50:19.567 --> 00:50:20.400
that students will say on the exam.

1161
00:50:20.400 --> 00:50:21.640
And so the good news is,

1162
00:50:21.640 --> 00:50:24.260
I'm not telling them, you better do this

1163
00:50:24.260 --> 00:50:26.100
or you're gonna screw up on the test.

1164
00:50:26.100 --> 00:50:29.465
They're telling me that if they don't do this,

1165
00:50:29.465 --> 00:50:30.846
they're gonna make the mistake on the test.

1166
00:50:30.846 --> 00:50:32.147
And this is, I've learned,

1167
00:50:32.147 --> 00:50:33.923
a crucial part of this approach.

1168
00:50:34.805 --> 00:50:38.110
The less we tell students and the more we ask them questions

1169
00:50:38.110 --> 00:50:40.330
so that they give us the information

1170
00:50:40.330 --> 00:50:41.890
that we would've told them,

1171
00:50:41.890 --> 00:50:43.770
the more likely that that's gonna stick

1172
00:50:43.770 --> 00:50:45.360
and they're gonna do something with it.

1173
00:50:45.360 --> 00:50:46.970
So check to see if it's correct, if it's not,

1174
00:50:46.970 --> 00:50:48.670
figure out where your mistake was,

1175
00:50:49.544 --> 00:50:50.377
and that's just the examples.

1176
00:50:50.377 --> 00:50:52.430
When they get to the actual homework problems,

1177
00:50:52.430 --> 00:50:54.440
they tell 'em, treat it as if it's a test or a quiz,

1178
00:50:54.440 --> 00:50:56.820
and you heard Dana say she was doing that,

1179
00:50:56.820 --> 00:50:59.070
work two or three problems, try to speed it up,

1180
00:50:59.070 --> 00:51:00.570
work it a little bit more quickly,

1181
00:51:00.570 --> 00:51:02.425
because that's what you're gonna have to do

1182
00:51:02.425 --> 00:51:05.380
on a test or a quiz, because many students lose points

1183
00:51:05.380 --> 00:51:06.863
because they don't finish.

1184
00:51:08.161 --> 00:51:09.270
And they don't finish because

1185
00:51:09.270 --> 00:51:11.540
they are not trying to go faster,

1186
00:51:11.540 --> 00:51:16.540
they're slowly and carefully plotting through everything

1187
00:51:16.580 --> 00:51:17.830
like they did on homework,

1188
00:51:17.830 --> 00:51:19.780
'cause there are no time constraints on homework.

1189
00:51:19.780 --> 00:51:22.110
But they can practice speeding it up

1190
00:51:22.110 --> 00:51:23.923
and it makes a big difference.

1191
00:51:25.005 --> 00:51:28.077
And so I also like to share with my STEM students

1192
00:51:28.077 --> 00:51:30.280
and really in all students, I ask them,

1193
00:51:30.280 --> 00:51:32.400
is this resource the culprit?

1194
00:51:32.400 --> 00:51:34.470
And Chegg, and when I'm talking to students,

1195
00:51:34.470 --> 00:51:36.129
I ask them, I say,

1196
00:51:36.129 --> 00:51:36.962
I'm not asking about you,

1197
00:51:36.962 --> 00:51:39.970
I'm just asking about a friend, about your friends,

1198
00:51:39.970 --> 00:51:43.600
how many of you have friends who use this Chegg?

1199
00:51:43.600 --> 00:51:46.200
And so sometimes they'll do a laughing thing

1200
00:51:46.200 --> 00:51:47.920
and they'll put, yes.

1201
00:51:47.920 --> 00:51:49.770
And then, you know,

1202
00:51:49.770 --> 00:51:53.210
'cause Chegg has the solutions for everything in the book,

1203
00:51:53.210 --> 00:51:55.890
and 94% of Chegg customers get better grades,

1204
00:51:55.890 --> 00:51:57.843
well I guess so 'cause they're acing all the homeworks,

1205
00:51:58.940 --> 00:52:00.460
but then I hope students understand

1206
00:52:00.460 --> 00:52:04.570
that they can learn this information, they don't need Chegg,

1207
00:52:04.570 --> 00:52:06.260
and if they take this approach,

1208
00:52:06.260 --> 00:52:08.604
then they'll be able to learn it.

1209
00:52:08.604 --> 00:52:10.230
And the other thing found is that students

1210
00:52:10.230 --> 00:52:13.340
really appreciate motive.

1211
00:52:13.340 --> 00:52:15.730
And when I tell them that I'm teaching you this

1212
00:52:15.730 --> 00:52:19.670
because when you get out into the real world, you're STEM,

1213
00:52:19.670 --> 00:52:21.566
so you probably have a lot of students

1214
00:52:21.566 --> 00:52:22.680
who are interested in graduate school,

1215
00:52:22.680 --> 00:52:25.690
or health professions, or the things like that.

1216
00:52:25.690 --> 00:52:29.210
When you get out on the job, in professional school,

1217
00:52:29.210 --> 00:52:31.388
you have to know something.

1218
00:52:31.388 --> 00:52:34.650
And so Chegg is not going to cut it

1219
00:52:34.650 --> 00:52:37.310
and you can learn this, so you don't need Chegg,

1220
00:52:37.310 --> 00:52:38.823
but that is a culprit.

1221
00:52:39.690 --> 00:52:44.690
Now the next strategy is a reading strategy that I taught

1222
00:52:44.910 --> 00:52:48.563
this young man who had made a 47, 52 on the first two tests.

1223
00:52:49.482 --> 00:52:51.630
And then talked with him 30 minutes by phone

1224
00:52:51.630 --> 00:52:53.760
the night before the third test, 82,

1225
00:52:53.760 --> 00:52:56.020
then 86 on the next one.

1226
00:52:56.020 --> 00:52:58.200
So I took him out to lunch and I said, Travis,

1227
00:52:58.200 --> 00:53:00.123
what are you doing?

1228
00:53:00.123 --> 00:53:01.980
And he said, I'm just doing this stuff you told me to do.

1229
00:53:01.980 --> 00:53:04.040
And with Travis, he was having trouble,

1230
00:53:04.040 --> 00:53:05.640
he was doing the reading, he said,

1231
00:53:05.640 --> 00:53:09.110
but he wasn't retaining what he had read.

1232
00:53:09.110 --> 00:53:10.510
And when he got to the test,

1233
00:53:11.469 --> 00:53:13.967
he would recognize the terminology,

1234
00:53:13.967 --> 00:53:16.510
but he didn't actually remember what he'd read.

1235
00:53:16.510 --> 00:53:19.470
And so the strategy that I taught him,

1236
00:53:19.470 --> 00:53:23.000
this is kind of a summary of it, it's called SQ5R.

1237
00:53:23.000 --> 00:53:25.470
But the first thing is to preview the reading

1238
00:53:25.470 --> 00:53:28.130
before you start to read so you can get a big picture,

1239
00:53:28.130 --> 00:53:30.380
and then come up with questions that you want

1240
00:53:31.540 --> 00:53:33.061
the reading to answer for you.

1241
00:53:33.061 --> 00:53:36.590
So for example, if I were reading a chapter in chemistry

1242
00:53:36.590 --> 00:53:39.580
on acid and bases, I would see strong acid,

1243
00:53:39.580 --> 00:53:41.750
weak acid, strong base, weak base,

1244
00:53:41.750 --> 00:53:44.214
either in bold face printer or italicized words.

1245
00:53:44.214 --> 00:53:45.714
And so then I would say, well,

1246
00:53:46.603 --> 00:53:48.287
I wonder what this thing is gonna say is the difference

1247
00:53:48.287 --> 00:53:49.820
between strong acids and weak acids,

1248
00:53:49.820 --> 00:53:51.970
does one burn you more than another?

1249
00:53:51.970 --> 00:53:55.490
So I've created my own interest in the reading,

1250
00:53:55.490 --> 00:53:57.848
and then when you start to read,

1251
00:53:57.848 --> 00:53:59.270
just read the first paragraph, stop,

1252
00:53:59.270 --> 00:54:01.480
put that information in your own words,

1253
00:54:01.480 --> 00:54:03.470
and then read the second paragraph, stop,

1254
00:54:03.470 --> 00:54:05.140
put that information in your own words,

1255
00:54:05.140 --> 00:54:07.560
trying to fold in what was in the paragraph before,

1256
00:54:07.560 --> 00:54:10.250
and read subsequent paragraphs the same way.

1257
00:54:10.250 --> 00:54:11.690
And when I teach this to students,

1258
00:54:11.690 --> 00:54:15.070
I always stop at this point and I say,

1259
00:54:15.070 --> 00:54:17.650
does it sound like, and I'm gonna ask you this question,

1260
00:54:17.650 --> 00:54:20.880
does it sound like if I gotta do all of that,

1261
00:54:20.880 --> 00:54:24.250
it's gonna take a long time to finish the reading?

1262
00:54:24.250 --> 00:54:25.950
So put yes or no in the chat box,

1263
00:54:25.950 --> 00:54:29.100
does it sound like if I use this,

1264
00:54:29.100 --> 00:54:32.093
compared to what I was doing before to do my reading,

1265
00:54:32.940 --> 00:54:33.980
it's gonna take a long time?

1266
00:54:33.980 --> 00:54:36.040
Yeah, and all the students say yes.

1267
00:54:36.040 --> 00:54:37.770
And so I tell them that,

1268
00:54:37.770 --> 00:54:39.380
yeah, it sounds like it,

1269
00:54:39.380 --> 00:54:41.053
but students love this.

1270
00:54:41.942 --> 00:54:44.160
I've had a lot of students who come back and they say,

1271
00:54:44.160 --> 00:54:46.890
Dr. McGuire, I love that reading strategy,

1272
00:54:46.890 --> 00:54:49.420
I'm getting so much more out of my reading now.

1273
00:54:49.420 --> 00:54:51.730
And then I say, oh, that's fantastic,

1274
00:54:51.730 --> 00:54:56.730
is it taking you longer to do your reading now than before?

1275
00:54:56.910 --> 00:54:58.260
And to a person, they say,

1276
00:54:58.260 --> 00:55:01.270
well, no, actually I finished the reading sooner,

1277
00:55:01.270 --> 00:55:04.971
doing it this way than what I did before.

1278
00:55:04.971 --> 00:55:05.804
And so you might not get this,

1279
00:55:05.804 --> 00:55:08.620
'cause I didn't set it up as complete as I do for students,

1280
00:55:08.620 --> 00:55:10.000
but I'm gonna ask you,

1281
00:55:10.000 --> 00:55:13.640
why do you think it would take less time to finish

1282
00:55:13.640 --> 00:55:16.390
the reading going through all of these steps

1283
00:55:16.390 --> 00:55:18.600
than what they were doing before?

1284
00:55:18.600 --> 00:55:19.500
What do you think?

1285
00:55:23.110 --> 00:55:26.770
And again, you might not get it because I didn't set it up.

1286
00:55:26.770 --> 00:55:27.650
Okay, yes,

1287
00:55:27.650 --> 00:55:29.424
you got it, yep,

1288
00:55:29.424 --> 00:55:30.257
those are the top two,

1289
00:55:30.257 --> 00:55:32.330
students say you don't have to reread,

1290
00:55:32.330 --> 00:55:35.700
and now you are interested and your focusing, yes.

1291
00:55:35.700 --> 00:55:38.500
Because with the old way you would read a little bit,

1292
00:55:38.500 --> 00:55:40.500
but your mind would wander and you'd have to go back.

1293
00:55:40.500 --> 00:55:41.680
Read, go back, read, go back,

1294
00:55:41.680 --> 00:55:42.513
read, go back.

1295
00:55:43.425 --> 00:55:44.424
With the new way,

1296
00:55:44.424 --> 00:55:46.140
you are moving more slowly through the reading,

1297
00:55:46.140 --> 00:55:48.000
but you get to the end point sooner,

1298
00:55:48.000 --> 00:55:50.130
'cause you're not doing all that back and forth.

1299
00:55:50.130 --> 00:55:53.870
And the other neat thing about this is you actually speed up

1300
00:55:53.870 --> 00:55:54.860
as you go along.

1301
00:55:54.860 --> 00:55:58.270
Because when you get to the 11th paragraph,

1302
00:55:58.270 --> 00:55:59.890
you can imagine how much faster

1303
00:55:59.890 --> 00:56:01.966
you're gonna be able to read it

1304
00:56:01.966 --> 00:56:03.080
if you've understood everything

1305
00:56:03.080 --> 00:56:05.705
that was in the first 10 paragraphs.

1306
00:56:05.705 --> 00:56:07.690
And so it makes a huge difference.

1307
00:56:07.690 --> 00:56:10.860
And so this is the summary of it, do that survey,

1308
00:56:10.860 --> 00:56:14.010
come up with questions, and read the paragraph at a time

1309
00:56:14.010 --> 00:56:15.560
where you are recording, I'm sorry,

1310
00:56:15.560 --> 00:56:17.143
you're reciting to yourself.

