WEBVTT

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<v ->From the Center for Teaching and Learning,</v>

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and it is such a pleasure to be welcoming you all to this

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morning's workshop on teaching students, how to learn.

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And I'm thrilled that we have such robust attendance with

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people in so many different roles and from so many different

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corners of campus.

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We wanna thank the Kroepsch-Maurice Endowment,

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this presentation today with Dr. Saundra Y. McGuire.

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Today is part of the

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Kroepsch-Maurice Faculty Development and Lecture Series

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event and so we're grateful for that support.

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And as I hope all of you know that here at the CTL

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we are very interested in supporting kind of whole

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instructors thinking about whole students and the ways in

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which education fits into the whole experience of our lives.

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And so we wanted to give you a sense of a very broad sense

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of who our wonderful guest speaker is today.

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So let me tell you a little bit about

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Dr. Saundra Y. McGuire before she gets started.

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Dr. McGuire is the Director Emerita of the

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Center for Academic Success and also retired assistant

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vice chancellor and professor

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of Chemistry at Louisiana State University.

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She has delivered keynotes or presented workshops on

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effective learning strategies at over 500 institutions

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in 47 states,

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gotta get those last three in and 13 countries prior to

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joining LSU.

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She spent 11 years at Cornell where she received the coveted

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Clark Distinguished Teaching Award and her best selling

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books "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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And very interestingly, there's a parent version,

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"The Parents Guide to Studying and Learning,"

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which was released just last month.

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And in fact,

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if you take a look at "Teach Students How to Learn"

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the first chapter gives a really wonderful overview of

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Dr McGuire's evolution from first year graduate student

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getting hooked on the question of how to help students learn

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better through her, the fullness of her career.

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McGuire's most recent accolades include being

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named 2022 Louisiana legend by Louisiana Public Broadcasting

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listed in the 2020 edition of Marcus who's, in America

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the 2019 Commitment to Excellence in Academic Support Award

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from the Commission for Academic Support

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in Higher Education.

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And she was inducted into LSU science Hall of Distinction

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in 2017.

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She's an elected fellow of the American Chemical Society.

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The American Association for the Advancement of Science and

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the Council for Learning Assistance and Developmental

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Education Associations.

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She's received the presidential award for excellence in

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science, mathematics, and engineering mentoring

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in a White House Oval Office Ceremony.

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Dr. McGuire received her B.S, magna cum laude from

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Southern University in Baton Rouge, Louisiana,

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her master's degree from Cornell and her PhD from the

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University of Tennessee at Knoxville,

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where she received the chancellor's citation for exceptional

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professional promise.

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She is married to Dr. Steven C. McGuire the

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James and Ruth Smith professor of

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physics emeritus at Southern University.

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And they are the parents of Dr. Carlo McGuire Davis and

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Dr. Stephanie McGuire and the doting grandparents of Joshua,

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Ruth, Daniel, and Joseph Davis.

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So you can see Dr. McGuire has an interest in connections

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and learning across the lifespan.

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And we are just so honored to have you with us this morning,

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Dr. McGuire, and I will turn it over to you.

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<v ->Thank you so much.</v>

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And please call me Saundra.

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I know I'm probably old enough to be your mom,

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but we're colleagues in this space.

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So yes, well again, welcome everyone.

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Thank you so much for joining me.

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I'm so excited to be speaking to folks at UVM

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because now I can say 48,

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I've spoken to faculty in 48 states because Vermont was one

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of the ones that I had to tick off the list.

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And now I only have, cuz I counted DC.

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So it's a total of 51.

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So I only have now Alaska, Hawaii and Idaho to go.

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But I wanna thank everyone for joining me to talk about a

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topic that I am now so passionate about

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teach students how to learn.

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But it's the concept that was pretty foreign to me as

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recently as about 25 years ago.

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In fact, the whole,

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the phrase teach students how to learn was nonsensical to

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me, how you gonna teach somebody how to learn.

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They don't know how to learn and you teach them

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how to learn.

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They're not gonna learn it cuz they don't know how to learn.

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And so it just made no sense to me.

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But now I understand that that means that we can teach

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students that learning is a process.

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It's not an activity that happens the night before a test

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and we can actually teach them the components of that

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process and the steps involved so that they will be in a

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position to become self direct independent learners,

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as opposed to relying on us to tell them everything.

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Oh, and I see we have a colleague from English,

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a director of undergraduate writing, great.

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Well, I can tell you,

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I use the chat box very liberally and I ask a lot of

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questions, they don't have any right or wrong answers.

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I just wanna know what your experience has been and what

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you're thinking.

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And we also have a few polls that are coming up,

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so please participate freely and you can ask questions in

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the chat box, make comments.

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And I have asked my host because sometimes things come

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across fast and furiously and they scroll up and I don't see

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it and so if I miss something,

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one of our hosts is going to unmute the mic and let us know.

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So you know, a little bit about me.

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And so I wanted to know just a little bit,

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and this is the first poll question.

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I wanna know how familiar you are with my work.

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I've done lots and lots of workshops before.

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So you've attended an in-person workshop or participated in

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a webinar or if you've read the book or both or none of the

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above and I will see.

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Yeah, it's interesting with Zoom.

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It's different if I see the responses in the chat box that

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meant that people didn't enter them into the poll,

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but I know with teams you can enter into the poll and you

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see them on the chat, so.

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And then I see the results as they're coming in, okay.

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Oh, okay, so most of us now, 83%, none of the above

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and we have 29 responses.

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Oh yeah.

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So we can in the poll, typically we have about 30 people

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and so usually when we about 25,

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I'll give you the five second warning and then we'll take it

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off in five seconds.

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Now let me just ask, cause I almost never use teams.

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Can everybody see the compose?

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Yeah, you can see that in the chat box too,

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can't you?

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<v ->Correct.</v>

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<v ->Okay, wonderful, okay.</v>

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And so, okay, great.

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So most of you are not familiar at all.

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And then the next question is how much do you know about

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metacognition and nothing or just a little moderate amount,

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quite a lot or more than you wanna know.

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And so I will see what that comes out to be.

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Yeah, the first time I did a workshop in teams was about

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a month ago and I hated it, it was the bane of my existence,

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but now I'm warming up to teams now because I see it does

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some things that Zoom does not do.

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Okay, so we've got, oh, okay.

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We've got 29 responses.

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So that's pretty much everybody.

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Okay, and so I see we have okay.

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Almost nothing, or just a little bit, quite a lot

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about five and then more than I care to know too.

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Now I'm one of those more than I care to know.

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And so I'm wondering sometimes people put that and they say,

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well, that was a mistake

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but then sometimes people say, yeah, no,

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I have metacognition.

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I'm sick of hearing that term.

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And so hopefully if you're the person who said more than I

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care to know,

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we'll get a slightly different perspective and see how it

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impacts students and hopefully make a little bit of

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difference.

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And so whenever I speak in institutions,

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I always like to look at the mission statement and the

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vision statement and you're creating, evaluating, sharing,

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and applying knowledge to prepare students,

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to be accountable leaders who are gonna bring to their work

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dedication to the global community,

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but a grasp of complexity, effective problem solving,

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communication skills and an enduring commitment to

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learning and ethical conduct.

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And I think this is where when students understand about

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metacognition, they do become much better at

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solving problems and

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understanding complexity and addressing that.

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And in your strategic vision,

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student success and experience are it really is the first of

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your three strategic imperatives.

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So if we're talking about student success,

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then metacognition really is very important to that.

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Now my personal connection to UVM started in 2002.

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Because that's when you stole my favorite provost and

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this is the person you stole.

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And so just put in the chat box who this person is,

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if you recognize the face and I'll see if anybody knows

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who this is.

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Okay, I don't see any, oh, okay.

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Yep, there he is Dan Fogel.

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Okay, absolutely.

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Well, Dan was the provost at LSU before he went to UVM.

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And the reason that I say he's my favorite provost, Dan,

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within the first couple of weeks when I was at LSU,

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he announced in a faculty meeting and almost nobody knew who

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I was because I just gotten there that he was gonna give

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$100,000 to the learning center for supplemental instruction

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and service learning.

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And I about fell outta my chair because I wasn't expecting

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that and people were looking around who is this

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Saundra McGuire, who's getting a hundred thousand dollars.

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But it really was the catalyst to my professional

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development and understanding what this increasing student

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learning was all about by way of the first supplemental

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instruction leader training that I went to.

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And so it really catalyzed my career and he provided

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resources that turned our Center for Academic Success into a

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nationally award winning unit.

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And I've looked at the website for your

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Center for Academic Success and I think that they would,

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they're very competitive for that award.

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So I'm going to encourage them to look into that.

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The National College Learning Center Association

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recognizes learning centers with that.

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Now I also like to look at the retention and graduation

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rates and thank you.

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I saw the hand clap there.

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Your retention rate is very good.

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It's 87%, the national average is 69 and

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the Vermont average is 62, and so that's very good.

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Your six year graduation rate is 78.2% well above the

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national average of 53.8.

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But this particular website that I can use that gives me

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this information also gives me the expected

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six year graduation rate

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based on the preparation of the students

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who come and it's 79%.

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So you're within a percentage point of that.

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But I think that with the information that we're gonna talk

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about today, you will be able to improve these rates.

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And I'm gonna say to get at least over 80, maybe even 85%,

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but that's, if we teach students how to learn,

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if we help them develop the right mindset.

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And if we motivate them to implement

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effective learning strategies,

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which many of them come to UVM not knowing about.

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And so that's all about metacognition.

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And the reason that I use metacognition as the construct to

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talk with students about this is

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in the past before I learned this,

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because I was learning center director at Cornell,

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but we always talked about study skills.

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We were gonna teach students study skills.

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But I find that most often when students hear study skills,

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their eyes kind of glaze over.

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They don't wanna hear about study skills and especially the

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caliber of students who come to UVM because they've done

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well in high school,

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they are convinced that they know how to study.

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And so study skills, they are not so interested in,

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but metacognition that gets their attention because they

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haven't heard that term.

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And so I actually, when I'm doing a student presentation,

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I have them dissect the term with me

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so they know exactly what it is.

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And very simply put it's your ability to think about

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your own thinking.

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Now I know this is a very simple definition

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but I find that when I'm talking to students,

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if I want them to really intuitively understand the meaning

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of something, then I gotta keep it simple.

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And so I tell students it's as if you have a big brain

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outside your brain looking at what your brain is doing.

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And that big brain is asking your brain questions.

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And it's saying,

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does she really understand this information

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or did she just memorize last night

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because the test is today.

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It's your ability to be consciously aware that you are a

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problem solver.

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So when things come up that you don't know the answer to,

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or you have a question,

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you don't have to rely on somebody else

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to give you the information.

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You can take steps to figure out the answers

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to your own questions.

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And for me it takes students out of what I call victim

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mentality, where they say, well, oh,

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I didn't know there was a test today.

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Oh, I didn't know it was gonna cover five chapters.

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I didn't know the paper had to be typed.

291
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And so these kinds of things,

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00:14:09.220 --> 00:14:12.050
students will be in a position to figure out for themselves.

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And I'll give you a good example of that.

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So here's the next question for the chat box.

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If we really think about it,

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most of the questions that our students ask us about our

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courses, where could they find that information?

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They come and they ask us,

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but if they really thought about it,

300
00:14:28.500 --> 00:14:30.170
where could they find that information?

301
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If it's something about the course, you know,

302
00:14:32.030 --> 00:14:33.110
how many tests are we gonna,

303
00:14:33.110 --> 00:14:36.000
exactly next, the syllabus, yes.

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And so if a student, okay.

305
00:14:38.620 --> 00:14:42.160
A Blackboard or exactly the LMS, yes.

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And so if a student is not using their metacognitive brain,

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then they might think, oh,

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I wonder when the next test is gonna be.

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I need to ask the professor.

310
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And the metacognitive brain says, no,

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we don't need to ask the professor about that.

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We can figure this out.

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And then the brain says, well, what am I supposed to do?

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And the metacognitive brain says,

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well, what resources did our instructor give us

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that might have that information on it?

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And so it leads the students to the syllabus and they look

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00:15:07.140 --> 00:15:09.007
at the syllabus and they get the answer.

319
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And so they don't have to ask the instructor about that.

320
00:15:13.410 --> 00:15:15.130
But I tell students that doesn't mean that you're not gonna

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00:15:15.130 --> 00:15:17.900
be talking to your professors because you will.

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But when you talk with your professor,

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00:15:20.220 --> 00:15:23.110
you'll be asking questions and discussing things that you

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really could not get the answer to yourself.

325
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And so the discussion will be at a much higher level.

326
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It's your ability to plan, monitor,

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and control your mental processing.

328
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So you know if you're understanding something

329
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or just memorizing it.

330
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It's your ability to accurately judge your level of

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00:15:38.900 --> 00:15:42.070
learning and that's really, really important

332
00:15:42.070 --> 00:15:44.900
because I find that a lot of students,

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their big problem is they have no idea that the level of

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00:15:48.970 --> 00:15:52.180
learning in college at the university is very different from

335
00:15:52.180 --> 00:15:53.050
high school.

336
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When I talk with student groups, I will ask them,

337
00:15:55.680 --> 00:15:57.810
how many of you have ever heard a professor say something

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00:15:57.810 --> 00:15:59.540
like you're at the university now

339
00:15:59.540 --> 00:16:02.440
we operate at higher levels you gotta kick it up a notch.

340
00:16:02.440 --> 00:16:04.090
Well, all the hands go up.

341
00:16:04.090 --> 00:16:05.150
But then when I ask them,

342
00:16:05.150 --> 00:16:07.960
who thinks you can tell me exactly what those professors are

343
00:16:07.960 --> 00:16:09.970
talking about when they make that statement?

344
00:16:09.970 --> 00:16:12.740
Almost no hands go up and the few that do,

345
00:16:12.740 --> 00:16:14.490
they'll say things like, oh,

346
00:16:14.490 --> 00:16:19.060
they mean that UVM is gonna be harder than high school.

347
00:16:19.060 --> 00:16:21.610
Or sometimes they'll say they mean that we have to take more

348
00:16:21.610 --> 00:16:23.660
responsibility for our own learning.

349
00:16:23.660 --> 00:16:25.560
Sometimes they'll say that, well,

350
00:16:25.560 --> 00:16:26.850
they're gonna give us more work.

351
00:16:26.850 --> 00:16:28.990
And I say, yeah, all these things are true,

352
00:16:28.990 --> 00:16:33.210
but how many of you've ever heard of Bloom's taxonomy and

353
00:16:33.210 --> 00:16:34.780
almost nobody has.

354
00:16:34.780 --> 00:16:36.830
And so please put in the chat box for me,

355
00:16:36.830 --> 00:16:39.110
would you say, is this is a yes or no question?

356
00:16:39.110 --> 00:16:41.563
A lot of my questions are yes or no for the chat box,

357
00:16:41.563 --> 00:16:44.300
but yes or no would you say you are very familiar

358
00:16:44.300 --> 00:16:48.450
with Bloom's taxonomy or not so much, okay.

359
00:16:48.450 --> 00:16:52.130
And I'm seeing some yeses and yeah,

360
00:16:52.130 --> 00:16:55.120
it's changed over years when I first started doing this and

361
00:16:55.120 --> 00:16:57.210
I see Rachel says, no, not a problem,

362
00:16:57.210 --> 00:16:58.960
cuz we're gonna talk about what it is.

363
00:16:58.960 --> 00:17:02.780
But Alexandria says yeppers peppers.

364
00:17:02.780 --> 00:17:06.670
When sometimes people say I'm all bloomed out.

365
00:17:06.670 --> 00:17:07.970
Oh yeah, Krathwohl version.

366
00:17:07.970 --> 00:17:09.590
Yep, that's what we're gonna talk about.

367
00:17:09.590 --> 00:17:13.987
And so don't worry if you're not because gonna talk about

368
00:17:13.987 --> 00:17:17.430
it but when I ask students this almost nobody has.

369
00:17:17.430 --> 00:17:20.170
And let me ask the other question because most of us are

370
00:17:20.170 --> 00:17:21.550
very familiar with it.

371
00:17:21.550 --> 00:17:25.800
So yes or no, have you actively taught Bloom's taxonomy

372
00:17:25.800 --> 00:17:27.940
Krathwohl version or any version?

373
00:17:27.940 --> 00:17:30.590
Have you actively taught it to your students,

374
00:17:30.590 --> 00:17:34.000
spent some class time going over Bloom's taxonomy and

375
00:17:34.000 --> 00:17:35.440
talking about the different levels?

376
00:17:35.440 --> 00:17:36.360
Have you done that?

377
00:17:36.360 --> 00:17:37.800
Give me a yes or no.

378
00:17:37.800 --> 00:17:40.620
Okay, and so now the noes are coming in.

379
00:17:40.620 --> 00:17:44.420
And I totally understand that because I learned

380
00:17:44.420 --> 00:17:46.280
Bloom's taxonomy as a graduate student.

381
00:17:46.280 --> 00:17:48.610
My PhD is actually in chemical education,

382
00:17:48.610 --> 00:17:52.740
but I never taught it to students because I learned it as a

383
00:17:52.740 --> 00:17:54.800
construct that we as faculty would use

384
00:17:54.800 --> 00:17:57.280
to target our instruction, to target our assessments and

385
00:17:57.280 --> 00:17:58.630
never taught it to students.

386
00:17:58.630 --> 00:18:00.260
But when I got to LSU,

387
00:18:00.260 --> 00:18:03.580
they were teaching Bloom's to students very successfully.

388
00:18:03.580 --> 00:18:07.690
And so I started to teach Bloom's to students.

389
00:18:07.690 --> 00:18:11.020
And the number one reaction I got from students was,

390
00:18:11.020 --> 00:18:15.050
wow, I wish somebody had told me about this before.

391
00:18:15.050 --> 00:18:18.260
I wish I had known about this in high school

392
00:18:18.260 --> 00:18:20.960
because it makes all the difference in the world.

393
00:18:20.960 --> 00:18:24.880
And I think that Bloom's taxonomy is the lens through which

394
00:18:24.880 --> 00:18:29.880
students have to hear that statement that is at a higher

395
00:18:29.890 --> 00:18:32.090
level because if they don't even know levels exist,

396
00:18:32.090 --> 00:18:34.910
then they have no idea that there's anything other than

397
00:18:34.910 --> 00:18:36.290
memorization and regurgitation.

398
00:18:36.290 --> 00:18:38.090
And I say, Alexandria says,

399
00:18:38.090 --> 00:18:40.900
I wish I had time flexibility to do so.

400
00:18:40.900 --> 00:18:45.060
Well, what I'm gonna suggest actually is you really don't

401
00:18:45.060 --> 00:18:47.180
necessarily have to take any class time.

402
00:18:47.180 --> 00:18:49.250
It helps if you take class time.

403
00:18:49.250 --> 00:18:52.620
And I have a section in the book that talks about that

404
00:18:52.620 --> 00:18:54.500
because of course that's what most faculty say,

405
00:18:54.500 --> 00:18:56.420
well, I really don't have time to do this,

406
00:18:56.420 --> 00:19:00.456
but there's a biology professor who spends a lot of,

407
00:19:00.456 --> 00:19:01.289
well, I shouldn't say a lot of time

408
00:19:01.289 --> 00:19:03.340
because it doesn't take a lot of time.

409
00:19:03.340 --> 00:19:06.340
But she introduces students to this and she revisits it

410
00:19:06.340 --> 00:19:07.340
during the semester.

411
00:19:07.340 --> 00:19:10.187
And I asked her, how do you have time to do this?

412
00:19:10.187 --> 00:19:13.080
And so she said, well, I make time.

413
00:19:13.080 --> 00:19:14.210
She says, I don't have time to do it,

414
00:19:14.210 --> 00:19:17.580
but I make time to do it because I find that when students

415
00:19:17.580 --> 00:19:19.320
understand this information,

416
00:19:19.320 --> 00:19:23.190
I can actually spend less time going into detail on some of

417
00:19:23.190 --> 00:19:26.640
the other things I do because now students are in a position

418
00:19:26.640 --> 00:19:29.570
to understand things on their own that I had to

419
00:19:29.570 --> 00:19:31.310
explain and detail.

420
00:19:31.310 --> 00:19:34.240
But there's also a video that I'm going to recommend.

421
00:19:34.240 --> 00:19:36.630
In fact, if you just Google go to YouTube, Google,

422
00:19:36.630 --> 00:19:38.690
Saundra, McGuire metacognition.

423
00:19:38.690 --> 00:19:43.690
There's a YouTube video that several faculty I think is now

424
00:19:43.850 --> 00:19:46.630
got maybe over a thousand views,

425
00:19:46.630 --> 00:19:50.740
but sometimes faculty will just assign students to

426
00:19:50.740 --> 00:19:53.760
watch that video and then write a brief reflection

427
00:19:53.760 --> 00:19:56.670
on how they're gonna use that information in the course.

428
00:19:56.670 --> 00:19:59.740
And so you really don't have to take any time at all

429
00:19:59.740 --> 00:20:02.600
out of class time, but it's really important for our

430
00:20:02.600 --> 00:20:03.940
students to understand Bloom's.

431
00:20:03.940 --> 00:20:05.810
I wonder if it helps students recognize that the

432
00:20:05.810 --> 00:20:09.230
memorization that can be their responsibility.

433
00:20:09.230 --> 00:20:11.210
Exactly, that Lennon.

434
00:20:11.210 --> 00:20:14.077
Yes, that's exactly what this professor says.

435
00:20:14.077 --> 00:20:18.400
And it helps the flipp classroom work so much better also

436
00:20:18.400 --> 00:20:20.590
when students know what's going on.

437
00:20:20.590 --> 00:20:24.780
So I'm gonna really encourage us to find a way to expose

438
00:20:24.780 --> 00:20:26.150
our students to Bloom's.

439
00:20:26.150 --> 00:20:27.377
And it's your ability to know what you know and

440
00:20:27.377 --> 00:20:30.010
what you don't know so you don't show up at a test or a quiz

441
00:20:30.010 --> 00:20:32.440
thinking, okay, I'm good, I studied all night,

442
00:20:32.440 --> 00:20:33.510
I know this stuff.