1311
00:56:18.000 --> 00:56:20.780
You can teach 'em how to record or annotate in the margin.

1312
00:56:20.780 --> 00:56:22.490
And then the next R is for review,

1313
00:56:22.490 --> 00:56:24.290
when you get to the end of a section,

1314
00:56:24.290 --> 00:56:26.390
you can review what just happened in that section.

1315
00:56:26.390 --> 00:56:28.270
And then the last R is for reflect,

1316
00:56:28.270 --> 00:56:30.113
are there any other views?

1317
00:56:31.268 --> 00:56:34.230
Is there anything that got your attention?

1318
00:56:34.230 --> 00:56:38.630
For STEM courses, maybe did the author do the problem

1319
00:56:38.630 --> 00:56:41.684
a different way than you would've done it?

1320
00:56:41.684 --> 00:56:43.130
Because we all know that there's lots of different ways

1321
00:56:43.130 --> 00:56:45.380
that you can do problems in STEM.

1322
00:56:45.380 --> 00:56:49.640
And if that was the case, then what's the relationship

1323
00:56:49.640 --> 00:56:52.870
between the way you did it and the way the author did it,

1324
00:56:52.870 --> 00:56:55.220
or if you were gonna write the author

1325
00:56:55.220 --> 00:56:57.720
and ask them to rewrite a certain section,

1326
00:56:57.720 --> 00:57:00.250
because it wasn't as clear to you as you would like,

1327
00:57:00.250 --> 00:57:01.590
what section would that be?

1328
00:57:01.590 --> 00:57:05.270
So just having them reflect on the information,

1329
00:57:05.270 --> 00:57:06.733
it's called active reading,

1330
00:57:07.821 --> 00:57:10.900
and that has made such a difference with so many students.

1331
00:57:10.900 --> 00:57:12.990
And so now what I'm gonna do

1332
00:57:12.990 --> 00:57:16.421
is I'm going to put a passage on the screen,

1333
00:57:16.421 --> 00:57:17.823
and I'm going to give you a few minutes to read it.

1334
00:57:17.823 --> 00:57:21.000
Then I'm gonna take it off the screen and ask a question.

1335
00:57:21.000 --> 00:57:23.820
And the question will only be for people

1336
00:57:23.820 --> 00:57:26.810
who were not in the first session this morning.

1337
00:57:26.810 --> 00:57:28.923
So let's read this.

1338
00:58:00.170 --> 00:58:01.820
Okay, you may not have finished the whole thing,

1339
00:58:01.820 --> 00:58:04.199
but I will take it off the screen.

1340
00:58:04.199 --> 00:58:05.500
And so for people who are not there this morning,

1341
00:58:05.500 --> 00:58:07.481
give me a yes or no in the chat box,

1342
00:58:07.481 --> 00:58:10.410
could you do this, if I asked you to unmute your mic,

1343
00:58:10.410 --> 00:58:14.170
and summarize the information in that slide to the group,

1344
00:58:14.170 --> 00:58:16.423
would you be able to do that, do you think?

1345
00:58:19.750 --> 00:58:22.620
Now look for a couple of responses, okay,

1346
00:58:22.620 --> 00:58:24.010
I'm seeing some nos.

1347
00:58:24.010 --> 00:58:26.780
Yeah, I certainly would not have.

1348
00:58:26.780 --> 00:58:28.163
Okay, but let me ask this,

1349
00:58:29.195 --> 00:58:30.770
if you had known before you started to read

1350
00:58:30.770 --> 00:58:33.800
that this passage was about flying a kite,

1351
00:58:33.800 --> 00:58:38.800
now I want you to reread that and let me know if it makes

1352
00:58:40.170 --> 00:58:42.420
a lot more sense to you now

1353
00:58:42.420 --> 00:58:44.803
that you know it's about flying a kite?

1354
00:58:51.070 --> 00:58:52.500
Okay, and I'm seeing some yeses,

1355
00:58:52.500 --> 00:58:54.440
and I've kinda asked Alexandria,

1356
00:58:54.440 --> 00:58:56.890
because you said you could have given a general idea.

1357
00:58:56.890 --> 00:58:58.370
Alexandria, did you know that

1358
00:58:58.370 --> 00:59:00.570
it was about flying a kite when you read it?

1359
00:59:02.477 --> 00:59:03.890
<v ->No, I had idea.</v>
<v ->Okay.</v>

1360
00:59:03.890 --> 00:59:07.410
<v Alexandria>But I'm also one of those people blessed</v>

1361
00:59:09.632 --> 00:59:11.510
or cursed with, I did a lot of speech in theater

1362
00:59:11.510 --> 00:59:14.030
as a younger person.
<v ->Got you.</v>

1363
00:59:14.030 --> 00:59:15.297
<v ->And then, so.</v>
<v ->Right.</v>

1364
00:59:16.370 --> 00:59:18.280
And so you could take in the text

1365
00:59:18.280 --> 00:59:20.870
and then kind of process it and okay,

1366
00:59:20.870 --> 00:59:22.380
yes.
<v ->Yes, the ability</v>

1367
00:59:22.380 --> 00:59:26.970
to take in process and then semi memorize large blocks

1368
00:59:26.970 --> 00:59:29.210
of text relatively quickly is.

1369
00:59:29.210 --> 00:59:30.280
<v ->Got you.</v>

1370
00:59:30.280 --> 00:59:32.330
Okay, and everybody else says that now

1371
00:59:32.330 --> 00:59:34.370
it makes a big difference that you know what it is,

1372
00:59:34.370 --> 00:59:35.880
because now you have a context

1373
00:59:35.880 --> 00:59:38.770
and you can actually visualize these things happening.

1374
00:59:38.770 --> 00:59:41.760
And so I like to give students examples proof

1375
00:59:41.760 --> 00:59:45.130
that what I'm recommending will work.

1376
00:59:45.130 --> 00:59:46.850
And there's another example in the book,

1377
00:59:46.850 --> 00:59:48.680
but once they see that,

1378
00:59:48.680 --> 00:59:50.970
just knowing what the thing is about,

1379
00:59:50.970 --> 00:59:53.160
makes such a huge difference in understanding,

1380
00:59:53.160 --> 00:59:56.330
then that will give them the motivation to maybe spend

1381
00:59:56.330 --> 00:59:58.900
that five minutes or so doing that overview

1382
00:59:58.900 --> 01:00:00.360
before they start to read.

1383
01:00:00.360 --> 01:00:01.950
And here's the reference for that,

1384
01:00:01.950 --> 01:00:04.390
and there's a link to that.

1385
01:00:04.390 --> 01:00:06.380
Oh, and you're gonna get this whole PowerPoint presentation,

1386
01:00:06.380 --> 01:00:08.780
I dunno if I said that, but you're gonna get that.

1387
01:00:08.780 --> 01:00:10.850
So you can pick and choose any slides

1388
01:00:10.850 --> 01:00:15.440
you want to share with your students, and so you'll have it.

1389
01:00:15.440 --> 01:00:19.550
Now, this is an email I got from a high school teacher

1390
01:00:19.550 --> 01:00:22.970
about his son, who was the student who might end up

1391
01:00:22.970 --> 01:00:26.070
at a UVM, he's in honors classes

1392
01:00:26.070 --> 01:00:30.220
at a very selective high school, he has a GPA of 4.2.

1393
01:00:30.220 --> 01:00:32.790
I was talking about reading strategies in a workshop

1394
01:00:32.790 --> 01:00:35.580
that his dad was in and he was in the room with his dad.

1395
01:00:35.580 --> 01:00:37.990
So his dad had his headset on,

1396
01:00:37.990 --> 01:00:39.900
but when I started talking about the reading strategy,

1397
01:00:39.900 --> 01:00:41.210
he disconnected his headset

1398
01:00:41.210 --> 01:00:43.253
so his son could hear the strategy.

1399
01:00:44.182 --> 01:00:46.010
And so three weeks ago, his son had gotten a 72

1400
01:00:46.010 --> 01:00:49.130
on his test for honors biology and was devastated,

1401
01:00:49.130 --> 01:00:52.060
I'd learned, and so he had the next test coming up

1402
01:00:52.060 --> 01:00:54.730
on Monday, the workshop was Saturday.

1403
01:00:54.730 --> 01:00:57.950
So evidently he was studying for his test that Sunday night

1404
01:00:59.199 --> 01:01:02.642
and Darien talked to his dad, I think he was,

1405
01:01:02.642 --> 01:01:03.475
you know, very concerned,

1406
01:01:03.475 --> 01:01:05.820
and so his dad told him to just follow the strategies

1407
01:01:05.820 --> 01:01:07.530
on his test that was coming up the next day

1408
01:01:07.530 --> 01:01:09.140
that he had heard me talk about.

1409
01:01:09.140 --> 01:01:12.550
Well, it was 4:34, evidently Darien had gotten home,

1410
01:01:12.550 --> 01:01:14.230
and he gotten 86 on his test.

1411
01:01:14.230 --> 01:01:17.460
So his dad dashed off this email to me,

1412
01:01:17.460 --> 01:01:19.820
he was so relieved and grateful for the advice.

1413
01:01:19.820 --> 01:01:22.360
And this is what happens to students

1414
01:01:22.360 --> 01:01:24.880
that when they don't think that

1415
01:01:24.880 --> 01:01:27.793
they don't know what to do to make it better,

1416
01:01:27.793 --> 01:01:28.626
and we give 'em strategies,

1417
01:01:28.626 --> 01:01:30.320
they use those strategies, they're successful,

1418
01:01:30.320 --> 01:01:32.580
and they are really, really grateful,

1419
01:01:32.580 --> 01:01:36.952
as you heard Dana was, and it just makes a big difference.

1420
01:01:36.952 --> 01:01:39.932
And this is a somebody who already had a PhD,

1421
01:01:39.932 --> 01:01:40.850
that was in the social sciences.

1422
01:01:40.850 --> 01:01:42.580
And he decided that he wanted

1423
01:01:42.580 --> 01:01:45.480
to teach himself calculus and physics.

1424
01:01:45.480 --> 01:01:47.720
And so he said, the methods that I outline,

1425
01:01:47.720 --> 01:01:49.310
especially active reading,

1426
01:01:49.310 --> 01:01:52.300
created a learning experience for him that's interactive,

1427
01:01:52.300 --> 01:01:55.050
even when you're studying the material alone.

1428
01:01:55.050 --> 01:01:56.020
And he said, you know,

1429
01:01:56.020 --> 01:01:58.590
when I met him, he was trying to learn calculus and physics,

1430
01:01:58.590 --> 01:01:59.970
and it was a struggle, but he said,

1431
01:01:59.970 --> 01:02:01.350
now it's progressing smoothly,

1432
01:02:01.350 --> 01:02:03.280
this process is the ultimate divide

1433
01:02:03.280 --> 01:02:05.150
and conquer approach to learning.

1434
01:02:05.150 --> 01:02:08.160
And he says, he hadn't mentioned it before,

1435
01:02:08.160 --> 01:02:10.750
but it makes the subjects way more interesting

1436
01:02:10.750 --> 01:02:14.153
and even intriguing, like being on a journey of discovery.

1437
01:02:15.246 --> 01:02:18.270
And so I think that students really do find

1438
01:02:18.270 --> 01:02:19.690
that this reading strategy allows them

1439
01:02:19.690 --> 01:02:21.890
to get so much more out of them.

1440
01:02:21.890 --> 01:02:24.420
Now, reflection questions, again,

1441
01:02:24.420 --> 01:02:27.730
are really key to developing students metacognitive skills.

1442
01:02:27.730 --> 01:02:30.543
And two of the ones that I ask,

1443
01:02:31.753 --> 01:02:34.110
and normally I will ask you to give me

1444
01:02:34.110 --> 01:02:37.000
your responses to that, but in the interest of time,

1445
01:02:37.000 --> 01:02:39.100
I'm gonna tell you the top three responses

1446
01:02:39.100 --> 01:02:41.120
I get from students, and you can,

1447
01:02:41.120 --> 01:02:43.460
you know, think if you were thinking one of those,

1448
01:02:43.460 --> 01:02:45.080
or if you were thinking something else,

1449
01:02:45.080 --> 01:02:47.200
then certainly put that in the chat box.

1450
01:02:47.200 --> 01:02:49.580
But the first question is, what's the difference,

1451
01:02:49.580 --> 01:02:51.450
if you think there's any difference at all,

1452
01:02:51.450 --> 01:02:53.770
between studying and learning.

1453
01:02:53.770 --> 01:02:56.740
And typically, students have not been asked this question,

1454
01:02:56.740 --> 01:02:59.290
but when we ask it, they think about,

1455
01:02:59.290 --> 01:03:01.560
and I have 'em do it as a think, pair, share.

1456
01:03:01.560 --> 01:03:02.800
So they get their own answer,

1457
01:03:02.800 --> 01:03:04.630
then they share it with a partner.