443
00:20:33.510 --> 00:20:36.260
And then you get to the test or a quiz and see the first two

444
00:20:36.260 --> 00:20:38.843
items, it's like, oh, oh I guess I don't know this.

445
00:20:39.700 --> 00:20:42.770
And there's a reason though that most students haven't

446
00:20:42.770 --> 00:20:46.320
developed metacognitive skills because it really just wasn't

447
00:20:46.320 --> 00:20:48.490
necessary before.

448
00:20:48.490 --> 00:20:51.400
And to give you an idea about that,

449
00:20:51.400 --> 00:20:52.566
these are data from the

450
00:20:52.566 --> 00:20:55.320
UCLA Higher Education Research Institute,

451
00:20:55.320 --> 00:20:58.770
where every year they survey first year students,

452
00:20:58.770 --> 00:21:01.160
they ask all kinds of students,

453
00:21:01.160 --> 00:21:03.778
students at four year universities,

454
00:21:03.778 --> 00:21:06.120
research one year universities,

455
00:21:06.120 --> 00:21:08.970
two year colleges and they ask a lot of questions,

456
00:21:08.970 --> 00:21:11.630
but I'm particularly interested in the answers to two.

457
00:21:11.630 --> 00:21:15.410
One is the amount of time that students spent doing any

458
00:21:15.410 --> 00:21:18.810
homework at all in 12th grade and the average that they had

459
00:21:18.810 --> 00:21:20.120
when they graduated.

460
00:21:20.120 --> 00:21:22.310
And you'll notice that this number hovers in the

461
00:21:22.310 --> 00:21:25.280
low forties, it started at 37.3.

462
00:21:25.280 --> 00:21:29.210
Now it's about 43, but the percent who graduated with an

463
00:21:29.210 --> 00:21:34.210
A average you'll notice this number past 50% in 2013.

464
00:21:34.460 --> 00:21:36.050
And it is now,

465
00:21:36.050 --> 00:21:39.520
in 2019, the last year for which the data were available

466
00:21:39.520 --> 00:21:40.920
almost 60%.

467
00:21:40.920 --> 00:21:44.140
And so what that means is that students aren't spending any

468
00:21:44.140 --> 00:21:47.070
time outside of class doing any homework in high school,

469
00:21:47.070 --> 00:21:48.190
but they're making A's.

470
00:21:48.190 --> 00:21:50.520
And so I always say that our students are

471
00:21:50.520 --> 00:21:52.530
just being good scientists.

472
00:21:52.530 --> 00:21:55.610
They're using all of the data that they've accumulated up to

473
00:21:55.610 --> 00:21:58.870
this point in time and their data tell them

474
00:21:58.870 --> 00:22:00.200
I don't have to do anything outta class,

475
00:22:00.200 --> 00:22:01.450
I'm still gonna make an A.

476
00:22:01.450 --> 00:22:04.460
And so they are acting on that when they get to our

477
00:22:04.460 --> 00:22:09.460
institutions and so we have to divest them of that notion.

478
00:22:09.760 --> 00:22:12.820
And I got some additional information about

479
00:22:12.820 --> 00:22:14.430
student behavior.

480
00:22:14.430 --> 00:22:16.310
When I asked students the following questions.

481
00:22:16.310 --> 00:22:18.050
And I want you to put in the chat box,

482
00:22:18.050 --> 00:22:20.600
how you think most students answered.

483
00:22:20.600 --> 00:22:23.300
The first question I asked was what did most of

484
00:22:23.300 --> 00:22:25.570
your teachers do in high school,

485
00:22:25.570 --> 00:22:27.630
the class period before the test?

486
00:22:27.630 --> 00:22:30.130
And put in the chat box tell me please what you think

487
00:22:30.130 --> 00:22:32.200
they said, what was the answer?

488
00:22:32.200 --> 00:22:35.250
Okay, review absolutely Deborah, review

489
00:22:35.250 --> 00:22:36.670
that's exactly what I thought.

490
00:22:36.670 --> 00:22:38.000
I was expecting that.

491
00:22:38.000 --> 00:22:41.240
And so then my second question was, well,

492
00:22:41.240 --> 00:22:45.103
what did they do during the review and put in the chat box

493
00:22:45.103 --> 00:22:48.363
tell me what you think they did during the review.

494
00:22:49.890 --> 00:22:53.310
And I'll tell you what I thought they were gonna say, okay,

495
00:22:53.310 --> 00:22:54.790
look at slides.

496
00:22:54.790 --> 00:22:57.650
Okay, let me take a couple of other responses

497
00:22:57.650 --> 00:22:58.760
in the chat box.

498
00:22:58.760 --> 00:23:02.470
I went over material that will be on the test, okay.

499
00:23:02.470 --> 00:23:04.260
And Brittany, you are,

500
00:23:04.260 --> 00:23:06.240
okay, review games, et cetera.

501
00:23:06.240 --> 00:23:10.620
Okay, and so Brittany right now is closest to

502
00:23:10.620 --> 00:23:13.090
what they actually said.

503
00:23:13.090 --> 00:23:15.420
Because actually they didn't say review material

504
00:23:15.420 --> 00:23:17.250
that would be on the test.

505
00:23:17.250 --> 00:23:18.083
They said,

506
00:23:18.083 --> 00:23:21.560
they gave us the questions and we went over the answers.

507
00:23:21.560 --> 00:23:22.830
They gave us the test questions and

508
00:23:22.830 --> 00:23:24.090
we went over the answers.

509
00:23:24.090 --> 00:23:25.320
Now I was shocked.

510
00:23:25.320 --> 00:23:27.220
So put in the chat box yes or no.

511
00:23:27.220 --> 00:23:31.620
If you realized that this is going on in high schools and

512
00:23:31.620 --> 00:23:33.720
the first group of students I talked with about this were

513
00:23:33.720 --> 00:23:36.470
students from Louisiana and LSU.

514
00:23:36.470 --> 00:23:38.850
And I thought it was a Louisiana phenomenon,

515
00:23:38.850 --> 00:23:42.380
but I have asked this question to students now all over the

516
00:23:42.380 --> 00:23:44.590
country and I get the same thing.

517
00:23:44.590 --> 00:23:47.000
I do trainings with tutors.

518
00:23:47.000 --> 00:23:50.110
And I ask in a group of tutors I ask this and

519
00:23:50.110 --> 00:23:51.680
they say the same thing.

520
00:23:51.680 --> 00:23:54.600
And so what I thought they were gonna say is what you put in

521
00:23:54.600 --> 00:23:57.640
the chat box, and I was all set to say yes,

522
00:23:57.640 --> 00:23:59.800
but we don't do that at the university,

523
00:23:59.800 --> 00:24:01.940
you have to do that yourself.

524
00:24:01.940 --> 00:24:04.080
But they said, when they said, well,

525
00:24:04.080 --> 00:24:05.780
they gave us the test questions and we went over the

526
00:24:05.780 --> 00:24:07.690
answers, I said, oh, okay.

527
00:24:07.690 --> 00:24:11.790
Well, if you had never gone to class a single day,

528
00:24:11.790 --> 00:24:13.900
except just the day before the test,

529
00:24:13.900 --> 00:24:16.680
and you went to class that day and you paid really close

530
00:24:16.680 --> 00:24:19.210
attention to what was going on in the class.

531
00:24:19.210 --> 00:24:22.340
What do you think the lowest grade you would've made on the

532
00:24:22.340 --> 00:24:24.810
test that day and put in the chat box

533
00:24:24.810 --> 00:24:26.570
what you think that was.

534
00:24:26.570 --> 00:24:28.163
Okay, so let's see.

535
00:24:29.566 --> 00:24:31.520
Is it Jerry, (indistinct), oh, Jen, okay.

536
00:24:31.520 --> 00:24:33.570
He said, oh, you read it in the book, yeah.

537
00:24:33.570 --> 00:24:38.197
Okay, B minus, let me get a couple of more responses.

538
00:24:39.850 --> 00:24:42.910
Okay, A actually a very few students said A,

539
00:24:42.910 --> 00:24:46.340
a few students said C, but most of them said B.

540
00:24:46.340 --> 00:24:51.330
And so that really helped me understand why we need to help

541
00:24:51.330 --> 00:24:55.510
students have a reality check to find out what's going on at

542
00:24:55.510 --> 00:24:56.343
the university.

543
00:24:56.343 --> 00:24:58.870
But we can't get mad at them because it's not their fault

544
00:24:58.870 --> 00:25:01.730
that they don't know this because nobody's ever exposed

545
00:25:01.730 --> 00:25:03.055
these ideas to them.

546
00:25:03.055 --> 00:25:07.070
There was an article and inside higher ed about

547
00:25:07.070 --> 00:25:09.200
how students feel about active learning.

548
00:25:09.200 --> 00:25:12.700
We all are trying to increase the amount of active learning

549
00:25:12.700 --> 00:25:16.851
that we do and how many of you have found yes or no?

550
00:25:16.851 --> 00:25:20.220
That students tend to resist active learning.

551
00:25:20.220 --> 00:25:22.270
They don't really like it so much.

552
00:25:22.270 --> 00:25:24.520
Yes, if you found that your students don't really like it

553
00:25:24.520 --> 00:25:26.560
and just put no, if your students are fine

554
00:25:26.560 --> 00:25:27.770
with active learning.

555
00:25:27.770 --> 00:25:30.030
And okay, so I'm seeing a yes.

556
00:25:30.030 --> 00:25:33.950
Yes, and what this article says is that students think that

557
00:25:33.950 --> 00:25:35.910
they're learning a lot more.

558
00:25:35.910 --> 00:25:39.730
If there's a lecturer who just gives them the information,

559
00:25:39.730 --> 00:25:43.110
then if they are required to talk to their neighbor.

560
00:25:43.110 --> 00:25:45.290
Okay, it seem to enjoy it while it's happening

561
00:25:45.290 --> 00:25:49.220
but then in the student evals they complain exactly, yes.

562
00:25:49.220 --> 00:25:54.220
And so what I recommend is sharing with students

563
00:25:54.230 --> 00:25:56.090
the research in these areas.

564
00:25:56.090 --> 00:25:57.810
Because one of the surprising things to me

565
00:25:57.810 --> 00:26:01.040
when I started doing this was the positive response is

566
00:26:01.040 --> 00:26:02.490
students had to research.

567
00:26:02.490 --> 00:26:06.890
If we said what the research says is then they get a whole

568
00:26:06.890 --> 00:26:09.840
different perspective and a different attitude.

569
00:26:09.840 --> 00:26:12.650
And also with my approach,

570
00:26:12.650 --> 00:26:15.170
I want to ask reflection questions.

571
00:26:15.170 --> 00:26:17.850
I don't like to tell students what to do.

572
00:26:17.850 --> 00:26:22.640
I like to ask them questions that will help them reflect on

573
00:26:22.640 --> 00:26:24.990
their past behavior and the current situation.

574
00:26:24.990 --> 00:26:27.310
And then they give me the answers.

575
00:26:27.310 --> 00:26:29.840
They give me the information I would've given to them.

576
00:26:29.840 --> 00:26:32.720
And so, because they come up with the information,

577
00:26:32.720 --> 00:26:35.480
it's much more likely for them to act on it.

578
00:26:35.480 --> 00:26:38.040
Okay, love it in small classes with discrete activities and

579
00:26:38.040 --> 00:26:40.370
high enrollment classes, okay, great.

580
00:26:40.370 --> 00:26:43.120
And so what all this means is that we as faculty,

581
00:26:43.120 --> 00:26:45.430
we have to help students make that transition.

582
00:26:45.430 --> 00:26:48.300
First of all, identify what the gap is between

583
00:26:48.300 --> 00:26:49.760
what they're currently doing

584
00:26:49.760 --> 00:26:52.470
that's leading to their current level of learning and

585
00:26:52.470 --> 00:26:53.920
lower grades than they would like,

586
00:26:53.920 --> 00:26:56.640
and the productive behavior that's gonna lead to desired

587
00:26:56.640 --> 00:27:00.390
learning and the grades that they want to get.

588
00:27:00.390 --> 00:27:04.850
Now, you have a very, very valuable resource at UVM,

589
00:27:04.850 --> 00:27:08.870
your Center for Academic Success and just put in the

590
00:27:08.870 --> 00:27:10.020
chat box yes or no

591
00:27:10.020 --> 00:27:14.820
if you would say that you are very familiar with that.

592
00:27:14.820 --> 00:27:16.270
If I called you up and said,

593
00:27:16.270 --> 00:27:18.990
tell me exactly what that center does and what goes on over

594
00:27:18.990 --> 00:27:21.420
there, give me a yes or no in the chat box.

595
00:27:21.420 --> 00:27:26.260
If you would be able to hold at least give me five minutes

596
00:27:26.260 --> 00:27:28.150
on what that center does.

597
00:27:28.150 --> 00:27:29.350
Give me a yes or no.

598
00:27:29.350 --> 00:27:31.380
Okay, somewhat familiar.

599
00:27:31.380 --> 00:27:34.430
Okay, absolutely yes, no love the center.

600
00:27:34.430 --> 00:27:35.263
Okay, yes.

601
00:27:35.263 --> 00:27:38.570
So it looks like a lot of you are that is your,

602
00:27:38.570 --> 00:27:40.440
a very, very good resource.

603
00:27:40.440 --> 00:27:43.890
They know all this stuff that I'm talking about and more.

604
00:27:43.890 --> 00:27:48.760
So please direct your students there and in fact,

605
00:27:48.760 --> 00:27:51.880
they're very, very valuable partners in this effort

606
00:27:51.880 --> 00:27:53.650
because they can work with you to help

607
00:27:53.650 --> 00:27:55.020
students understand this.

608
00:27:55.020 --> 00:27:59.790
And so what I'm gonna do is introduce you to some of the

609
00:27:59.790 --> 00:28:03.880
very important strategies by way of introducing you

610
00:28:03.880 --> 00:28:04.850
to students.

611
00:28:04.850 --> 00:28:06.800
And the first student is Dana,

612
00:28:06.800 --> 00:28:08.880
who was a first year physics student.

613
00:28:08.880 --> 00:28:13.630
And she was about to drop out of the physics major

614
00:28:13.630 --> 00:28:15.160
after she'd made a 54.

615
00:28:15.160 --> 00:28:19.230
I met her at a change major workshop that was being given by

616
00:28:19.230 --> 00:28:21.140
one of the professional advisors and we had

617
00:28:21.140 --> 00:28:24.330
professional advisor in the session, at least one.

618
00:28:24.330 --> 00:28:27.460
And so I, she was gonna change her major.

619
00:28:27.460 --> 00:28:31.800
And so when she was leaving, I asked her if she had about a,

620
00:28:31.800 --> 00:28:34.610
not a minute, an hour to talk with me in the office.

621
00:28:34.610 --> 00:28:35.540
And she said, sure.

622
00:28:35.540 --> 00:28:36.373
And I said, look,

623
00:28:36.373 --> 00:28:38.360
I'm not gonna try to talk you out of leaving physics,

624
00:28:38.360 --> 00:28:40.020
because if you wanna do something else,

625
00:28:40.020 --> 00:28:42.090
that is perfectly fine with me.

626
00:28:42.090 --> 00:28:44.210
But I want you to know that you're leaving physics

627
00:28:44.210 --> 00:28:46.190
not because you can't do it,

628
00:28:46.190 --> 00:28:48.330
but because you've chosen to do something else.

629
00:28:48.330 --> 00:28:51.110
And so she did, we spent about an hour.

630
00:28:51.110 --> 00:28:54.760
This was her next exam score 97,90 on the final.

631
00:28:54.760 --> 00:28:56.790
She had a 4.0 that semester.

632
00:28:56.790 --> 00:29:01.170
And she is now happily practicing medical physics.

633
00:29:01.170 --> 00:29:04.430
And her problem was that before she learned about

634
00:29:04.430 --> 00:29:06.470
metacognition and the problem solving,

635
00:29:06.470 --> 00:29:08.370
the homework approach, we're gonna talk about,

636
00:29:08.370 --> 00:29:10.040
she was memorizing formulas.

637
00:29:10.040 --> 00:29:12.480
She was using online homework programs,

638
00:29:12.480 --> 00:29:15.716
but then after she learned about how she could use

639
00:29:15.716 --> 00:29:16.960
metacognitive strategies,

640
00:29:16.960 --> 00:29:19.215
she could solve problems on her own.

641
00:29:19.215 --> 00:29:21.570
Then that's when she really took off.

642
00:29:21.570 --> 00:29:26.570
And so in the next slide, now this is, she's gonna speak.

643
00:29:27.440 --> 00:29:30.620
And I found that in Microsoft teams, for some reason,

644
00:29:30.620 --> 00:29:33.950
when I hit start, some of you will hear her,

645
00:29:33.950 --> 00:29:35.220
but others may not.

646
00:29:35.220 --> 00:29:38.470
So if you're not hearing anything after I hit start,

647
00:29:38.470 --> 00:29:41.410
then you have to click the little arrow yourself

648
00:29:41.410 --> 00:29:43.230
and you will start to hear her.

649
00:29:43.230 --> 00:29:45.320
So I'm gonna hit start

650
00:29:45.320 --> 00:29:47.470
and if you don't hear anything within five seconds,

651
00:29:47.470 --> 00:29:49.710
then hit start so we can all hear what she says.

652
00:29:49.710 --> 00:29:51.540
And I'm gonna ask you to give me a thumbs up

653
00:29:51.540 --> 00:29:54.540
if you can hear her or thumbs down if you cant.

654
00:29:54.540 --> 00:29:59.170
And I can tell you, she actually starts off pretty softly

655
00:29:59.170 --> 00:30:01.580
and so you've got to listen very carefully,

656
00:30:01.580 --> 00:30:04.170
but she gets louder as it goes on.

657
00:30:04.170 --> 00:30:05.883
Okay, so here we go.

658
00:32:38.284 --> 00:32:39.960
Okay, and I know some of you had to start it yourself,

659
00:32:39.960 --> 00:32:41.670
so I'll give another five seconds

660
00:32:44.180 --> 00:32:45.803
so everybody gets to the end.

661
00:32:50.740 --> 00:32:54.300
Okay, so I'm assuming everybody's to the end now.

662
00:32:54.300 --> 00:32:55.950
Yeah, and so Dana's story.

663
00:32:55.950 --> 00:32:58.740
Now, one thing she said that was a little bit off.

664
00:32:58.740 --> 00:32:59.573
She said that, you know,

665
00:32:59.573 --> 00:33:02.700
we worked together the whole semester and actually we did

666
00:33:02.700 --> 00:33:03.930
work together the whole semester

667
00:33:03.930 --> 00:33:05.410
because I became her mentor.

668
00:33:05.410 --> 00:33:08.630
But I only spent that one hour talking with her about

669
00:33:08.630 --> 00:33:11.030
metacognition and the strategies

670
00:33:11.030 --> 00:33:14.900
and after that she took off

671
00:33:14.900 --> 00:33:17.330
when she said that I'm phenomenal was not me.

672
00:33:17.330 --> 00:33:20.385
I'm not phenomenal, it's the strategies that are phenomenal.

673
00:33:20.385 --> 00:33:24.108
And they really are as she said, the golden ticket

674
00:33:24.108 --> 00:33:25.390
to success.

675
00:33:25.390 --> 00:33:28.410
And so what I taught Dana essentially,

676
00:33:28.410 --> 00:33:32.110
was how to do her homework differently.

677
00:33:32.110 --> 00:33:34.900
What I learned at Cornell was most students will start their

678
00:33:34.900 --> 00:33:38.620
homework the night before, they will read a problem

679
00:33:38.620 --> 00:33:42.060
and they'll flip back in the chapter to find an example of

680
00:33:42.060 --> 00:33:45.370
that problem and just follow the example and turn the

681
00:33:45.370 --> 00:33:46.203
homework in.

682
00:33:46.203 --> 00:33:47.470
Or if it's a question they'll flip back,

683
00:33:47.470 --> 00:33:50.580
find a discussion of what they've gotta answer.

684
00:33:50.580 --> 00:33:52.830
And then they answer and they turn it in.

685
00:33:52.830 --> 00:33:56.663
And of course they do very well on the homework because the

686
00:33:56.663 --> 00:33:59.310
book has done the homework for them.

687
00:33:59.310 --> 00:34:02.810
And so by the time when they get to the test or quiz,

688
00:34:02.810 --> 00:34:04.850
then they have to do it on their own

689
00:34:04.850 --> 00:34:07.100
and that's when things go south.

690
00:34:07.100 --> 00:34:09.350
So let me just ask yes or no in the chat box,

691
00:34:09.350 --> 00:34:12.890
have you had students who did really well on homework,

692
00:34:12.890 --> 00:34:16.140
but then they got D or Fs on the tests.

693
00:34:16.140 --> 00:34:18.453
Have you ever seen that phenomenon?

694
00:34:20.910 --> 00:34:21.743
Okay, yeah

695
00:34:21.743 --> 00:34:24.530
and students have no idea why that's the case

696
00:34:24.530 --> 00:34:27.680
because when they do the home work, I mean, they really,

697
00:34:27.680 --> 00:34:29.950
in their heart of hearts, as we say in Louisiana,

698
00:34:29.950 --> 00:34:31.070
bless their hearts,

699
00:34:31.070 --> 00:34:34.130
they do think that they've done the homework.

700
00:34:34.130 --> 00:34:36.080
But yes, okay, Chegg,

701
00:34:36.080 --> 00:34:38.620
that's coming up in just a minute, Luke.

702
00:34:38.620 --> 00:34:41.620
And so what I talk with students about,

703
00:34:41.620 --> 00:34:45.370
and in the book I really lay out the whole process

704
00:34:45.370 --> 00:34:47.340
so this is kind of the abbreviated version.

705
00:34:47.340 --> 00:34:51.110
But we talk about the fact that cuz they were telling me

706
00:34:51.110 --> 00:34:52.920
that this is what they do, they flip back.