1458
01:03:04.630 --> 01:03:07.180
And the number one response I get is they'll say,

1459
01:03:07.180 --> 01:03:10.640
aah, studying is just memorizing information for a test

1460
01:03:11.838 --> 01:03:13.420
or a quiz, but learning is when I understand

1461
01:03:13.420 --> 01:03:17.460
that information, I can relate it to what I already know,

1462
01:03:17.460 --> 01:03:20.940
I can apply it to things that I haven't seen before.

1463
01:03:20.940 --> 01:03:23.740
And sometimes they'll say studying is short term,

1464
01:03:23.740 --> 01:03:26.170
learning is long terms.

1465
01:03:26.170 --> 01:03:28.000
Sometimes they'll say studying is tedious,

1466
01:03:28.000 --> 01:03:28.860
learning is fun.

1467
01:03:28.860 --> 01:03:31.210
But recently I've been getting more students,

1468
01:03:31.210 --> 01:03:33.220
I used to only get this from high school student,

1469
01:03:33.220 --> 01:03:35.820
but now I'm getting a lot more college students who'll say,

1470
01:03:35.820 --> 01:03:40.820
aah, studying is when I go over what I've already learned.

1471
01:03:41.190 --> 01:03:43.680
And the first time I heard that I was struck

1472
01:03:43.680 --> 01:03:45.910
by that response, it was a group of high school students.

1473
01:03:45.910 --> 01:03:48.690
And so I asked them, when did you learn it?

1474
01:03:48.690 --> 01:03:51.153
Since they said studying was going over,

1475
01:03:51.153 --> 01:03:52.209
what they already learned?

1476
01:03:52.209 --> 01:03:53.180
I asked, when did you learn it?

1477
01:03:53.180 --> 01:03:55.340
And put in the chat box, if you haven't read the book

1478
01:03:55.340 --> 01:03:57.090
or attended any of the other sessions,

1479
01:03:57.090 --> 01:03:58.450
when do you think the students

1480
01:03:58.450 --> 01:04:00.833
said they learned the information?

1481
01:04:02.030 --> 01:04:03.160
Because if they're studying,

1482
01:04:03.160 --> 01:04:05.750
they're going over what they already learned,

1483
01:04:05.750 --> 01:04:09.149
so they obviously think they've learned it at some,

1484
01:04:09.149 --> 01:04:10.252
exactly, Veronica.

1485
01:04:10.252 --> 01:04:11.953
in class when the teacher taught it.

1486
01:04:12.910 --> 01:04:14.931
And so then I realized that I had to help students

1487
01:04:14.931 --> 01:04:17.831
understand the difference between learning about something

1488
01:04:18.780 --> 01:04:19.630
and learning something,

1489
01:04:19.630 --> 01:04:22.720
in class you learn about a lot of things,

1490
01:04:22.720 --> 01:04:25.210
but you haven't really learned it to the extent

1491
01:04:25.210 --> 01:04:28.030
that you would be able to explain it to someone else,

1492
01:04:28.030 --> 01:04:30.570
you gotta do something with that information later on,

1493
01:04:30.570 --> 01:04:33.390
because without having that perspective, students,

1494
01:04:33.390 --> 01:04:35.320
and I tell 'em, you know,

1495
01:04:35.320 --> 01:04:36.920
unfortunately I'm guilty,

1496
01:04:36.920 --> 01:04:38.760
I would study the night before the test

1497
01:04:38.760 --> 01:04:41.630
because I too thought I had learned it in class

1498
01:04:42.482 --> 01:04:44.020
and I just need to go over it before the test.

1499
01:04:44.020 --> 01:04:46.690
And of course I couldn't start going over it too soon,

1500
01:04:46.690 --> 01:04:49.260
'cause I started going over it too soon, what would happen?

1501
01:04:49.260 --> 01:04:51.300
I'd forget it before the test.

1502
01:04:51.300 --> 01:04:53.670
And so then I helped them understand that, no,

1503
01:04:53.670 --> 01:04:56.300
when you learn it, it's not a matter of forgetting it

1504
01:04:56.300 --> 01:04:59.600
before the test, and you really haven't learned it in class,

1505
01:04:59.600 --> 01:05:01.453
you learn it by employing these strategies

1506
01:05:01.453 --> 01:05:03.461
that we're talking about.

1507
01:05:03.461 --> 01:05:05.360
And then the second question is for which task

1508
01:05:05.360 --> 01:05:08.450
would you work harder, if I told you you had to make an A

1509
01:05:08.450 --> 01:05:12.040
on the next test or if I told you that, okay,

1510
01:05:12.040 --> 01:05:13.140
in this particular class,

1511
01:05:13.140 --> 01:05:15.590
we're having the second test coming up next week,

1512
01:05:15.590 --> 01:05:17.900
and everybody in the class kept asking me

1513
01:05:19.041 --> 01:05:20.320
before the first test, can we have a review sheet?

1514
01:05:20.320 --> 01:05:21.600
Are you gonna give us a review sheet?

1515
01:05:21.600 --> 01:05:22.630
And I said, no,

1516
01:05:22.630 --> 01:05:26.320
we don't give review sheets at UVM, that was so high school.

1517
01:05:26.320 --> 01:05:27.893
So no, not gonna give a review.

1518
01:05:28.784 --> 01:05:30.820
And so I didn't give a review or a review sheet

1519
01:05:30.820 --> 01:05:33.720
and the class did horribly, the average was 65.

1520
01:05:33.720 --> 01:05:35.950
So I see now I'm gonna have to offer

1521
01:05:35.950 --> 01:05:38.240
a review before this upcoming test.

1522
01:05:38.240 --> 01:05:40.610
So I'm gonna offer a review the class period

1523
01:05:41.636 --> 01:05:44.490
before the test and you are gonna teach that review.

1524
01:05:44.490 --> 01:05:46.550
I'm gonna have you come up to the front of the class

1525
01:05:46.550 --> 01:05:48.480
with no notes or anything,

1526
01:05:48.480 --> 01:05:51.110
and you're going to go over all of the important concepts,

1527
01:05:51.110 --> 01:05:53.730
paying particular attention to the more difficult concepts

1528
01:05:53.730 --> 01:05:56.300
to make sure everybody is prepared for the test

1529
01:05:56.300 --> 01:05:59.960
the next day, would you work harder for A or B?

1530
01:05:59.960 --> 01:06:02.603
So put that in the chat box for me, please.

1531
01:06:09.210 --> 01:06:11.763
Okay, and that's what students say.

1532
01:06:11.763 --> 01:06:13.150
And I think it was Veronica who said that, you know,

1533
01:06:13.150 --> 01:06:16.435
when I do the example in class, they think they know it.

1534
01:06:16.435 --> 01:06:17.550
And actually I talked with students

1535
01:06:17.550 --> 01:06:19.170
about this when I was still teaching,

1536
01:06:19.170 --> 01:06:22.010
I'm retired, and I've forgotten to tell students recently,

1537
01:06:22.010 --> 01:06:23.930
so thank you for me reminding,

1538
01:06:23.930 --> 01:06:27.530
I told him that when we do problems on the board,

1539
01:06:27.530 --> 01:06:30.920
when we explain things, we're going to make it very,

1540
01:06:30.920 --> 01:06:33.880
very clear because we understand it very well,

1541
01:06:33.880 --> 01:06:36.730
we know how to explain it so that students understand it.

1542
01:06:38.120 --> 01:06:40.880
So it makes perfect sense that they're gonna understand

1543
01:06:40.880 --> 01:06:43.480
it totally after they've heard us explain it,

1544
01:06:43.480 --> 01:06:45.070
but that is doesn't mean they've learned it,

1545
01:06:45.070 --> 01:06:46.390
they've gotta do something with it.

1546
01:06:46.390 --> 01:06:48.660
So even though they think they totally understand

1547
01:06:48.660 --> 01:06:51.390
these examples, before they go through the chapter

1548
01:06:51.390 --> 01:06:53.360
and do the examples in the chapter

1549
01:06:53.360 --> 01:06:55.470
without looking at any of the solutions,

1550
01:06:55.470 --> 01:06:59.197
then they won't know that they have mastered this.

1551
01:06:59.197 --> 01:07:00.370
And so students say they would work harder

1552
01:07:00.370 --> 01:07:01.500
to teach the material.

1553
01:07:01.500 --> 01:07:03.600
When I ask why, they'll say things like,

1554
01:07:03.600 --> 01:07:06.310
oh, I gotta really know it if I have to teach it.

1555
01:07:06.310 --> 01:07:07.333
Sometimes they'll say,

1556
01:07:07.333 --> 01:07:09.550
I don't wanna look stupid in front of the class.

1557
01:07:09.550 --> 01:07:11.030
And then sometimes they'll say,

1558
01:07:11.030 --> 01:07:12.443
the more empathetic students say, well,

1559
01:07:12.443 --> 01:07:15.270
I wanna make sure everybody in the class knows

1560
01:07:15.270 --> 01:07:18.163
it well enough to do well on the test.

1561
01:07:19.137 --> 01:07:21.000
So that means that I'm going to make sure

1562
01:07:21.000 --> 01:07:23.500
that I can explain things more than one way.

1563
01:07:23.500 --> 01:07:25.980
I can use charts and diagrams for people

1564
01:07:25.980 --> 01:07:28.594
who like to see it visually.

1565
01:07:28.594 --> 01:07:30.320
And so they realize that they would work harder,

1566
01:07:30.320 --> 01:07:32.140
and when I ask them up to this point,

1567
01:07:32.140 --> 01:07:35.400
have they more often been in study mode or learn mode?

1568
01:07:35.400 --> 01:07:37.840
Of course, most of them say study mode,

1569
01:07:37.840 --> 01:07:42.210
and for A or B, what mode have they been in?

1570
01:07:42.210 --> 01:07:44.510
They've been in scenario A mode.

1571
01:07:44.510 --> 01:07:45.940
And at that point, and I say,

1572
01:07:45.940 --> 01:07:49.510
wonderful, I love it when you're doing everything wrong.

1573
01:07:49.510 --> 01:07:52.120
Because that means when you change what you're doing,

1574
01:07:52.120 --> 01:07:54.410
you are more likely to see a big improvement.

1575
01:07:54.410 --> 01:07:57.270
Because I never want students to feel bad

1576
01:07:57.270 --> 01:08:00.261
about what they've done in the past.

1577
01:08:00.261 --> 01:08:03.011
And sometimes I think we as STEM faculty, particularly,

1578
01:08:05.539 --> 01:08:07.730
if a student comes and they're not using the book

1579
01:08:07.730 --> 01:08:10.300
and we say, you're not using the book,

1580
01:08:10.300 --> 01:08:11.550
well, how'd you think you were gonna learn

1581
01:08:11.550 --> 01:08:12.573
not using the book?

1582
01:08:13.590 --> 01:08:16.223
Oh, I'll ask this question for the chat box.

1583
01:08:16.223 --> 01:08:20.680
Do you think that there are any faculty at UVM

1584
01:08:20.680 --> 01:08:22.710
who say to students, you don't really need

1585
01:08:22.710 --> 01:08:25.070
to buy the book for this course?

1586
01:08:25.070 --> 01:08:26.830
Give me a yes or no in the chat box,

1587
01:08:26.830 --> 01:08:31.100
if you think any of your colleagues tell students,

1588
01:08:31.100 --> 01:08:33.570
you don't really need to buy the book for this course?

1589
01:08:33.570 --> 01:08:36.480
Okay, yes, absolutely.

1590
01:08:36.480 --> 01:08:39.570
'Cause when I ask students and they all say yes,

1591
01:08:39.570 --> 01:08:41.580
and so there's an example in the book that I use

1592
01:08:41.580 --> 01:08:43.600
with students to show them why

1593
01:08:43.600 --> 01:08:45.590
this is not accurate information.

1594
01:08:45.590 --> 01:08:47.076
So I said, well,

1595
01:08:47.076 --> 01:08:48.080
that's not actually accurate,

1596
01:08:48.080 --> 01:08:49.080
but don't get mad at faculty for telling you that

1597
01:08:49.080 --> 01:08:51.140
because they think they're helping you out.

1598
01:08:51.140 --> 01:08:53.350
I'll ask students, what do you think those faculty members

1599
01:08:53.350 --> 01:08:55.080
think they're doing when they say you don't really

1600
01:08:55.080 --> 01:08:56.670
need to buy the book for this course?

1601
01:08:56.670 --> 01:08:59.050
And students will say, saving us money.

1602
01:08:59.050 --> 01:09:00.120
I said, absolutely,

1603
01:09:00.120 --> 01:09:01.260
that's what they think.

1604
01:09:01.260 --> 01:09:04.941
But what's more expensive, buying the book

1605
01:09:04.941 --> 01:09:06.350
for your anatomy and physiology course

1606
01:09:06.350 --> 01:09:07.930
or getting a C in the course

1607
01:09:07.930 --> 01:09:09.930
that's gonna keep you outta medical school?