707
00:34:52.920 --> 00:34:54.820
So I said, what you've gotta do is

708
00:34:54.820 --> 00:34:56.670
you've gotta study material first

709
00:34:56.670 --> 00:34:59.140
before you even look at the first problem or question.

710
00:34:59.140 --> 00:35:01.080
And then when you get to an example,

711
00:35:01.080 --> 00:35:04.190
just read the problem statement and work at yourself.

712
00:35:04.190 --> 00:35:06.210
If you study the information,

713
00:35:06.210 --> 00:35:09.910
then you will be able to at least start that example.

714
00:35:09.910 --> 00:35:12.850
And you'll probably be able to work it and just work it

715
00:35:12.850 --> 00:35:14.320
until you get to an answer.

716
00:35:14.320 --> 00:35:15.860
And when you've gotten to an answer,

717
00:35:15.860 --> 00:35:19.390
just compare the answer you got with the answer in the book.

718
00:35:19.390 --> 00:35:20.950
If you got the same answer,

719
00:35:20.950 --> 00:35:22.840
you can look at what the author did,

720
00:35:22.840 --> 00:35:25.390
but if you didn't get the same answer, don't look yet,

721
00:35:25.390 --> 00:35:27.840
try to figure out where your mistake was.

722
00:35:27.840 --> 00:35:31.410
And then I ask students at this point in the process

723
00:35:31.410 --> 00:35:34.040
is making a mistake good or bad.

724
00:35:34.040 --> 00:35:35.940
And I know quite a few of you read the book and

725
00:35:35.940 --> 00:35:36.830
that's fantastic.

726
00:35:36.830 --> 00:35:39.380
And so if you read the book, you will know the answer.

727
00:35:39.380 --> 00:35:43.340
So don't put your response in the chat box please.

728
00:35:43.340 --> 00:35:48.330
But I'm gonna ask everybody else when I tell students,

729
00:35:48.330 --> 00:35:51.180
if you don't, if you didn't get the same answer,

730
00:35:51.180 --> 00:35:52.910
then look at what the,

731
00:35:52.910 --> 00:35:55.550
then okay, if you didn't get the same answer,

732
00:35:55.550 --> 00:35:58.340
don't look yet, try to figure out where your mistake was.

733
00:35:58.340 --> 00:36:01.230
And I'll ask students at this point in the process,

734
00:36:01.230 --> 00:36:04.980
do you think making a mistake is good or bad and put in the

735
00:36:04.980 --> 00:36:07.290
chat box for me, good or bad?

736
00:36:07.290 --> 00:36:10.270
What do you think students say about making a mistake

737
00:36:10.270 --> 00:36:11.273
at this point?

738
00:36:13.290 --> 00:36:16.810
Okay, I see one good.

739
00:36:16.810 --> 00:36:19.330
I see bad, okay, great.

740
00:36:19.330 --> 00:36:20.790
Okay, now Luke said good.

741
00:36:20.790 --> 00:36:23.393
So Luke had you read the book or not?

742
00:36:26.010 --> 00:36:28.880
Bad because you're the only one who said good so far.

743
00:36:28.880 --> 00:36:30.840
Oh, there you are, yes.

744
00:36:30.840 --> 00:36:33.189
<v ->I haven't read the book yet.</v>

745
00:36:33.189 --> 00:36:34.870
I think it's good.

746
00:36:34.870 --> 00:36:35.703
I, the students,

747
00:36:35.703 --> 00:36:37.870
I started typing that before you said what the students

748
00:36:37.870 --> 00:36:40.260
think, the students think it's bad to make.

749
00:36:40.260 --> 00:36:41.093
<v ->Okay, all right.</v>

750
00:36:41.093 --> 00:36:43.980
We'll see I was just about to give you full credit,

751
00:36:43.980 --> 00:36:47.110
but now you've come clean.

752
00:36:47.110 --> 00:36:49.180
And you said that the students say bad,

753
00:36:49.180 --> 00:36:51.730
faculty always say, students say bad.

754
00:36:51.730 --> 00:36:53.790
Students always say good.

755
00:36:53.790 --> 00:36:55.080
I've never had a student.

756
00:36:55.080 --> 00:36:58.220
And yeah, I've never had a student audience that said bad,

757
00:36:58.220 --> 00:37:02.630
but I tell students that faculty say that they say bad.

758
00:37:02.630 --> 00:37:04.210
And so, yeah.

759
00:37:04.210 --> 00:37:05.840
And you say it's good.

760
00:37:05.840 --> 00:37:08.110
And so put in the chat box for me, please.

761
00:37:08.110 --> 00:37:12.400
Why is making a mistake good at this point?

762
00:37:12.400 --> 00:37:15.500
Why would you say making a mistake is good at this point?

763
00:37:15.500 --> 00:37:18.730
Because I guarantee you that what you're gonna tell me is

764
00:37:18.730 --> 00:37:20.140
exactly that yeah.

765
00:37:20.140 --> 00:37:22.220
Deborah, the number one thing is they say,

766
00:37:22.220 --> 00:37:24.660
you learn from mistakes.

767
00:37:24.660 --> 00:37:25.930
They say, yeah, they say,

768
00:37:25.930 --> 00:37:29.090
now I know where my brain is having a tendency to go wrong.

769
00:37:29.090 --> 00:37:32.040
And absolutely Jen, they say, it's not the test.

770
00:37:32.040 --> 00:37:36.460
And so I'm not gonna lose points on the test and I have time

771
00:37:36.460 --> 00:37:38.770
to make corrections, absolutely.

772
00:37:38.770 --> 00:37:40.840
But before we ask that question,

773
00:37:40.840 --> 00:37:42.610
students have never thought about, well,

774
00:37:42.610 --> 00:37:44.900
they haven't even given themselves a chance to make a

775
00:37:44.900 --> 00:37:48.610
mistake cuz they're just following what was in the example.

776
00:37:48.610 --> 00:37:53.263
And so, and I asked students, have you ever had a case

777
00:37:54.850 --> 00:37:57.030
where you got a test back and you looked at it.

778
00:37:57.030 --> 00:37:59.330
But now let me ask you this form of the question.

779
00:37:59.330 --> 00:38:02.236
Have you ever had a student who came to you and they

780
00:38:02.236 --> 00:38:04.370
looked at the test and they said, oh,

781
00:38:04.370 --> 00:38:05.520
I would've done so much better,

782
00:38:05.520 --> 00:38:07.090
but I just made simple mistakes.

783
00:38:07.090 --> 00:38:09.280
I made so many careless, simple mistakes.

784
00:38:09.280 --> 00:38:11.030
Has that ever happened?

785
00:38:11.030 --> 00:38:12.690
Have you heard that from students?

786
00:38:12.690 --> 00:38:14.100
Cause when I asked students,

787
00:38:14.100 --> 00:38:16.480
if that's what they've heard and that's happened to them and

788
00:38:16.480 --> 00:38:17.800
they said, oh yeah, all the time.

789
00:38:17.800 --> 00:38:20.360
And I tell them, I used to think the same thing I said, oh,

790
00:38:20.360 --> 00:38:21.640
these are careless mistakes.

791
00:38:21.640 --> 00:38:22.760
But I said,

792
00:38:22.760 --> 00:38:25.890
now I believe that there's no such thing as

793
00:38:25.890 --> 00:38:27.513
just careless mistakes.

794
00:38:29.070 --> 00:38:31.510
Mistakes are things that have to be made.

795
00:38:31.510 --> 00:38:34.820
Mistakes only look careless in retrospect,

796
00:38:34.820 --> 00:38:37.053
once you know what the right thing is, you know,

797
00:38:37.053 --> 00:38:39.040
a mistake looks so simple,

798
00:38:39.040 --> 00:38:40.827
but mistakes are things that have to be made.

799
00:38:40.827 --> 00:38:43.690
And I'll ask students so either you gonna make them during

800
00:38:43.690 --> 00:38:46.740
this process or where you going to make them.

801
00:38:46.740 --> 00:38:48.690
And what do you think students tell me?

802
00:38:50.350 --> 00:38:53.580
If you don't make the mistakes now during this process,

803
00:38:53.580 --> 00:38:54.930
doing your homework,

804
00:38:54.930 --> 00:38:59.080
where are you destined to make the mistakes?

805
00:38:59.080 --> 00:39:00.860
And put in the chat box what you think too.

806
00:39:00.860 --> 00:39:03.910
Exactly, yeah, they say on the test.

807
00:39:03.910 --> 00:39:07.470
And so I'm not telling them you need to do this or you're

808
00:39:07.470 --> 00:39:08.860
gonna screw up on the test.

809
00:39:08.860 --> 00:39:11.130
They're telling me if I don't do this,

810
00:39:11.130 --> 00:39:12.530
I'm gonna mess up on the test.

811
00:39:12.530 --> 00:39:15.930
And so it is much more likely that they're gonna change

812
00:39:15.930 --> 00:39:16.780
their behavior.

813
00:39:16.780 --> 00:39:18.470
So let me, let this catch up check to see if it's correct

814
00:39:18.470 --> 00:39:20.800
if it's not figure out where your mistake was.

815
00:39:20.800 --> 00:39:23.290
And that's just the examples I tell them when you get to the

816
00:39:23.290 --> 00:39:26.620
actual homework problems, treat them as if it's a test

817
00:39:26.620 --> 00:39:29.010
or a quiz, try to do three or four.

818
00:39:29.010 --> 00:39:29.843
Speed it up,

819
00:39:29.843 --> 00:39:33.560
doing it little faster because that's what you're gonna have

820
00:39:33.560 --> 00:39:35.840
to do on a test or a quiz.

821
00:39:35.840 --> 00:39:40.800
And many students don't get the most that they could on test

822
00:39:40.800 --> 00:39:43.560
and quizzes not because they don't know the answers,

823
00:39:43.560 --> 00:39:44.930
but they run out of time.

824
00:39:44.930 --> 00:39:46.740
They run out of time because they're plotting through

825
00:39:46.740 --> 00:39:49.750
everything slowly because you have as much time as you want

826
00:39:49.750 --> 00:39:51.740
when you're doing homework.

827
00:39:51.740 --> 00:39:55.420
But if you practice this before the test or a quiz,

828
00:39:55.420 --> 00:39:57.130
then it's much more likely you're gonna do it.

829
00:39:57.130 --> 00:39:58.540
And I see Luke has a hand up.

830
00:39:58.540 --> 00:39:59.543
Yes, go ahead, Luke.

831
00:40:00.657 --> 00:40:03.660
<v ->So we make a big thing about letting them work on homework</v>

832
00:40:03.660 --> 00:40:04.770
in groups.

833
00:40:04.770 --> 00:40:07.703
Like we do an active learning physics class and we have them

834
00:40:07.703 --> 00:40:11.100
work in groups and then we have them work in groups

835
00:40:11.100 --> 00:40:12.093
on the homework.

836
00:40:13.823 --> 00:40:15.020
Do you discourage that?

837
00:40:15.020 --> 00:40:17.470
Do you want them to do the homework by themselves?

838
00:40:17.470 --> 00:40:19.910
<v ->Well, okay, that's an excellent question.</v>

839
00:40:19.910 --> 00:40:22.010
I love students working in groups,

840
00:40:22.010 --> 00:40:25.320
but I want them to try the homework before

841
00:40:25.320 --> 00:40:26.200
they come to the group.

842
00:40:26.200 --> 00:40:27.820
So when they get to the group,

843
00:40:27.820 --> 00:40:32.160
everybody should have tried the homework problems and bring

844
00:40:32.160 --> 00:40:33.870
that to the group work.

845
00:40:33.870 --> 00:40:35.715
And the reason is because,

846
00:40:35.715 --> 00:40:39.210
and groups always you've got these super dedicated people

847
00:40:39.210 --> 00:40:40.830
who are gonna work everything.

848
00:40:40.830 --> 00:40:43.080
And then if the group comes together and there are people

849
00:40:43.080 --> 00:40:44.810
who haven't even looked at it or tried it,

850
00:40:44.810 --> 00:40:48.030
they're gonna be relying on these other people to kind of

851
00:40:48.030 --> 00:40:48.863
lead them through.

852
00:40:48.863 --> 00:40:52.500
It's almost like having the example in the book to rely on.

853
00:40:52.500 --> 00:40:56.220
And so if they've never had a chance to think about the way

854
00:40:56.220 --> 00:40:58.560
they would work the problem themselves,

855
00:40:58.560 --> 00:41:02.000
then that opportunity is forever lost

856
00:41:02.000 --> 00:41:04.300
when they hear somebody else explain it.

857
00:41:04.300 --> 00:41:06.360
And so that's what I tell students all the time,

858
00:41:06.360 --> 00:41:09.300
you've gotta figure out how your brain wants to approach

859
00:41:09.300 --> 00:41:12.930
this problem before you see or hear how anybody else is

860
00:41:12.930 --> 00:41:16.070
doing it, because that's the way you are going to learn it.

861
00:41:16.070 --> 00:41:19.300
And one of the things that surprised me about students is

862
00:41:19.300 --> 00:41:23.220
when I explained the rationale for what I'm recommending,

863
00:41:23.220 --> 00:41:24.840
they get it, they see it

864
00:41:24.840 --> 00:41:29.430
and they're much more willing to do this as opposed to

865
00:41:29.430 --> 00:41:30.930
just relying on somebody else.

866
00:41:30.930 --> 00:41:32.960
So I think that group work is great,

867
00:41:32.960 --> 00:41:35.720
but I think having them,

868
00:41:35.720 --> 00:41:39.280
having a discussion with them about why it's important for

869
00:41:39.280 --> 00:41:42.590
them to do the problems before they come together as a group

870
00:41:42.590 --> 00:41:44.610
is also very helpful.

871
00:41:44.610 --> 00:41:45.590
Okay, and I see Lennon says,

872
00:41:45.590 --> 00:41:47.750
I tell them when working in groups to make sure everyone

873
00:41:47.750 --> 00:41:51.000
takes a turn on presenting a problem or a solution.

874
00:41:51.000 --> 00:41:53.960
And yeah, and that's great,

875
00:41:53.960 --> 00:41:57.890
but I think many of them will resist that if they don't

876
00:41:57.890 --> 00:42:00.280
really understand why that's the case.

877
00:42:00.280 --> 00:42:02.880
And I find that going through this information actually

878
00:42:02.880 --> 00:42:06.540
helps them understand why that's so important to do that.

879
00:42:06.540 --> 00:42:07.700
Absolutely.

880
00:42:07.700 --> 00:42:09.710
And then the next strategy I'm gonna share with you is a

881
00:42:09.710 --> 00:42:14.500
reading strategy that a psychology student used,

882
00:42:14.500 --> 00:42:17.640
he made a 47 and 52 on the first two tests.

883
00:42:17.640 --> 00:42:19.960
I talked with him about 30 minutes the night before the

884
00:42:19.960 --> 00:42:23.100
third test, he made an 82, then 86 on the next one.

885
00:42:23.100 --> 00:42:26.470
So I took him to lunch to find out, what are you doing?

886
00:42:26.470 --> 00:42:28.260
And so his response to me, he said,

887
00:42:28.260 --> 00:42:30.570
I'm just doing as you told me to do.

888
00:42:30.570 --> 00:42:34.100
And what it was, was a reading strategy because he told me

889
00:42:34.100 --> 00:42:35.740
that he would do the readings,

890
00:42:35.740 --> 00:42:37.650
but when he got to the test or quiz,

891
00:42:37.650 --> 00:42:40.270
he could recognize some of the terms,

892
00:42:40.270 --> 00:42:43.000
but he didn't remember it well enough to get

893
00:42:43.000 --> 00:42:43.960
the questions right.

894
00:42:43.960 --> 00:42:47.710
And so there's a very specific reading strategy.

895
00:42:47.710 --> 00:42:50.867
It's SQ5R and there are other ones it's, you know, so,

896
00:42:50.867 --> 00:42:55.003
and it started out actually SQ3R and then it went to 4R

897
00:42:55.003 --> 00:42:59.140
and now it's 5R and very simple to teach students this

898
00:42:59.140 --> 00:43:02.050
and typically involves really just previewing the text

899
00:43:02.050 --> 00:43:06.220
before you do the reading so that you give your brain

900
00:43:06.220 --> 00:43:08.900
a big picture of what you are about to read.

901
00:43:08.900 --> 00:43:11.120
Because what we know from the cognitive science literature

902
00:43:11.120 --> 00:43:13.460
is that if the brain has a big picture,

903
00:43:13.460 --> 00:43:15.130
if it's trying to learn something new,

904
00:43:15.130 --> 00:43:16.370
if it has an overview,

905
00:43:16.370 --> 00:43:18.430
a big picture of what it's about to learn,

906
00:43:18.430 --> 00:43:22.110
and then it starts getting individual details to fit in that

907
00:43:22.110 --> 00:43:23.010
big picture,

908
00:43:23.010 --> 00:43:26.460
it's much more efficient than if it starts out getting the

909
00:43:26.460 --> 00:43:29.880
individual details, trying to create its own big picture.

910
00:43:29.880 --> 00:43:32.670
And so if you do that preview by looking at the bold phase

911
00:43:32.670 --> 00:43:35.830
print, the italicized words, any charts or graphs,

912
00:43:35.830 --> 00:43:39.390
so your brain knows what it's gonna be reading about.

913
00:43:39.390 --> 00:43:42.630
And then you come up with questions that you want the

914
00:43:42.630 --> 00:43:44.380
reading to answer for you.

915
00:43:44.380 --> 00:43:46.850
So for example, if I were reading a psychology book,

916
00:43:46.850 --> 00:43:49.360
I might see positive reinforcement,

917
00:43:49.360 --> 00:43:52.680
negative reinforcement and punishment and a chapter.

918
00:43:52.680 --> 00:43:53.570
And so I might say, well,

919
00:43:53.570 --> 00:43:55.550
I wonder what this thing's gonna say is the difference

920
00:43:55.550 --> 00:43:58.010
between negative reinforcement and punishment,

921
00:43:58.010 --> 00:44:00.030
because they both sound pretty bad to me.

922
00:44:00.030 --> 00:44:03.450
So you've given yourself a purpose for doing the reading.

923
00:44:03.450 --> 00:44:04.940
And then when you start to read,

924
00:44:04.940 --> 00:44:07.210
just read the first paragraph, stop,

925
00:44:07.210 --> 00:44:09.050
put that information in your own words,

926
00:44:09.050 --> 00:44:12.230
then read the second paragraph and stop,

927
00:44:12.230 --> 00:44:14.530
put that information in your own words and try to fold in

928
00:44:14.530 --> 00:44:15.880
what was in the first paragraph

929
00:44:15.880 --> 00:44:18.920
and then do subsequent paragraphs the same way.

930
00:44:18.920 --> 00:44:22.490
And I, well let me just ask you to put in the chat box.

931
00:44:22.490 --> 00:44:24.530
Does it sound like if you gotta do all that,

932
00:44:24.530 --> 00:44:27.363
it's gonna take a long time to get through the reading.

933
00:44:28.339 --> 00:44:29.970
Does it sound like it's gonna take,

934
00:44:29.970 --> 00:44:32.290
okay, instructors providing the reading questions,

935
00:44:32.290 --> 00:44:34.090
scaffolds as takeaway the students agency

936
00:44:34.090 --> 00:44:35.140
of development (indistinct).

937
00:44:35.140 --> 00:44:37.133
Okay, I'll get to that one.

938
00:44:38.930 --> 00:44:41.330
Okay, so my question was,

939
00:44:41.330 --> 00:44:44.080
does it sound like this reading strategy that we're talking

940
00:44:44.080 --> 00:44:47.600
about is gonna take longer to do the reading?

941
00:44:47.600 --> 00:44:49.310
Okay, so it sounds slow.

942
00:44:49.310 --> 00:44:51.630
Yes, she had that big picture.

943
00:44:51.630 --> 00:44:53.220
Okay, yes and it does.

944
00:44:53.220 --> 00:44:56.060
And when I ask student, I mean, then I ask students,

945
00:44:56.060 --> 00:44:57.660
does it sound like it's gonna take a lot longer

946
00:44:57.660 --> 00:44:58.670
they'll say yes.

947
00:44:58.670 --> 00:45:02.150
But let me go back to the question in the chat box about

948
00:45:02.150 --> 00:45:03.586
giving reading questions.

949
00:45:03.586 --> 00:45:07.240
No, I think that giving reading questions is absolutely fine

950
00:45:07.240 --> 00:45:08.790
as a scaffolding,

951
00:45:08.790 --> 00:45:13.178
but because what you're doing is kind of doing for the

952
00:45:13.178 --> 00:45:16.080
student what we're asking the student to do.

953
00:45:16.080 --> 00:45:20.180
And so maybe a variation of that you might ask them to when

954
00:45:20.180 --> 00:45:21.610
they've got the big picture,

955
00:45:21.610 --> 00:45:24.260
come up with questions that they want to get

956
00:45:24.260 --> 00:45:25.093
from the reading.

957
00:45:25.093 --> 00:45:28.880
And then look at the questions that you've given them to see

958
00:45:28.880 --> 00:45:31.760
if the questions that they came up with are on the reading

959
00:45:31.760 --> 00:45:33.370
list, or what's the difference,

960
00:45:33.370 --> 00:45:36.290
because I think that combination is gonna be

961
00:45:36.290 --> 00:45:38.190
the best of both worlds,

962
00:45:38.190 --> 00:45:41.930
where they see what the good questions are that they should

963
00:45:41.930 --> 00:45:44.630
be coming up with from the list of questions you've given

964
00:45:44.630 --> 00:45:47.710
them but they've also spent some time coming up with their

965
00:45:47.710 --> 00:45:49.290
questions also.

966
00:45:49.290 --> 00:45:50.123
Okay, yeah.

967
00:45:50.123 --> 00:45:54.150
And so students say that, it take longer and,

968
00:45:54.150 --> 00:45:56.240
but I find that it doesn't.

969
00:45:56.240 --> 00:46:00.090
I tell students, everybody I've taught this to like,

970
00:46:00.090 --> 00:46:03.150
I speak at hyperbole all the time, so please forgive me.