1608
01:09:09.930 --> 01:09:11.460
I said, yeah, books are expensive,

1609
01:09:11.460 --> 01:09:14.520
but not having the book is way more expensive.

1610
01:09:14.520 --> 01:09:18.030
And so there are so many things that students don't know

1611
01:09:18.030 --> 01:09:19.930
that we think that they should know,

1612
01:09:19.930 --> 01:09:22.190
that they don't know because nobody's told 'em

1613
01:09:22.190 --> 01:09:24.620
what they really need to do, and worse than that,

1614
01:09:24.620 --> 01:09:27.260
people have told them things that were counterproductive

1615
01:09:27.260 --> 01:09:28.922
to their learning.

1616
01:09:28.922 --> 01:09:31.801
And so I want students to know, I know it's not your fault,

1617
01:09:31.801 --> 01:09:34.162
so I'm gonna teach you what you need to know.

1618
01:09:34.162 --> 01:09:37.450
And I also like to give examples of students

1619
01:09:37.450 --> 01:09:40.520
who've used the strategies and what the results have been.

1620
01:09:40.520 --> 01:09:42.560
This young man, Ty,

1621
01:09:42.560 --> 01:09:45.380
when he heard about the teaching strategy,

1622
01:09:45.380 --> 01:09:47.420
he said, ah, I have a betta fish in my room,

1623
01:09:47.420 --> 01:09:49.230
I'm gonna teach this stuff to him.

1624
01:09:49.230 --> 01:09:52.080
And he told me this September 17th,

1625
01:09:52.080 --> 01:09:56.630
and the within the next month, he showed me the impact

1626
01:09:56.630 --> 01:09:58.110
of teaching to his betta fish,

1627
01:09:58.110 --> 01:10:02.490
66 to 98, 62 to 83, B in both courses.

1628
01:10:02.490 --> 01:10:07.490
And so now I ask students to send me an email

1629
01:10:08.160 --> 01:10:11.420
telling me what they did, and excuse me

1630
01:10:11.420 --> 01:10:13.180
if I already said this to this group,

1631
01:10:13.180 --> 01:10:14.300
I talked to so many groups,

1632
01:10:14.300 --> 01:10:17.310
I'd forget what I've said and what I haven't,

1633
01:10:17.310 --> 01:10:18.610
well gimme a yes or no in the chat box,

1634
01:10:18.610 --> 01:10:22.750
did I already ask you to ask students to email you,

1635
01:10:22.750 --> 01:10:25.830
the students who've come to you having difficulty,

1636
01:10:25.830 --> 01:10:27.590
and then they increase their performance,

1637
01:10:27.590 --> 01:10:30.547
to send you an email to tell you exactly

1638
01:10:30.547 --> 01:10:32.780
what they did differently, did I ask you to do that already?

1639
01:10:32.780 --> 01:10:34.163
Ah, okay, thank you.

1640
01:10:35.249 --> 01:10:36.082
Yeah, I'm gonna ask you to do that.

1641
01:10:36.082 --> 01:10:37.580
This is something I wish I had done

1642
01:10:37.580 --> 01:10:39.320
at the beginning of my teaching career,

1643
01:10:39.320 --> 01:10:41.542
but I didn't think to do it.

1644
01:10:41.542 --> 01:10:43.590
And so when we ask students to tell us exactly

1645
01:10:43.590 --> 01:10:44.870
what they did differently,

1646
01:10:44.870 --> 01:10:47.220
then it will add to your repertoire of strategies

1647
01:10:47.220 --> 01:10:48.760
you can share with other students,

1648
01:10:48.760 --> 01:10:51.170
and keep the before and after scores

1649
01:10:52.542 --> 01:10:54.740
so that if a student comes in and says, oh well,

1650
01:10:54.740 --> 01:10:56.824
well, it is me, I made a 65 on the first test.

1651
01:10:56.824 --> 01:10:57.900
You can say, oh,

1652
01:10:57.900 --> 01:10:59.845
don't worry about that,

1653
01:10:59.845 --> 01:11:02.027
here's a student who made a 42 on the first test

1654
01:11:02.027 --> 01:11:03.540
and hundreds on everything else

1655
01:11:03.540 --> 01:11:05.600
when they changed what they were doing

1656
01:11:05.600 --> 01:11:08.730
to what we're gonna talk about in this session.

1657
01:11:08.730 --> 01:11:12.330
And when we do that, students are much more attentive

1658
01:11:12.330 --> 01:11:14.030
because now they know that somebody who was

1659
01:11:14.030 --> 01:11:17.830
in their very same situation was able to turn it around

1660
01:11:17.830 --> 01:11:19.130
based on the information

1661
01:11:19.130 --> 01:11:21.422
that we are going to share with them.

1662
01:11:21.422 --> 01:11:23.560
And so he started going to more of the SI sessions,

1663
01:11:23.560 --> 01:11:25.010
and now, as opposed to before,

1664
01:11:25.010 --> 01:11:26.990
when he wouldn't prepare for the sessions,

1665
01:11:26.990 --> 01:11:28.680
he would prepare for them,

1666
01:11:28.680 --> 01:11:31.766
see what he needed to really focus on.

1667
01:11:31.766 --> 01:11:33.160
And then afterwards he would go back to his room

1668
01:11:33.160 --> 01:11:35.200
and teach the materials to his betta fish.

1669
01:11:35.200 --> 01:11:37.250
Anything he couldn't explain, he'd study more.

1670
01:11:37.250 --> 01:11:40.650
And then he continued that cycle until he could explain

1671
01:11:40.650 --> 01:11:42.580
every thing in the notes.

1672
01:11:42.580 --> 01:11:44.830
And Janet says, I've asked the top 10 students

1673
01:11:44.830 --> 01:11:46.910
in a class how they were studying for immunology

1674
01:11:46.910 --> 01:11:49.300
to try to find the most useful methods.

1675
01:11:49.300 --> 01:11:51.220
Okay, I think that's a great strategy

1676
01:11:51.220 --> 01:11:53.780
to ask students how they study.

1677
01:11:53.780 --> 01:11:57.790
But I would ask everybody, because I have found that

1678
01:11:57.790 --> 01:12:00.570
some students who are in the bottom 10

1679
01:12:00.570 --> 01:12:04.080
are using strategies that the top 10 students

1680
01:12:04.080 --> 01:12:05.430
would not have thought of using.

1681
01:12:05.430 --> 01:12:08.270
So I think that's a great question to ask

1682
01:12:08.270 --> 01:12:10.050
and even have them, you know,

1683
01:12:10.050 --> 01:12:14.300
share strategies or even compile a list of strategies

1684
01:12:14.300 --> 01:12:15.720
for the whole class of,

1685
01:12:15.720 --> 01:12:17.650
these are things that people have done.

1686
01:12:17.650 --> 01:12:21.225
So I think that is an excellent strategy,

1687
01:12:21.225 --> 01:12:24.080
but I would just broaden that to include everybody.

1688
01:12:24.080 --> 01:12:26.710
Because what I find is when I present

1689
01:12:26.710 --> 01:12:28.600
this information to honor students,

1690
01:12:28.600 --> 01:12:31.830
there are a lot of things that they weren't using

1691
01:12:31.830 --> 01:12:35.100
that other students were, so great practice.

1692
01:12:35.100 --> 01:12:39.550
And so when I did this presentation to a group of students

1693
01:12:39.550 --> 01:12:42.830
at Howard University, before I got back on the plane,

1694
01:12:42.830 --> 01:12:46.110
a student had sent me a picture of the betta fish

1695
01:12:46.110 --> 01:12:47.750
that they had gone out and bought.

1696
01:12:47.750 --> 01:12:49.960
And so I tell students, no,

1697
01:12:49.960 --> 01:12:52.320
you don't have to go and buy your own pet.

1698
01:12:52.320 --> 01:12:55.190
If you have stuffed animals, if you have,

1699
01:12:55.190 --> 01:12:56.730
excuse me, empty chairs in your room,

1700
01:12:56.730 --> 01:13:01.285
if you have imaginary friends, if you have any audience,

1701
01:13:01.285 --> 01:13:03.305
either real or imagined that you can pretend

1702
01:13:03.305 --> 01:13:04.333
you're teaching this stuff to,

1703
01:13:05.183 --> 01:13:06.324
it makes all the difference in the world.

1704
01:13:06.324 --> 01:13:07.157
Because when you get stuck,

1705
01:13:07.157 --> 01:13:09.810
you know that's something that you need to go back

1706
01:13:09.810 --> 01:13:11.050
and look at again.

1707
01:13:11.050 --> 01:13:12.110
And then I thought about,

1708
01:13:12.110 --> 01:13:15.090
I wonder what happened this student, this fish rather,

1709
01:13:15.090 --> 01:13:16.510
'cause this was back in 2019.

1710
01:13:16.510 --> 01:13:18.340
So I texted this young lady

1711
01:13:18.340 --> 01:13:19.980
and I wanted to find out what happened to him,

1712
01:13:19.980 --> 01:13:22.720
did he end up being flushed down somebody's toilet?

1713
01:13:22.720 --> 01:13:25.750
But he is still, excuse me, alive and well,

1714
01:13:25.750 --> 01:13:27.709
and living with Makayla,

1715
01:13:27.709 --> 01:13:29.190
one of the students who was in the program.

1716
01:13:29.190 --> 01:13:33.100
So the other thing I like to do is show students,

1717
01:13:33.100 --> 01:13:35.920
give them an experience that shows them why I am

1718
01:13:35.920 --> 01:13:39.360
so confident that even if they made a 40 on the first test,

1719
01:13:39.360 --> 01:13:42.400
they could make 80 or higher on the next test.

1720
01:13:42.400 --> 01:13:44.400
And so I'm gonna have you do,

1721
01:13:44.400 --> 01:13:47.504
there's a different exercise in the book,

1722
01:13:47.504 --> 01:13:49.500
but the one we're gonna go through now involves,

1723
01:13:49.500 --> 01:13:51.300
I'm gonna show you a bunch of numbers,

1724
01:13:51.300 --> 01:13:53.300
all jumbled up on the next screen,

1725
01:13:53.300 --> 01:13:55.945
I want you to locate the number one,

1726
01:13:55.945 --> 01:13:58.070
and then after that locate the number two,

1727
01:13:58.070 --> 01:14:00.960
then locate the number three, etcetera,

1728
01:14:00.960 --> 01:14:02.143
find them in order.

1729
01:14:03.126 --> 01:14:04.720
And then when I take 'em off the screen,

1730
01:14:04.720 --> 01:14:08.580
just put in the chat box the last number you saw

1731
01:14:08.580 --> 01:14:10.990
when you were finding them in sequential order.

1732
01:14:10.990 --> 01:14:12.650
So let's start,

1733
01:14:12.650 --> 01:14:14.410
and only the people who haven't seen this before,

1734
01:14:14.410 --> 01:14:16.380
put that number in the chat box, please.

1735
01:14:16.380 --> 01:14:18.823
Okay, so let's start finding the numbers now.

1736
01:14:33.490 --> 01:14:34.640
And stop.

1737
01:14:34.640 --> 01:14:36.120
Okay, so put in the chat box

1738
01:14:37.194 --> 01:14:40.129
the last number you saw when you find, okay,

1739
01:14:40.129 --> 01:14:43.130
13, 7, 4, okay,

1740
01:14:43.130 --> 01:14:44.620
yeah, you're like most audiences,

1741
01:14:44.620 --> 01:14:47.320
usually it'll be very low double digits,

1742
01:14:47.320 --> 01:14:49.170
but mostly single digits.

1743
01:14:49.170 --> 01:14:51.170
Now I'm gonna have us look at it again

1744
01:14:51.170 --> 01:14:54.140
and with a vertical line, a horizontal line,

1745
01:14:54.140 --> 01:14:56.920
in the position of the number one indicated.

1746
01:14:56.920 --> 01:14:58.948
So now I'm gonna ask you,

1747
01:14:58.948 --> 01:15:02.240
what do you notice about how the other numbers are arranged?

1748
01:15:02.240 --> 01:15:04.040
What are they arranged according to?

1749
01:15:10.010 --> 01:15:13.300
Yes, clockwise by quadrant or by box,

1750
01:15:13.300 --> 01:15:14.283
absolutely.

1751
01:15:15.532 --> 01:15:17.360
And so, 'cause the one is here,

1752
01:15:17.360 --> 01:15:18.463
the two is there, the three is there,

1753
01:15:19.352 --> 01:15:21.430
the four, the five, the six, the seven,

1754
01:15:21.430 --> 01:15:23.485
the eight, the nine, etcetera.

1755
01:15:23.485 --> 01:15:26.388
And so now I'm gonna give you another 15 seconds

1756
01:15:26.388 --> 01:15:27.730
and ask you to put in the chat box,

1757
01:15:27.730 --> 01:15:29.243
how many you saw this time.