971
00:46:03.150 --> 00:46:04.970
I said, everybody, not everybody,

972
00:46:04.970 --> 00:46:08.620
but the students have gotten back to me love this thing.

973
00:46:08.620 --> 00:46:10.670
And they'll tell me, oh, Dr. McGuire,

974
00:46:10.670 --> 00:46:12.270
that reading strategy is fantastic.

975
00:46:12.270 --> 00:46:14.220
I'm getting so much more out of my reading now.

976
00:46:14.220 --> 00:46:15.180
And I'll ask them.

977
00:46:15.180 --> 00:46:16.520
I said, you know, that's fantastic

978
00:46:16.520 --> 00:46:19.140
are you finding that it's taking you longer to get through

979
00:46:19.140 --> 00:46:22.640
the reading using this than what you were doing before and

980
00:46:22.640 --> 00:46:25.490
to a person they say, well, no,

981
00:46:25.490 --> 00:46:29.340
actually I finished the reading sooner doing it this way.

982
00:46:29.340 --> 00:46:32.270
And so my question to you is why should,

983
00:46:32.270 --> 00:46:34.280
and you may not get a it because I haven't set it up as

984
00:46:34.280 --> 00:46:36.450
completely as I set it up for students,

985
00:46:36.450 --> 00:46:39.670
but why should it take less time to finish the reading

986
00:46:39.670 --> 00:46:42.290
doing all this than what they were doing before,

987
00:46:42.290 --> 00:46:43.440
do you think?

988
00:46:43.440 --> 00:46:46.110
And when I ask this group to students, but I've given them

989
00:46:46.110 --> 00:46:50.003
the whole setup and so they have an advantage over you.

990
00:46:51.650 --> 00:46:54.950
Okay, yeah, actually that is the very first one.

991
00:46:54.950 --> 00:46:56.900
Although I see this is CTL events

992
00:46:56.900 --> 00:46:59.010
and so you've probably read the book, right?

993
00:46:59.010 --> 00:47:02.050
CTL events, okay.

994
00:47:02.050 --> 00:47:04.810
Reading a more focused manner.

995
00:47:04.810 --> 00:47:07.310
Purpose motivated, yeah, not rereading.

996
00:47:07.310 --> 00:47:09.050
Yeah, so the students will say,

997
00:47:09.050 --> 00:47:10.060
well, you don't have to reread

998
00:47:10.060 --> 00:47:11.510
and they're absolutely right.

999
00:47:12.360 --> 00:47:13.447
CTL event (laughs).

1000
00:47:14.930 --> 00:47:17.160
Okay, but with the old way,

1001
00:47:17.160 --> 00:47:19.590
they would read a little bit and go back, read, go back,

1002
00:47:19.590 --> 00:47:21.560
read, go back, read, go back.

1003
00:47:21.560 --> 00:47:22.920
But with this strategy,

1004
00:47:22.920 --> 00:47:25.570
they are moving more slowly through the reading,

1005
00:47:25.570 --> 00:47:27.450
but they get to the end point sooner,

1006
00:47:27.450 --> 00:47:30.120
cuz they're not doing all that back and forth and they

1007
00:47:30.120 --> 00:47:31.610
understand better.

1008
00:47:31.610 --> 00:47:34.510
And actually you speed up as the process goes,

1009
00:47:34.510 --> 00:47:38.540
because you could imagine if you get to paragraph six and

1010
00:47:38.540 --> 00:47:40.920
you've understood everything in the first five,

1011
00:47:40.920 --> 00:47:43.040
you're gonna be able to read the six paragraph

1012
00:47:43.040 --> 00:47:44.270
a little bit faster.

1013
00:47:44.270 --> 00:47:46.610
And yeah, they're not struggling towards the

1014
00:47:46.610 --> 00:47:49.530
end of the chapter because they haven't learned what was in

1015
00:47:49.530 --> 00:47:51.550
the beginning of the chapter, absolutely.

1016
00:47:51.550 --> 00:47:54.760
And so this is just a summary of this.

1017
00:47:54.760 --> 00:47:57.300
Do that survey come up with questions and then read

1018
00:47:57.300 --> 00:48:00.180
one paragraph at a time while you're summarizing and you can

1019
00:48:00.180 --> 00:48:03.030
teach them to annotate in the margins.

1020
00:48:03.030 --> 00:48:06.360
And then the next R is review when they get to the end of a

1021
00:48:06.360 --> 00:48:08.900
section, review the information that was in that section.

1022
00:48:08.900 --> 00:48:11.260
And then the last R is for reflect.

1023
00:48:11.260 --> 00:48:12.730
Are there any other views?

1024
00:48:12.730 --> 00:48:17.140
Are there any ways that maybe you would have answered a

1025
00:48:17.140 --> 00:48:19.140
question or tackled a topic that's different

1026
00:48:19.140 --> 00:48:20.320
from the author?

1027
00:48:20.320 --> 00:48:23.510
And I noticed we have some folks in who are in

1028
00:48:23.510 --> 00:48:25.390
the medical area.

1029
00:48:25.390 --> 00:48:27.970
And so let's say if there were a course on

1030
00:48:27.970 --> 00:48:29.390
community nutrition.

1031
00:48:29.390 --> 00:48:33.150
And the textbook said tell all of your patients that they

1032
00:48:33.150 --> 00:48:35.340
should eat a diet that is very rich in

1033
00:48:35.340 --> 00:48:36.890
fresh fruits and vegetables.

1034
00:48:36.890 --> 00:48:39.110
Well, what if you know that your clients live in a

1035
00:48:39.110 --> 00:48:41.320
food desert, so they don't have access to

1036
00:48:41.320 --> 00:48:42.390
fresh fruits and vegetables.

1037
00:48:42.390 --> 00:48:46.460
What are you gonna tell them to do that they are able to do

1038
00:48:47.300 --> 00:48:49.020
because they can't do what's in the book.

1039
00:48:49.020 --> 00:48:51.400
And so that's really important.

1040
00:48:51.400 --> 00:48:53.730
And when students understand this and start to implement

1041
00:48:53.730 --> 00:48:55.560
this, then it makes a big difference.

1042
00:48:55.560 --> 00:48:58.060
I've taught this to grad students, law school students,

1043
00:48:58.060 --> 00:48:59.940
med school students, dental school students,

1044
00:48:59.940 --> 00:49:01.380
divinity school students,

1045
00:49:01.380 --> 00:49:03.860
and nobody has taught them this before

1046
00:49:03.860 --> 00:49:05.580
and it makes a big difference.

1047
00:49:05.580 --> 00:49:08.910
And so what I'm gonna do now is put a pass a job and

1048
00:49:08.910 --> 00:49:11.560
I'm going to give you a little time to read it.

1049
00:49:11.560 --> 00:49:13.710
I'm gonna take it off the screen and ask a question.

1050
00:49:13.710 --> 00:49:15.300
And this one is not in the book.

1051
00:49:15.300 --> 00:49:18.600
So folks who read the book you can do this too.

1052
00:49:18.600 --> 00:49:21.333
So let's start reading this.

1053
00:49:52.520 --> 00:49:54.110
Okay, you might not have finished the whole thing,

1054
00:49:54.110 --> 00:49:56.060
but I will take it off the screen now.

1055
00:49:56.060 --> 00:49:59.910
And ask if I asked you this is a yes or no question.

1056
00:49:59.910 --> 00:50:03.880
If I asked you to unmute your mic and summarize everything

1057
00:50:03.880 --> 00:50:06.430
that was in that passage to the group,

1058
00:50:06.430 --> 00:50:08.373
would you be able to do that?

1059
00:50:13.620 --> 00:50:15.430
Okay, I'm seeing some noes.

1060
00:50:15.430 --> 00:50:18.220
Okay, I certainly would not have been able to do it.

1061
00:50:18.220 --> 00:50:19.360
Okay, so, but let me ask this.

1062
00:50:19.360 --> 00:50:22.110
If you had known before you started to read

1063
00:50:22.110 --> 00:50:24.640
that this is about flying a kite.

1064
00:50:24.640 --> 00:50:27.690
I want you to reread it and just put in a chat box

1065
00:50:27.690 --> 00:50:28.523
yes or no.

1066
00:50:28.523 --> 00:50:32.053
If it makes more sense now that you know what it's about.

1067
00:50:38.660 --> 00:50:40.485
Okay, yeah, and they're different.

1068
00:50:40.485 --> 00:50:42.710
There's a different example in the book.

1069
00:50:42.710 --> 00:50:46.440
But I share this with students because the other thing that

1070
00:50:46.440 --> 00:50:48.319
I like to do, yes,

1071
00:50:48.319 --> 00:50:49.610
(indistinct) says it seemed like some

1072
00:50:49.610 --> 00:50:51.760
kind of a riddle before, yeah.

1073
00:50:51.760 --> 00:50:55.950
I like to give students an experience that shows them that

1074
00:50:55.950 --> 00:50:58.620
if they do what I'm talking about,

1075
00:50:58.620 --> 00:51:00.080
then it's gonna make a difference.

1076
00:51:00.080 --> 00:51:02.270
And so when they see something like this,

1077
00:51:02.270 --> 00:51:03.580
then they realize that, oh, okay.

1078
00:51:03.580 --> 00:51:07.170
So if I take a little bit of time to do that preview so that

1079
00:51:07.170 --> 00:51:08.460
I know what I'm reading about,

1080
00:51:08.460 --> 00:51:11.330
it's gonna make a huge difference because now things are in

1081
00:51:11.330 --> 00:51:15.010
context and this is the reference for that.

1082
00:51:15.010 --> 00:51:18.800
And that's the link to that particular information.

1083
00:51:18.800 --> 00:51:21.790
And I just wanted to show you the impact that this had.

1084
00:51:21.790 --> 00:51:26.340
I was doing a workshop for a group of community college

1085
00:51:26.340 --> 00:51:29.440
faculty who were partnering with high school teachers to

1086
00:51:29.440 --> 00:51:31.410
offer dual enrollment courses.

1087
00:51:31.410 --> 00:51:34.850
And there was a high school teacher there and his son was in

1088
00:51:34.850 --> 00:51:35.683
the room with him.

1089
00:51:35.683 --> 00:51:37.400
So he was listening with his headsets.

1090
00:51:37.400 --> 00:51:39.600
But when I started talking about the reading strategy,

1091
00:51:39.600 --> 00:51:42.820
then he disconnected his headsets so his son could hear him.

1092
00:51:42.820 --> 00:51:45.700
Now, his son goes to a very competitive high school

1093
00:51:45.700 --> 00:51:47.773
Dematha he had a GPA of over 4.0, 4.2,

1094
00:51:48.700 --> 00:51:51.170
the kind of students that you'd probably see at UVM.

1095
00:51:51.170 --> 00:51:52.220
But three weeks ago,

1096
00:51:52.220 --> 00:51:55.970
he had received a 72 on his test in honors biology.

1097
00:51:55.970 --> 00:51:57.500
And so he was studying for a test.

1098
00:51:57.500 --> 00:52:00.660
I got this email Monday at about 4:30.

1099
00:52:00.660 --> 00:52:03.540
So his son evidently had come back home from school.