1758
01:15:30.105 --> 01:15:32.073
So let's start fighting the numbers now.

1759
01:15:48.190 --> 01:15:49.360
And stop.

1760
01:15:49.360 --> 01:15:52.123
Okay, so put the highest number you saw this time.

1761
01:15:55.618 --> 01:15:57.410
Okay, 19, 24, 18, 20.

1762
01:15:57.410 --> 01:15:58.890
Yeah, it seems like most people got

1763
01:15:58.890 --> 01:16:01.700
at least twice as many the second time as the first time.

1764
01:16:01.700 --> 01:16:03.940
So what that means, and I tell students,

1765
01:16:03.940 --> 01:16:06.700
so this is proof positive that you could have made a 50

1766
01:16:06.700 --> 01:16:09.770
on the first test and hundred next one,

1767
01:16:09.770 --> 01:16:12.833
'cause in the book, the example that I give there,

1768
01:16:15.180 --> 01:16:17.530
usually students get three times as many right.

1769
01:16:18.896 --> 01:16:20.463
But now there was a major difference between

1770
01:16:20.463 --> 01:16:21.580
the first attempt and the second attempt,

1771
01:16:21.580 --> 01:16:24.257
and what was that difference?

1772
01:16:24.257 --> 01:16:26.820
Why could we do so much better the second time around?

1773
01:16:26.820 --> 01:16:28.320
What was the major difference?

1774
01:16:29.660 --> 01:16:31.010
The second, yeah,

1775
01:16:31.010 --> 01:16:33.430
we had a strategy, we knew the pattern,

1776
01:16:33.430 --> 01:16:36.100
we knew that they were divided into quadrants,

1777
01:16:36.100 --> 01:16:40.320
and so we could focus on a smaller area of material,

1778
01:16:40.320 --> 01:16:42.330
which I think, and we had a guide,

1779
01:16:42.330 --> 01:16:44.440
and I never had used this before,

1780
01:16:44.440 --> 01:16:45.273
I never thought about this,

1781
01:16:45.273 --> 01:16:48.350
but now I'm thinking about that also could be evidence

1782
01:16:48.350 --> 01:16:49.760
for students that you need

1783
01:16:49.760 --> 01:16:52.610
to study small chunks of information at a time,

1784
01:16:52.610 --> 01:16:55.110
you can't let it all pile up and study it just

1785
01:16:55.110 --> 01:16:58.820
before the test, you gotta break up big tasks

1786
01:16:58.820 --> 01:17:00.900
into smaller chunks.

1787
01:17:00.900 --> 01:17:02.930
And so yeah, we knew how the information was organized.

1788
01:17:02.930 --> 01:17:04.330
Now "How People Learn",

1789
01:17:04.330 --> 01:17:06.540
when I first started learning about this,

1790
01:17:06.540 --> 01:17:08.784
when I got to LSU,

1791
01:17:08.784 --> 01:17:10.730
and I've been teaching for 30 years before I got to LSU,

1792
01:17:10.730 --> 01:17:12.380
didn't know any of this stuff.

1793
01:17:12.380 --> 01:17:13.810
When I found out it was possible,

1794
01:17:13.810 --> 01:17:15.970
I started reading everything I can get my hands on,

1795
01:17:15.970 --> 01:17:18.760
And "How People Learn" was one of the first things I read,

1796
01:17:18.760 --> 01:17:21.740
and it is excellent, it talks about metacognition,

1797
01:17:21.740 --> 01:17:24.480
metacognitive strategies in different areas.

1798
01:17:24.480 --> 01:17:27.767
And they came out with another volume in 2018,

1799
01:17:27.767 --> 01:17:28.917
"How People Learn II",

1800
01:17:30.377 --> 01:17:34.100
and it more focuses on the context of the learner,

1801
01:17:34.100 --> 01:17:35.970
the cultures that the learners come from,

1802
01:17:35.970 --> 01:17:38.870
so both of these are excellent resources.

1803
01:17:38.870 --> 01:17:41.360
Because we know a lot about learning now

1804
01:17:41.360 --> 01:17:43.540
that we did not know before.

1805
01:17:43.540 --> 01:17:44.940
We know that active learning

1806
01:17:46.162 --> 01:17:47.660
is much more lasting than passive learning.

1807
01:17:47.660 --> 01:17:51.061
Pat Cross says that passive learning is really an oxymoron,

1808
01:17:51.061 --> 01:17:53.611
your brain has got to be actively engaged to learn.

1809
01:17:54.673 --> 01:17:57.220
And metacognition is important.

1810
01:17:57.220 --> 01:17:59.320
Now we know that teaching students about metacognition,

1811
01:17:59.320 --> 01:18:03.120
teaching them the word metacognition is really important.

1812
01:18:03.120 --> 01:18:06.900
So they know what their role in the learning process is

1813
01:18:06.900 --> 01:18:09.140
and how to understand that role.

1814
01:18:09.140 --> 01:18:11.430
And we know that the level at which learning occurs

1815
01:18:11.430 --> 01:18:14.600
is important and that's where Bloom's Taxonomy comes in.

1816
01:18:14.600 --> 01:18:17.310
And this is the form of Bloom's that I like to share

1817
01:18:17.310 --> 01:18:21.260
with students where remembering is at the very bottom,

1818
01:18:21.260 --> 01:18:24.433
and just memorize, straight memorizing definitions,

1819
01:18:25.860 --> 01:18:27.800
go definitions and formulas.

1820
01:18:27.800 --> 01:18:29.820
Understanding, you can explain that information

1821
01:18:29.820 --> 01:18:32.670
in own terms to your 80 year old uncle

1822
01:18:32.670 --> 01:18:36.690
or your eight year old niece in words

1823
01:18:36.690 --> 01:18:38.860
that they understand, giving them examples

1824
01:18:38.860 --> 01:18:40.600
and analogies from their life.

1825
01:18:40.600 --> 01:18:42.760
If you're at applying, now you can use the information

1826
01:18:42.760 --> 01:18:45.550
to solve problems and answer questions

1827
01:18:45.550 --> 01:18:46.870
you've never seen before.

1828
01:18:46.870 --> 01:18:50.690
If you're at analyzing, you can now take any concept up,

1829
01:18:50.690 --> 01:18:52.100
breaking into simpler terms,

1830
01:18:52.100 --> 01:18:54.660
and explain how they fit together.

1831
01:18:54.660 --> 01:18:57.300
At evaluating, you could look at any two ideas,

1832
01:18:57.300 --> 01:18:58.540
two theories, two concepts,

1833
01:18:58.540 --> 01:19:00.510
and determine whether one is more likely

1834
01:19:00.510 --> 01:19:02.077
to be accurate than another.

1835
01:19:02.077 --> 01:19:04.920
And at creating, you can come up with your own ideas,

1836
01:19:04.920 --> 01:19:07.460
your own thoughts, your own ways of doing things.

1837
01:19:07.460 --> 01:19:12.140
And here's another form of it that has now some verbs

1838
01:19:12.140 --> 01:19:14.900
that are associated with each level.

1839
01:19:14.900 --> 01:19:17.560
And I find that when we teach students

1840
01:19:17.560 --> 01:19:20.033
about Bloom's Taxonomy, they get it.

1841
01:19:20.992 --> 01:19:23.370
And so here's the next poll question,

1842
01:19:23.370 --> 01:19:26.130
and I want you to tell me what you think students said,

1843
01:19:26.130 --> 01:19:30.250
how you think they answered, when I ask them to think back

1844
01:19:30.250 --> 01:19:31.970
to high school and tell me what was

1845
01:19:31.970 --> 01:19:35.160
the highest level that they had to operate in order

1846
01:19:36.031 --> 01:19:38.770
to make A's and B's in their high school classes.

1847
01:19:38.770 --> 01:19:42.423
What was the highest level you think they told me?

1848
01:19:48.350 --> 01:19:49.773
Okay, wow,

1849
01:19:49.773 --> 01:19:50.606
and we still got about 30 people,

1850
01:19:50.606 --> 01:19:52.060
so when we get to about 25,

1851
01:19:52.060 --> 01:19:54.103
I'll give you the five second warning.

1852
01:20:05.320 --> 01:20:07.173
Okay, we're there, five seconds.

1853
01:20:11.170 --> 01:20:13.032
Okay, and as you can see,

1854
01:20:13.032 --> 01:20:14.350
yeah, you're right on target,

1855
01:20:14.350 --> 01:20:17.283
76% of us said, remember and understanding,

1856
01:20:18.211 --> 01:20:21.260
then another 20% applying, and a few creating,

1857
01:20:21.260 --> 01:20:23.000
and there are a few students who say creating

1858
01:20:23.000 --> 01:20:25.560
if they've had AP courses or IB courses,

1859
01:20:25.560 --> 01:20:26.760
but you are right on,

1860
01:20:26.760 --> 01:20:28.960
most of them say remembering, understanding.

1861
01:20:30.031 --> 01:20:31.633
So then when I asked, well,

1862
01:20:32.910 --> 01:20:34.153
now that you know about Bloom's

1863
01:20:34.153 --> 01:20:35.990
and you've seen what we do here at UVM,

1864
01:20:35.990 --> 01:20:38.500
what's the lowest level you think you'll have to operate

1865
01:20:38.500 --> 01:20:40.700
to get the level of learning

1866
01:20:40.700 --> 01:20:45.700
to consistently get the grades that you made in high school?

1867
01:20:45.700 --> 01:20:48.130
'Cause you're not any less smart than you were then,

1868
01:20:48.130 --> 01:20:49.433
you're totally capable,

1869
01:20:50.674 --> 01:20:52.252
what's the lowest level you think you're going

1870
01:20:52.252 --> 01:20:54.200
to have to operate in order to do that?

1871
01:20:54.200 --> 01:20:57.073
And we'll see what you think students say about that.

1872
01:21:05.215 --> 01:21:08.632
Okay, I see so far applying has the edge.

1873
01:21:15.050 --> 01:21:17.540
Okay, I'll give you the five second warning.

1874
01:21:21.434 --> 01:21:22.267
Okay, and we'll stop.

1875
01:21:22.267 --> 01:21:24.100
Now the big bump here was at applying.

1876
01:21:24.100 --> 01:21:26.970
I think you're gonna be very pleasantly surprised

1877
01:21:26.970 --> 01:21:28.360
to see what students do.

1878
01:21:28.360 --> 01:21:31.940
And I do want you to ask this to students in your class,

1879
01:21:31.940 --> 01:21:34.970
and you could make it in,

1880
01:21:34.970 --> 01:21:36.530
what's the lowest level you think you need

1881
01:21:36.530 --> 01:21:39.963
to operate to make A's in this particular class,

1882
01:21:40.896 --> 01:21:44.380
to master the concepts in this class.

1883
01:21:44.380 --> 01:21:48.760
In this group, a big bump was at one for high school

1884
01:21:48.760 --> 01:21:51.320
and it was at evaluating for college.

1885
01:21:51.320 --> 01:21:53.251
This group, oh, okay,

1886
01:21:53.251 --> 01:21:54.590
only showed you one year data.

1887
01:21:54.590 --> 01:21:57.640
Yeah, so most groups will go from being clustered

1888
01:21:57.640 --> 01:21:58.790
around the ones, two, threes

1889
01:21:58.790 --> 01:22:00.400
to the 4, 5, 6.

1890
01:22:00.400 --> 01:22:05.400
But once I had a group that said mostly threes, you know,

1891
01:22:05.870 --> 01:22:07.420
kind of like you said, and I said,

1892
01:22:07.420 --> 01:22:09.132
okay, I see what you're saying,

1893
01:22:09.132 --> 01:22:12.310
but how many of you have either research papers

1894
01:22:12.310 --> 01:22:14.550
that you have to do for the end of the semester,

1895
01:22:14.550 --> 01:22:17.530
or research project, or a presentation,

1896
01:22:17.530 --> 01:22:18.750
or a research paper?

1897
01:22:18.750 --> 01:22:20.980
All the hands went up and then I asked them, okay,

1898
01:22:20.980 --> 01:22:24.100
if you've gotta do that, what level do you think that is?

1899
01:22:24.100 --> 01:22:27.040
And put in the chat box, what level is that,

1900
01:22:27.040 --> 01:22:30.110
if they've got to do research papers,

1901
01:22:30.110 --> 01:22:33.380
or research projects, or term papers,

1902
01:22:33.380 --> 01:22:35.363
what level would you say that is?

1903
01:22:39.134 --> 01:22:40.051
Okay, yeah.

1904
01:22:41.480 --> 01:22:43.620
Okay, so I see you saying fives and sixes.

1905
01:22:43.620 --> 01:22:46.077
Students say six and Jenny says,

1906
01:22:46.077 --> 01:22:47.600
creating with an exclamation!

1907
01:22:47.600 --> 01:22:50.360
I've actually only had students say six,

1908
01:22:50.360 --> 01:22:52.630
they don't even say five anymore, they say six.

1909
01:22:52.630 --> 01:22:54.193
And I said, yeah,

1910
01:22:54.193 --> 01:22:56.590
because the difference between an outstanding project

1911
01:22:56.590 --> 01:22:58.420
or paper and one that's mediocre

1912
01:22:58.420 --> 01:23:00.880
is the amount of creativity that goes into it.

1913
01:23:00.880 --> 01:23:03.210
And so then when they see that, aah,

1914
01:23:03.210 --> 01:23:04.710
I need to be at creating.

1915
01:23:04.710 --> 01:23:06.175
Then I said, okay,

1916
01:23:06.175 --> 01:23:08.900
so we have a tool for that, we call it the study cycle,

1917
01:23:08.900 --> 01:23:10.450
and there are different forms of it.

1918
01:23:10.450 --> 01:23:13.340
You'll see a different form of it that I did this morning,

1919
01:23:13.340 --> 01:23:16.173
but all the same steps, preview information,

1920
01:23:17.007 --> 01:23:18.011
before you go to class,

1921
01:23:18.011 --> 01:23:20.840
go to class, review as soon after class as possible.

1922
01:23:20.840 --> 01:23:23.189
And then it only takes about 10 minutes to do these,

1923
01:23:23.189 --> 01:23:26.910
but you have to do more than that.

1924
01:23:26.910 --> 01:23:29.560
And we call 'em focused study sessions,

1925
01:23:29.560 --> 01:23:31.790
we show them how to organize those.

1926
01:23:31.790 --> 01:23:36.674
And then they can check to see if they know

1927
01:23:36.674 --> 01:23:37.969
it well enough to teach it,

1928
01:23:37.969 --> 01:23:41.620
if they have time to do another focused study session,

1929
01:23:41.620 --> 01:23:43.400
etcetera, choose then.

1930
01:23:43.400 --> 01:23:46.197
And students love of this,

1931
01:23:46.197 --> 01:23:48.440
they love it because, especially STEM students,

1932
01:23:48.440 --> 01:23:50.473
you probably heard students say, well,

1933
01:23:50.473 --> 01:23:53.070
you know, I just really don't know how to study.

1934
01:23:53.070 --> 01:23:55.460
They tell us this all the time and they tell us

1935
01:23:57.046 --> 01:23:58.030
because I never had to study in high school

1936
01:23:58.030 --> 01:23:59.190
and nobody taught me,

1937
01:23:59.190 --> 01:24:02.880
and so they love this because this is a very structured way.

1938
01:24:02.880 --> 01:24:05.783
And our students call it that preview review thing.

1939
01:24:07.430 --> 01:24:09.660
Here's an email from a young lady who's now,

1940
01:24:09.660 --> 01:24:13.003
she's about to get her PhD probably in 2023 at Emory.

1941
01:24:14.046 --> 01:24:17.472
And this was when she graduated, she said she got an A+

1942
01:24:17.472 --> 01:24:18.305
on three out of four of her finals,

1943
01:24:18.305 --> 01:24:19.690
using that method of studying.

1944
01:24:19.690 --> 01:24:21.640
It's important to use it every day before finals week,

1945
01:24:21.640 --> 01:24:24.300
but she said it really benefits students during finals week

1946
01:24:24.300 --> 01:24:26.480
because it's a great time management tool,

1947
01:24:26.480 --> 01:24:29.360
when you schedule in these sessions.

1948
01:24:29.360 --> 01:24:31.090
So that's helpful.

1949
01:24:31.090 --> 01:24:35.690
There is a paper on how metacognition,

1950
01:24:35.690 --> 01:24:38.960
how it enhances the efficacy of active learning.

1951
01:24:38.960 --> 01:24:40.690
Now, another email,

1952
01:24:40.690 --> 01:24:43.000
I thought I'd put it in here, but evidently I didn't,

1953
01:24:43.000 --> 01:24:45.600
this was an email from an engineering professor

1954
01:24:46.607 --> 01:24:49.080
at North Dakotas State who gave just

1955
01:24:49.080 --> 01:24:52.300
the information about Bloom's and the study cycle

1956
01:24:52.300 --> 01:24:55.860
to a student who was not doing well at all.

1957
01:24:55.860 --> 01:24:58.480
And about three weeks later, he sent her an email,

1958
01:24:58.480 --> 01:24:59.990
he'd made a hundred on the first test,

1959
01:24:59.990 --> 01:25:03.000
I think it was 115% on the first and only graded homework.

1960
01:25:03.000 --> 01:25:05.210
And she said, then she started inviting students

1961
01:25:05.210 --> 01:25:07.370
to co-teach lectures with her.

1962
01:25:07.370 --> 01:25:10.060
And she found that they poured their passion

1963
01:25:10.060 --> 01:25:12.590
into the lecture and they got a lot out of it.

1964
01:25:12.590 --> 01:25:14.530
And so that was very helpful.

1965
01:25:14.530 --> 01:25:16.650
Okay, so actually I see where we are,

1966
01:25:16.650 --> 01:25:19.493
we are now at about 2:57,

1967
01:25:21.070 --> 01:25:22.410
and I know we're supposed to end at 3:00,

1968
01:25:22.410 --> 01:25:26.300
but I probably will go over about five to seven minutes,

1969
01:25:26.300 --> 01:25:28.840
but I never do that without getting permission

1970
01:25:28.840 --> 01:25:31.040
from my participants.

1971
01:25:31.040 --> 01:25:36.040
So is it okay if I go over about seven minutes or so after?

1972
01:25:36.920 --> 01:25:38.750
Okay, I'm seeing a thumbs up, a yes.

1973
01:25:38.750 --> 01:25:41.070
And I know some of you will need to leave

1974
01:25:41.070 --> 01:25:43.240
because you may have a class coming up,

1975
01:25:43.240 --> 01:25:47.100
but there is gonna be a tape of this, it's being taped,

1976
01:25:47.100 --> 01:25:48.840
and then you can just go to the end of the tape

1977
01:25:48.840 --> 01:25:50.020
if you have to miss it.

1978
01:25:50.020 --> 01:25:52.170
But okay, so thank you.

1979
01:25:52.170 --> 01:25:53.980
Oh, okay, Jim has to head out.

1980
01:25:53.980 --> 01:25:55.920
Okay, great, thank you for coming.

1981
01:25:55.920 --> 01:25:57.450
Yeah, and anybody who has to leave,

1982
01:25:57.450 --> 01:26:00.200
no problem, you'll be able to see the tape.

1983
01:26:00.200 --> 01:26:02.900
Now there's an article in the proceedings

1984
01:26:02.900 --> 01:26:04.280
of the National Academy of Science

1985
01:26:04.280 --> 01:26:06.970
that active learning narrows the achievement gaps

1986
01:26:06.970 --> 01:26:09.130
for underrepresented students in undergraduate science,

1987
01:26:09.130 --> 01:26:11.283
technology, engineering, and math courses.

1988
01:26:12.311 --> 01:26:14.930
And so I think knowing that if we use active learning

1989
01:26:14.930 --> 01:26:17.706
in combination with teaching students about metacognition,

1990
01:26:17.706 --> 01:26:19.763
it has great potential.

1991
01:26:20.600 --> 01:26:23.493
Students typically don't like active learning.

1992
01:26:24.370 --> 01:26:27.052
This study found that students thought

1993
01:26:27.052 --> 01:26:28.743
that they learned a whole lot more

1994
01:26:28.743 --> 01:26:30.210
if the lecture just gave them the information,

1995
01:26:30.210 --> 01:26:32.510
rather than having them spend their time

1996
01:26:32.510 --> 01:26:35.210
talking to their next door neighbor, blah, blah, blah.

1997
01:26:39.443 --> 01:26:40.510
Yeah, I don't have it,

1998
01:26:40.510 --> 01:26:43.230
every time I need to get to it, I just Google.

1999
01:26:43.230 --> 01:26:46.390
Yeah, I just Google the title and then it comes up.

2000
01:26:46.390 --> 01:26:48.787
But Beverly, if you don't get it,

2001
01:26:48.787 --> 01:26:50.980
then just email me and I will certainly be happy

2002
01:26:52.194 --> 01:26:54.860
to send it to you, because it is something that

2003
01:26:54.860 --> 01:26:58.020
I think is important for everybody to know,

2004
01:26:58.020 --> 01:27:00.830
and this article about how students feel

2005
01:27:00.830 --> 01:27:03.570
about active learning is extremely important

2006
01:27:03.570 --> 01:27:06.250
for students to know that even though you might think

2007
01:27:06.250 --> 01:27:09.513
you're not learning while you're doing active learning,

2008
01:27:10.537 --> 01:27:13.296
you are learning a lot more than if you are gonna

2009
01:27:13.296 --> 01:27:14.703
just get a straight lecture.

2010
01:27:16.378 --> 01:27:19.763
And we can teach this to an entire class,

2011
01:27:20.715 --> 01:27:22.960
and I was just gonna show you some results here.

2012
01:27:22.960 --> 01:27:24.840
I only do this after the students get

2013
01:27:24.840 --> 01:27:27.030
the results back from their first test or quiz,

2014
01:27:27.030 --> 01:27:29.590
because I find that if we try to do it before then,

2015
01:27:29.590 --> 01:27:32.296
most students will think, I don't need this.

2016
01:27:32.296 --> 01:27:33.735
You know, I don't know why she's talking

2017
01:27:33.735 --> 01:27:34.734
to me about this stuff.

2018
01:27:34.734 --> 01:27:36.500
I got my A's, A+ from high school.

2019
01:27:36.500 --> 01:27:37.333
Oh, wait,

2020
01:27:37.333 --> 01:27:38.960
she must be talking to all the dumies in the class

2021
01:27:38.960 --> 01:27:40.700
who need this stuff, but not me.

2022
01:27:40.700 --> 01:27:43.470
But then after the first test or quiz, they see that,

2023
01:27:43.470 --> 01:27:45.580
hmm, maybe I need this too.

2024
01:27:45.580 --> 01:27:49.573
And so the average on the first exam was about the same,

2025
01:27:50.836 --> 01:27:53.740
but on the second exam, these folks went up to 77,

2026
01:27:53.740 --> 01:27:57.051
these folks went down to 69, end of the course,

2027
01:27:57.051 --> 01:27:57.884
whole letter grade difference.

2028
01:27:57.884 --> 01:27:58.717
And we published this

2029
01:27:59.747 --> 01:28:00.877
in the "Journal of Chemical Education".

2030
01:28:06.560 --> 01:28:08.460
Next year we did it in second semester

2031
01:28:09.497 --> 01:28:11.518
and there was a two letter grade difference,

2032
01:28:11.518 --> 01:28:14.322
and here you see the big difference was in homework total.

2033
01:28:14.322 --> 01:28:16.622
Once students understood the value of homework

2034
01:28:17.637 --> 01:28:19.230
and how it helped their learning,

2035
01:28:19.230 --> 01:28:22.793
then they changed their behavior, and it paid off big time.

2036
01:28:23.635 --> 01:28:25.760
And then this year, we only gave them the information

2037
01:28:25.760 --> 01:28:28.303
after they'd done the first three exams.

2038
01:28:30.238 --> 01:28:31.860
And the average in the class was less than a C,

2039
01:28:31.860 --> 01:28:36.160
it was at a D, and this time the people who attended

2040
01:28:36.160 --> 01:28:39.600
had an average lower than the people who were there.

2041
01:28:39.600 --> 01:28:41.280
But by the end of the course,

2042
01:28:41.280 --> 01:28:43.570
these people were still a letter grade higher,

2043
01:28:43.570 --> 01:28:45.599
exam four, average,

2044
01:28:45.599 --> 01:28:47.840
and the final exam, 81 versus 75.

2045
01:28:47.840 --> 01:28:49.740
So it makes a big difference.

2046
01:28:49.740 --> 01:28:51.550
And I like to show students these data

2047
01:28:51.550 --> 01:28:53.293
to help 'em buy into it also.

2048
01:28:54.719 --> 01:28:56.790
These faculty members figured out how

2049
01:28:56.790 --> 01:29:01.279
to do a face to face format of the study cycle,

2050
01:29:01.279 --> 01:29:03.694
and they published their work in this article,

2051
01:29:03.694 --> 01:29:05.120
which you can find.

2052
01:29:05.120 --> 01:29:06.470
And so in a couple of minutes,

2053
01:29:06.470 --> 01:29:09.210
I'm just gonna talk about mindset,

2054
01:29:09.210 --> 01:29:12.080
and that is the idea,

2055
01:29:12.080 --> 01:29:14.290
Carol Dweck's work, put in the chat box for me,

2056
01:29:14.290 --> 01:29:18.323
yes or no, if you're familiar with Dweck's work on mindset.

2057
01:29:19.594 --> 01:29:22.130
Because it has to do the attitude

2058
01:29:22.130 --> 01:29:24.200
that people have about intelligence.

2059
01:29:24.200 --> 01:29:25.480
Okay, a lot of people are,

2060
01:29:25.480 --> 01:29:27.820
some people are not, so briefly,

2061
01:29:27.820 --> 01:29:31.250
I'll say what Dweck found was that most people

2062
01:29:31.250 --> 01:29:34.040
have one of two ideas about intelligence.

2063
01:29:34.040 --> 01:29:35.270
Either they think that you were born

2064
01:29:35.270 --> 01:29:37.197
with a certain amount of it,

2065
01:29:37.197 --> 01:29:38.223
it's not gonna change very much,

2066
01:29:39.058 --> 01:29:39.970
and she calls that a fixed mindset.

2067
01:29:39.970 --> 01:29:41.650
The other view is that you can grow

2068
01:29:41.650 --> 01:29:43.390
your intelligence with your actions,

2069
01:29:43.390 --> 01:29:45.123
you can make yourself smarter.

2070
01:29:46.337 --> 01:29:48.790
And this is very important because your reaction

2071
01:29:48.790 --> 01:29:51.720
to a lot of things are based on your mindset.

2072
01:29:51.720 --> 01:29:53.900
People with a fixed mindset avoid challenges,

2073
01:29:53.900 --> 01:29:56.470
they give up very easily when they get to an obstacle,

2074
01:29:56.470 --> 01:29:58.150
they don't even expend any effort because

2075
01:29:58.150 --> 01:29:59.470
they think effort is fruitless,

2076
01:29:59.470 --> 01:30:02.266
'cause either they they're smart enough to do it

2077
01:30:02.266 --> 01:30:04.600
without trying or they're not smart enough to do it at all.

2078
01:30:04.600 --> 01:30:06.120
They ignore constructive criticism

2079
01:30:06.120 --> 01:30:08.900
and they find the success of others very threatening.

2080
01:30:08.900 --> 01:30:12.080
Whereas people with a growth mindset, embrace challenges,

2081
01:30:12.080 --> 01:30:13.870
they persist through obstacles,

2082
01:30:13.870 --> 01:30:16.610
they know that effort is the path to mastery,

2083
01:30:16.610 --> 01:30:17.850
they learn from criticism,

2084
01:30:17.850 --> 01:30:21.016
and they're inspired when they see others succeed.

2085
01:30:21.016 --> 01:30:23.570
And this is just a little diagram that shows how,

2086
01:30:23.570 --> 01:30:26.090
if you have a growth mindset, you're gonna grow,

2087
01:30:26.090 --> 01:30:28.400
but with a fixed mindset, you're not.

2088
01:30:28.400 --> 01:30:30.340
Now last two poll questions,

2089
01:30:30.340 --> 01:30:33.680
what mindset about intelligence

2090
01:30:33.680 --> 01:30:36.860
do you think most students at UVM have?

2091
01:30:36.860 --> 01:30:40.050
Do you think they have mostly a fixed mindset

2092
01:30:40.050 --> 01:30:43.040
or a growth mindset?

2093
01:30:43.040 --> 01:30:45.810
And I'll see what you're saying.

2094
01:30:45.810 --> 01:30:47.637
Oh, this is interesting.

2095
01:30:47.637 --> 01:30:50.436
So far everybody says fixed, okay,

2096
01:30:50.436 --> 01:30:52.194
here's one that says growth.

2097
01:30:52.194 --> 01:30:53.444
Okay, but most of us, 94,

2098
01:30:54.880 --> 01:30:57.080
okay, now it's 85%,

2099
01:30:57.080 --> 01:30:59.340
but still the vast majority of us think fixed.

2100
01:30:59.340 --> 01:31:01.330
And I actually find that that's the case,

2101
01:31:01.330 --> 01:31:03.680
especially for students who've done really, really well.

2102
01:31:03.680 --> 01:31:06.270
They've always been told they're very smart

2103
01:31:06.270 --> 01:31:07.940
and they're smarter than everybody else,

2104
01:31:07.940 --> 01:31:11.233
and they know that they were born that way.

2105
01:31:12.110 --> 01:31:13.030
Now, oh yeah,

2106
01:31:13.030 --> 01:31:14.810
exactly, I've always been bad at chemistry,

2107
01:31:14.810 --> 01:31:16.290
I just don't have the chemistry gene.

2108
01:31:16.290 --> 01:31:18.320
I see it a lot in math also.

2109
01:31:18.320 --> 01:31:20.580
What mindset about student intelligence

2110
01:31:20.580 --> 01:31:22.343
do you think most faculty have?

2111
01:31:24.453 --> 01:31:27.840
And tell me if that's fixed or growth, you think?

2112
01:31:27.840 --> 01:31:31.780
And we will see, I didn't ask this question earlier,

2113
01:31:31.780 --> 01:31:35.290
in the session this morning with general faculty,

2114
01:31:35.290 --> 01:31:38.840
but I find that typically general faculty say

2115
01:31:38.840 --> 01:31:41.790
that STEM faculty have a fixed mindset,

2116
01:31:41.790 --> 01:31:45.293
but STEM faculty always say that they have a growth mindset.

2117
01:31:46.367 --> 01:31:49.750
And so yeah, I'll stop it now.

2118
01:31:49.750 --> 01:31:52.170
And I'm sure that most of you on this line

2119
01:31:52.170 --> 01:31:56.460
do have a growth mindset, but I had a very fixed mindset.

2120
01:31:56.460 --> 01:31:59.694
It changed once I learned this information,

2121
01:31:59.694 --> 01:32:02.060
but I thought that if a student flunked my first three tests

2122
01:32:02.060 --> 01:32:04.470
in organic chemistry and came to the office

2123
01:32:04.470 --> 01:32:05.980
and said they wanted to be a neurosurgeon,

2124
01:32:05.980 --> 01:32:07.110
what could they do?

2125
01:32:07.110 --> 01:32:09.490
I would say, let's talk about your backup plan.

2126
01:32:09.490 --> 01:32:12.940
I repent of that now, I'm sorry I said that,

2127
01:32:12.940 --> 01:32:16.573
but I had no idea that this was possible.

2128
01:32:17.580 --> 01:32:18.863
And okay, so we did that,

2129
01:32:20.239 --> 01:32:24.910
and oh yeah, here's an email from a student

2130
01:32:24.910 --> 01:32:27.050
who obviously had a fixed mindset,

2131
01:32:27.050 --> 01:32:28.130
he wanted me to tutor him.

2132
01:32:28.130 --> 01:32:30.230
He said he wasn't doing well in chemistry,

2133
01:32:31.117 --> 01:32:34.490
not he wasn't doing well, he wasn't good at chemistry,

2134
01:32:34.490 --> 01:32:35.850
and his grade was reflecting that.

2135
01:32:35.850 --> 01:32:37.120
He wanted me to tutor him,

2136
01:32:37.120 --> 01:32:39.670
I spent not one nanosecond tutoring this guy,

2137
01:32:39.670 --> 01:32:41.930
gave him one session like this,

2138
01:32:42.983 --> 01:32:44.643
to share the strategies I'm talking about.

2139
01:32:45.666 --> 01:32:48.342
And these was grades after and his grades before.

2140
01:32:48.342 --> 01:32:51.245
And he sent me the email that he ended up earning a 90, A,

2141
01:32:51.245 --> 01:32:52.078
and he said, I think what I did different

2142
01:32:52.078 --> 01:32:53.710
was make side notes in each chapter,

2143
01:32:53.710 --> 01:32:55.720
and as I progressed to the next chapter,

2144
01:32:55.720 --> 01:32:57.310
I was able to refer to these notes.

2145
01:32:57.310 --> 01:33:00.510
I would say that in chemistry,

2146
01:33:00.510 --> 01:33:05.510
everything builds from the previous topic, who knew?

2147
01:33:06.010 --> 01:33:08.020
Now, I'm glad he figured that out

2148
01:33:08.020 --> 01:33:11.308
because we actually talked about that in the session.

2149
01:33:11.308 --> 01:33:13.262
And I think that his faculty member thought

2150
01:33:13.262 --> 01:33:16.861
that by April 6th, of a course that started in January,

2151
01:33:16.861 --> 01:33:18.540
he would've figured out by now

2152
01:33:18.540 --> 01:33:20.750
that everything built from the previous topic.

2153
01:33:20.750 --> 01:33:23.491
But he didn't, and he didn't even have the book,

2154
01:33:23.491 --> 01:33:25.140
and I think I tell that story in the book.

2155
01:33:25.140 --> 01:33:26.770
But he didn't even know that there was a book

2156
01:33:26.770 --> 01:33:28.703
for the course before we met.

2157
01:33:30.028 --> 01:33:32.680
There's a study that links faculty attitudes on intelligence

2158
01:33:32.680 --> 01:33:34.290
to student success in STEM

2159
01:33:34.290 --> 01:33:37.060
with a large impact on minority student success.

2160
01:33:37.060 --> 01:33:40.100
What they found was that all students in the class

2161
01:33:40.976 --> 01:33:44.450
of a professor with a fixed mindset, I mean,

2162
01:33:44.450 --> 01:33:49.040
with a growth mindset did better, these did better.

2163
01:33:49.040 --> 01:33:52.410
And the white and Asian students,

2164
01:33:52.410 --> 01:33:55.110
the difference, the gap between their performance

2165
01:33:55.993 --> 01:33:57.779
and the performance of black, Latino,

2166
01:33:57.779 --> 01:34:01.170
and Native American students, that gap was cut in half.

2167
01:34:01.170 --> 01:34:04.212
And so I know one of your strategic goals in CMS

2168
01:34:04.212 --> 01:34:06.520
is to get rid of the discrepancy

2169
01:34:06.520 --> 01:34:08.820
between the success rates of those two groups,

2170
01:34:09.671 --> 01:34:10.940
and that's one way to do it.

2171
01:34:10.940 --> 01:34:12.360
Here is an interview with

2172
01:34:12.360 --> 01:34:15.210
a Princeton neuroscience graduate student

2173
01:34:15.210 --> 01:34:16.910
who came from a public high school

2174
01:34:18.714 --> 01:34:21.350
and she was making B's and C's her freshman year.

2175
01:34:21.350 --> 01:34:23.980
And she and her colleague thought that coming

2176
01:34:23.980 --> 01:34:25.570
from a public school,

2177
01:34:25.570 --> 01:34:26.740
that's all they were gonna be able to do.

2178
01:34:26.740 --> 01:34:27.890
'Cause they saw all these kids

2179
01:34:27.890 --> 01:34:30.750
from the private schools making the A's.

2180
01:34:30.750 --> 01:34:33.220
But she said the growth mindset in the book was so,

2181
01:34:33.220 --> 01:34:35.150
so important because before that I thought,

2182
01:34:35.150 --> 01:34:36.360
if you're smart, you're smart.

2183
01:34:36.360 --> 01:34:38.510
You came from a private high school, you're all set.

2184
01:34:38.510 --> 01:34:41.551
You came from a public high school, you can't even grow.

2185
01:34:41.551 --> 01:34:42.384
But then she learned that she could

2186
01:34:42.384 --> 01:34:45.600
and she got a C in her first neuro class,

2187
01:34:45.600 --> 01:34:47.550
the professor asked, why are you even majoring in neuro?

2188
01:34:47.550 --> 01:34:49.100
You having a C in my class.

2189
01:34:49.100 --> 01:34:52.690
But she stayed in, she got an A+ on her senior thesis,

2190
01:34:52.690 --> 01:34:54.920
she had all A's her senior year,

2191
01:34:54.920 --> 01:34:57.560
her last year taking all neuroscience courses.

2192
01:34:57.560 --> 01:34:59.770
And she said, if it wasn't for the growth mindset,

2193
01:34:59.770 --> 01:35:00.870
I wouldn't be here.

2194
01:35:00.870 --> 01:35:02.460
I now know that just because you're from

2195
01:35:02.460 --> 01:35:03.790
a public high school doesn't mean

2196
01:35:03.790 --> 01:35:05.290
you can't thrive at Princeton.

2197
01:35:06.193 --> 01:35:07.520
And you probably don't have a lot of students

2198
01:35:08.445 --> 01:35:09.920
who are leaving UVM because of a fixed mindset.

2199
01:35:09.920 --> 01:35:11.480
But I bet you have a lot of students

2200
01:35:11.480 --> 01:35:13.750
who are leaving STEM majors.

2201
01:35:13.750 --> 01:35:15.220
And if they have this information,

2202
01:35:15.220 --> 01:35:18.940
they will know that they can succeed.

2203
01:35:18.940 --> 01:35:19.830
You can read this later,

2204
01:35:19.830 --> 01:35:22.150
but this was a professor in California.

2205
01:35:22.150 --> 01:35:25.010
She had a student who had failed the first time

2206
01:35:25.970 --> 01:35:28.280
and she thought she was bad at biology,

2207
01:35:28.280 --> 01:35:31.630
but she liked this information on strategies and mindset.

2208
01:35:31.630 --> 01:35:33.510
She's getting an A this semester,

2209
01:35:33.510 --> 01:35:35.310
highest grade on the final exam.

2210
01:35:35.310 --> 01:35:36.320
She said, it gets better,

2211
01:35:36.320 --> 01:35:38.030
she wasn't doing all an intro physics,

2212
01:35:38.030 --> 01:35:41.030
the professor gave her the test back and said drop.

2213
01:35:41.030 --> 01:35:42.991
But she decided that she was good at physics too,

2214
01:35:42.991 --> 01:35:45.130
with this new growth mindset.

2215
01:35:45.130 --> 01:35:47.520
And she ended up with a B in that class also.

2216
01:35:47.520 --> 01:35:50.750
And so I like to share these stories with strategies.

2217
01:35:50.750 --> 01:35:53.940
HSTEM, I noticed one of your college goals

2218
01:35:53.940 --> 01:35:56.853
is to make students feel more included,

2219
01:35:57.870 --> 01:36:01.143
and this is a wonderful project that was started at Amherst.

2220
01:36:02.305 --> 01:36:04.070
And if you just Google that,

2221
01:36:04.070 --> 01:36:06.890
and this is actually the website for that,

2222
01:36:06.890 --> 01:36:09.670
this is a great space for students

2223
01:36:09.670 --> 01:36:12.993
to feel that they can bring their authentic selves

2224
01:36:12.993 --> 01:36:13.920
to the STEM arena.

2225
01:36:13.920 --> 01:36:15.260
And so, as we end,

2226
01:36:15.260 --> 01:36:18.040
I wanna end with this student

2227
01:36:18.040 --> 01:36:21.490
who was not passing any of his cums, almost none,

2228
01:36:21.490 --> 01:36:25.060
he passed one of his cums the first year.

2229
01:36:25.060 --> 01:36:26.040
We give eight a year,

2230
01:36:26.040 --> 01:36:28.160
they have to pass six within their first two years,

2231
01:36:28.160 --> 01:36:30.160
or they're kicked out of the PhD program.

2232
01:36:30.160 --> 01:36:32.530
He only passed one his first year,

2233
01:36:32.530 --> 01:36:35.360
but he learned the strategies and passed all five

2234
01:36:35.360 --> 01:36:37.700
the next year out of seven exams,

2235
01:36:37.700 --> 01:36:39.420
he didn't even need the eighth one.

2236
01:36:39.420 --> 01:36:42.910
And people in chemistry thought that

2237
01:36:42.910 --> 01:36:45.309
there's no way he was gonna pass five out of eight

2238
01:36:45.309 --> 01:36:48.910
if he only passed one out out of eight, but he did.

2239
01:36:48.910 --> 01:36:50.433
And he learned the strategies.

2240
01:36:51.457 --> 01:36:52.989
This is he, Dr. Algernon Kelley,

2241
01:36:52.989 --> 01:36:55.056
take a good look at this guy.

2242
01:36:55.056 --> 01:36:56.800
He's the only person I know on the planet

2243
01:36:58.434 --> 01:36:59.613
who has a PhD in chemistry now,

2244
01:36:59.613 --> 01:37:00.490
his is in analytical chemistry.

2245
01:37:00.490 --> 01:37:02.810
But he started every single college course

2246
01:37:02.810 --> 01:37:04.253
at the remedial level.

2247
01:37:05.296 --> 01:37:08.111
And so now he teaches these strategies everywhere he goes,

2248
01:37:08.111 --> 01:37:10.300
and he gets lots of emails, as you're gonna start getting,

2249
01:37:10.300 --> 01:37:12.510
as I get from students.

2250
01:37:12.510 --> 01:37:14.470
And I'd like to end with these three,

2251
01:37:14.470 --> 01:37:16.210
October 17th, the student writes,

2252
01:37:16.210 --> 01:37:18.070
I'm struggling, really wanna succeed,

2253
01:37:18.070 --> 01:37:20.060
but everything is just ending with a decent grade.

2254
01:37:20.060 --> 01:37:22.050
He was pre-med, he was getting C's.

2255
01:37:22.050 --> 01:37:24.220
I was hoping you could mentor me and guide me down the path

2256
01:37:24.220 --> 01:37:26.380
that will help me realize my true potential.

2257
01:37:26.380 --> 01:37:28.630
One week later made an 84 compared to 56

2258
01:37:28.630 --> 01:37:31.700
on my chemistry exam.

2259
01:37:31.700 --> 01:37:36.310
November 3rd, increased bio from 76 to 91.5.

2260
01:37:36.310 --> 01:37:40.155
I've honestly gained a sense of hope and confidence.

2261
01:37:40.155 --> 01:37:41.450
And that's what students lose

2262
01:37:41.450 --> 01:37:45.110
when they come with all the confidence in the world

2263
01:37:45.110 --> 01:37:47.080
that they're gonna take UVM by storm,

2264
01:37:47.080 --> 01:37:48.290
they're gonna be successful.

2265
01:37:48.290 --> 01:37:51.010
Then they get that first set of tests and quizzes back

2266
01:37:51.010 --> 01:37:52.270
and they are sunk.

2267
01:37:52.270 --> 01:37:55.070
But then this information can give it back to them.

2268
01:37:55.070 --> 01:37:56.510
My family and I are really grateful

2269
01:37:56.510 --> 01:37:59.056
you've taken the time to get me back on track.

2270
01:37:59.056 --> 01:38:00.280
And you see the difference in his attitude,

2271
01:38:00.280 --> 01:38:02.120
in his mood, I should say.

2272
01:38:02.120 --> 01:38:04.040
He goes from hello, Dr. Kelley,

2273
01:38:04.040 --> 01:38:06.260
hey Dr. Kelley, hey Dr. Kelley!

2274
01:38:06.260 --> 01:38:09.130
And so when students have that level of enthusiasm

2275
01:38:09.130 --> 01:38:12.580
about their courses, then it really makes a big difference.

2276
01:38:12.580 --> 01:38:13.970
So in conclusion,

2277
01:38:13.970 --> 01:38:16.700
we really can close this metacognitive equity gap,

2278
01:38:16.700 --> 01:38:19.100
we can help our STEM students be more successful

2279
01:38:19.967 --> 01:38:21.840
by teaching them how to learn, making the learning visible.

2280
01:38:21.840 --> 01:38:24.240
We can't judge their potential on their initial performance

2281
01:38:24.240 --> 01:38:25.820
and we can't let them do it either.

2282
01:38:25.820 --> 01:38:27.550
We gotta encourage them to persist,

2283
01:38:27.550 --> 01:38:29.320
even when they initially fail,

2284
01:38:29.320 --> 01:38:32.230
we gotta encourage them to use these metacognitive tools.

2285
01:38:32.230 --> 01:38:33.780
And these are some references,

2286
01:38:33.780 --> 01:38:34.900
these are some acknowledgements,

2287
01:38:34.900 --> 01:38:36.433
this is the faculty resource.

2288
01:38:37.307 --> 01:38:38.860
And if you really wanna increase the chances

2289
01:38:38.860 --> 01:38:40.770
that students are gonna use the strategies,

2290
01:38:40.770 --> 01:38:43.356
then please suggest that they read the book.

2291
01:38:43.356 --> 01:38:46.050
In fact, this is the first day I've ever

2292
01:38:46.050 --> 01:38:48.290
had this slide in here like this,

2293
01:38:48.290 --> 01:38:50.496
because I didn't want it to seem

2294
01:38:50.496 --> 01:38:52.788
like I was hawking my wares, you know,

2295
01:38:52.788 --> 01:38:55.546
trying to push students into reading the book.

2296
01:38:55.546 --> 01:38:56.379
But I've had faculty say, you know,

2297
01:38:56.379 --> 01:38:58.850
I need you to talk to my students.

2298
01:38:58.850 --> 01:39:00.846
And there were faculty who said, you know,

2299
01:39:00.846 --> 01:39:02.270
well, I told students, you know,

2300
01:39:02.270 --> 01:39:04.283
I saw that great workshop you did,

2301
01:39:05.256 --> 01:39:06.960
and I told the students the strategies,

2302
01:39:06.960 --> 01:39:08.420
but I can't get 'em to do it.

2303
01:39:08.420 --> 01:39:11.410
And it finally dawned on me only about six months ago,

2304
01:39:11.410 --> 01:39:14.450
that the difference may be that the faculty

2305
01:39:14.450 --> 01:39:15.390
are hearing it from me,

2306
01:39:15.390 --> 01:39:17.450
you're seeing all these wonderful examples,

2307
01:39:17.450 --> 01:39:21.030
but then students are getting it from you

2308
01:39:21.030 --> 01:39:23.880
where you don't have time to put in all this other stuff.

2309
01:39:23.880 --> 01:39:25.010
But when they read the book,

2310
01:39:25.010 --> 01:39:27.610
it starts off with my experience.

2311
01:39:27.610 --> 01:39:31.630
I was a memorizer and I give lots of examples

2312
01:39:31.630 --> 01:39:32.880
and they find it motivational,

2313
01:39:32.880 --> 01:39:35.199
'cause I get emails from students.

2314
01:39:35.199 --> 01:39:38.830
And so now I am unabashedly suggesting

2315
01:39:38.830 --> 01:39:40.810
that you have students read the book,

2316
01:39:40.810 --> 01:39:42.130
and actually what I would love,

2317
01:39:42.130 --> 01:39:43.530
I don't know if I have any takers,

2318
01:39:43.530 --> 01:39:46.050
but if there's someone who could have this book,

2319
01:39:46.050 --> 01:39:50.330
maybe as a resource, you could recommend it,

2320
01:39:50.330 --> 01:39:52.720
or resource, or whatever for a class,

2321
01:39:52.720 --> 01:39:55.810
'cause I'd like to see if reading the book,

2322
01:39:55.810 --> 01:39:58.770
if a class reads the book, if it makes a difference.

2323
01:39:58.770 --> 01:40:00.380
This is the one for parents

2324
01:40:00.380 --> 01:40:04.819
and I am going to now I think that's the end of it.

2325
01:40:04.819 --> 01:40:06.710
This is interesting, I guess that really is the end,

2326
01:40:06.710 --> 01:40:09.670
because it will not let me, and oh yeah,

2327
01:40:09.670 --> 01:40:11.440
that's the end, and no wonder won't let me.

2328
01:40:11.440 --> 01:40:16.440
Okay, so I'm gonna stop presenting and I will end this,

2329
01:40:16.580 --> 01:40:21.580
and I just wanna a thank you to everyone who has come.

2330
01:40:21.650 --> 01:40:23.858
I know there's a lot of other things

2331
01:40:23.858 --> 01:40:25.370
you needed to be doing with your time this afternoon,

2332
01:40:25.370 --> 01:40:28.350
but you decided to spend this time with us.

2333
01:40:28.350 --> 01:40:30.630
So thank you, thank you, thank you.

2334
01:40:30.630 --> 01:40:32.823
And I will turn it back over to CTL.

2335
01:40:35.080 --> 01:40:37.350
<v ->Well, we just wanna thank you so much for being here,</v>

2336
01:40:37.350 --> 01:40:39.543
Dr. McGuire, this has been wonderful.

2337
01:40:41.267 --> 01:40:42.706
And you can see with the enthusiasm in the chat

2338
01:40:42.706 --> 01:40:45.640
that other folks got so much out of this as well.

2339
01:40:45.640 --> 01:40:47.950
<v ->Oh yes, and I see a lot of thanks to me.</v>

2340
01:40:47.950 --> 01:40:49.860
I wanna thank you because you are

2341
01:40:49.860 --> 01:40:51.820
in the trenches doing all the hard work.

2342
01:40:51.820 --> 01:40:53.270
I just sit in my study and talk

2343
01:40:53.270 --> 01:40:56.600
to wonderful people like you, so thank you.

2344
01:40:56.600 --> 01:40:58.870
And on behalf of your students,

2345
01:40:58.870 --> 01:41:00.983
they are very fortunate to have you.

2346
01:41:01.829 --> 01:41:04.090
And when you have this additional set of tools

2347
01:41:04.090 --> 01:41:07.000
in your arsenal where you can teach them, aah,

2348
01:41:07.000 --> 01:41:08.871
100 outta 10 stars, aah, Alexandria. (hums)

2349
01:41:08.871 --> 01:41:13.871
And I loved the feedback that I got from everybody,

2350
01:41:15.210 --> 01:41:17.083
so thank you, thank you, thank you.

2351
01:41:18.037 --> 01:41:20.330
And I can hang on in answering other questions

2352
01:41:20.330 --> 01:41:21.620
if anybody has them,

2353
01:41:21.620 --> 01:41:24.550
but please don't feel compelled to stay on.

2354
01:41:24.550 --> 01:41:26.910
I've enjoyed you, have a great rest of the week,

2355
01:41:26.910 --> 01:41:29.010
and have a wonderful rest of the semester.