1100
00:52:03.540 --> 00:52:05.440
But Sunday, when he was studying,

1101
00:52:05.440 --> 00:52:08.660
he told him to follow the same strategy for this upcoming

1102
00:52:08.660 --> 00:52:11.848
test that he had learned in the session when his dad

1103
00:52:11.848 --> 00:52:15.160
disconnected his headset so he could hear the strategy.

1104
00:52:15.160 --> 00:52:18.180
So he came back home, he made an 86 on the test today.

1105
00:52:18.180 --> 00:52:20.680
He was so relieved and grateful for the advice.

1106
00:52:20.680 --> 00:52:22.070
And he said, thank you so much.

1107
00:52:22.070 --> 00:52:26.970
And I found that this is the impact that this information

1108
00:52:26.970 --> 00:52:27.803
has on students.

1109
00:52:27.803 --> 00:52:30.110
I mean, it gives them almost like a new lease on life.

1110
00:52:30.110 --> 00:52:31.890
They are so grateful.

1111
00:52:31.890 --> 00:52:35.150
They'll think you are phenomenal because you have

1112
00:52:35.150 --> 00:52:38.220
the golden ticket to their success.

1113
00:52:38.220 --> 00:52:41.900
And so one of the ways I think it's important to recognize

1114
00:52:41.900 --> 00:52:45.320
that the important thing about this process is not to tell

1115
00:52:45.320 --> 00:52:46.420
students information,

1116
00:52:46.420 --> 00:52:49.870
but to ask them reflection questions where they think about

1117
00:52:49.870 --> 00:52:51.190
what they are doing.

1118
00:52:51.190 --> 00:52:54.530
And so there are two that I find particularly impactful.

1119
00:52:54.530 --> 00:52:57.250
One is I'll ask students what's the difference,

1120
00:52:57.250 --> 00:52:58.460
if there's any difference at all

1121
00:52:58.460 --> 00:53:00.280
between studying and learning.

1122
00:53:00.280 --> 00:53:04.340
And normally what I do is I ask people to put in the

1123
00:53:04.340 --> 00:53:06.820
chat box what you would say the difference is.

1124
00:53:06.820 --> 00:53:08.557
But in the interest of time,

1125
00:53:08.557 --> 00:53:10.700
cuz I see we are getting to the end.

1126
00:53:10.700 --> 00:53:13.810
What I'm gonna do is I'm gonna tell you the top three

1127
00:53:13.810 --> 00:53:16.000
reasons that I hear from student.

1128
00:53:16.000 --> 00:53:19.250
And you can see if what you were thinking about was one of

1129
00:53:19.250 --> 00:53:22.350
those reasons or if not please put that in the chat box

1130
00:53:22.350 --> 00:53:23.380
if it's different.

1131
00:53:23.380 --> 00:53:26.010
But nobody's ever asked them this before.

1132
00:53:26.010 --> 00:53:28.001
But when I ask them and so you could ask for

1133
00:53:28.001 --> 00:53:30.650
your discipline, what's the difference between

1134
00:53:30.650 --> 00:53:32.960
studying French and learning French?

1135
00:53:32.960 --> 00:53:36.300
What's the difference between studying sociology and

1136
00:53:36.300 --> 00:53:37.760
learning sociology?

1137
00:53:37.760 --> 00:53:40.670
And so the three most common answers I get from students is

1138
00:53:40.670 --> 00:53:41.800
they'll say, ah,

1139
00:53:41.800 --> 00:53:44.700
studying is just memorizing information for a test

1140
00:53:44.700 --> 00:53:45.540
or a quiz.

1141
00:53:45.540 --> 00:53:47.960
But learning is when I understand that information,

1142
00:53:47.960 --> 00:53:48.793
when I can apply it,

1143
00:53:48.793 --> 00:53:51.310
when I can relate it to what I already know.

1144
00:53:51.310 --> 00:53:54.850
The next thing they say is studying is short term,

1145
00:53:54.850 --> 00:53:56.900
learning is long term.

1146
00:53:56.900 --> 00:53:59.180
And then sometimes they'll say studying is tedious,

1147
00:53:59.180 --> 00:54:00.270
learning is fun.

1148
00:54:00.270 --> 00:54:02.090
But lately,

1149
00:54:02.090 --> 00:54:05.530
and I'm getting a lot more of this then I would say,

1150
00:54:05.530 --> 00:54:07.690
I got pre pandemic and it's,

1151
00:54:07.690 --> 00:54:09.480
and I don't know if it's related to pandemic,

1152
00:54:09.480 --> 00:54:10.727
I don't know why it would be.

1153
00:54:10.727 --> 00:54:14.340
Cuz I got some of these before, but now so many more.

1154
00:54:14.340 --> 00:54:17.410
Well they'll say studying is when I go over what I've

1155
00:54:17.410 --> 00:54:18.750
already learned.

1156
00:54:18.750 --> 00:54:21.820
And it used to come only from high school students.

1157
00:54:21.820 --> 00:54:23.970
My college students almost never said that,

1158
00:54:23.970 --> 00:54:25.970
but now a lot of universities student are saying,

1159
00:54:25.970 --> 00:54:29.070
well, studying is when I go over what I've already learned.

1160
00:54:29.070 --> 00:54:33.150
And so then I say, okay, well where did you learn it?

1161
00:54:33.150 --> 00:54:35.680
And you can't put this in the chat box for me please.

1162
00:54:35.680 --> 00:54:36.810
Oh, oh, no.

1163
00:54:36.810 --> 00:54:39.130
Okay, I was gonna say put this in the chat box,

1164
00:54:39.130 --> 00:54:42.720
but that's okay because I see that CTL events has just put

1165
00:54:42.720 --> 00:54:45.840
the link again and somebody had missed it before.

1166
00:54:45.840 --> 00:54:47.360
And so if I ask this question,

1167
00:54:47.360 --> 00:54:49.830
then it's gonna scroll off the screen again, really fast.

1168
00:54:49.830 --> 00:54:51.940
So, okay.

1169
00:54:51.940 --> 00:54:53.820
But yeah, it's yeah.

1170
00:54:53.820 --> 00:54:56.750
I guess you can either copy it or click on it and then

1171
00:54:56.750 --> 00:54:57.583
you'll have it.

1172
00:54:58.430 --> 00:55:01.610
But I, okay.

1173
00:55:01.610 --> 00:55:03.713
So now I lost my train of thought and I forgot the question

1174
00:55:03.713 --> 00:55:04.630
that I asked you.

1175
00:55:04.630 --> 00:55:07.090
Anybody remember what question I was about to ask?

1176
00:55:07.090 --> 00:55:10.000
If you do put it in the chat box and if not,

1177
00:55:10.000 --> 00:55:11.780
I'm sure it'll come to me, but.

1178
00:55:11.780 --> 00:55:14.400
<v ->Viewing what we learned.</v>

1179
00:55:14.400 --> 00:55:15.720
<v ->I'm sorry, say that again.</v>

1180
00:55:15.720 --> 00:55:17.690
<v ->Studying and viewing what we learned.</v>

1181
00:55:17.690 --> 00:55:18.830
<v ->Thank you very much.</v>

1182
00:55:18.830 --> 00:55:19.807
Yes, yes.

1183
00:55:19.807 --> 00:55:23.460
And so they'll say it's when we go over what we already

1184
00:55:23.460 --> 00:55:24.920
learned and I ask them when did you learn it?

1185
00:55:24.920 --> 00:55:26.230
And they say in class.

1186
00:55:26.230 --> 00:55:29.917
And so now I always take some time to discuss with students

1187
00:55:29.917 --> 00:55:31.970
cuz I hear this answer now a lot.

1188
00:55:31.970 --> 00:55:35.080
And I tell them the difference between learning about

1189
00:55:35.080 --> 00:55:39.090
something and learning something so that they understand

1190
00:55:39.090 --> 00:55:40.140
that when they're in class,

1191
00:55:40.140 --> 00:55:42.980
they're really learning about the information,

1192
00:55:42.980 --> 00:55:47.280
but they haven't really learned it unless they really could

1193
00:55:47.280 --> 00:55:50.390
explain it to somebody unless they really,

1194
00:55:50.390 --> 00:55:52.090
it's in their long term.

1195
00:55:52.090 --> 00:55:53.820
And so they get that.

1196
00:55:53.820 --> 00:55:56.180
But otherwise they think they've learned it in class and

1197
00:55:56.180 --> 00:55:58.400
they just have to go over it when they're studying.

1198
00:55:58.400 --> 00:56:00.510
And then the next question is,

1199
00:56:00.510 --> 00:56:03.900
for which task would you work harder if you had to,

1200
00:56:03.900 --> 00:56:07.700
I told you had to make an A on the next test or if I told

1201
00:56:07.700 --> 00:56:09.960
you that before the next test I was gonna offer a

1202
00:56:09.960 --> 00:56:12.030
review session to the class and you are

1203
00:56:12.030 --> 00:56:13.660
gonna teach that review session.

1204
00:56:13.660 --> 00:56:15.680
So I'm gonna have you come up to the front of the class

1205
00:56:15.680 --> 00:56:20.680
without any notes or anything and explain the information to

1206
00:56:20.979 --> 00:56:21.890
the class,

1207
00:56:21.890 --> 00:56:24.720
paying particular attention to the more difficult concepts

1208
00:56:24.720 --> 00:56:27.290
to make sure everybody in the class was prepared for the

1209
00:56:27.290 --> 00:56:30.320
next day which would they work harder for.

1210
00:56:30.320 --> 00:56:32.870
And I'm gonna ask you yeah, put in the chat box,

1211
00:56:32.870 --> 00:56:35.050
which one would you work harder for?

1212
00:56:35.050 --> 00:56:37.760
And I'll see, yeah, B this is what most students say.

1213
00:56:37.760 --> 00:56:39.470
Now a few students say A,

1214
00:56:39.470 --> 00:56:43.170
but typically the ones who say A are studying the right way,

1215
00:56:43.170 --> 00:56:45.810
but they'll say B and I'll ask,

1216
00:56:45.810 --> 00:56:48.900
why would you work hard if you had to teach the material?

1217
00:56:48.900 --> 00:56:51.240
And the three most common answers I get there is they'll

1218
00:56:51.240 --> 00:56:54.030
say, well, I gotta really know if I'll have to teach it,

1219
00:56:54.030 --> 00:56:56.120
or sometimes they'll say I don't wanna be embarrassed in

1220
00:56:56.120 --> 00:56:57.100
front of the class.

1221
00:56:57.100 --> 00:56:59.940
And then sometimes they'll say the more empathetic students

1222
00:56:59.940 --> 00:57:02.620
will say, well, I wanna make sure everybody understands it.

1223
00:57:02.620 --> 00:57:05.320
So I wanna sure I can explain it more than one way.

1224
00:57:05.320 --> 00:57:08.180
I can use charts, diagrams for those people who want to

1225
00:57:08.180 --> 00:57:09.320
see it visually.

1226
00:57:09.320 --> 00:57:13.770
And so they recognize that they would work harder

1227
00:57:13.770 --> 00:57:14.820
if they had to teach it.

1228
00:57:14.820 --> 00:57:16.640
Okay, and Nina says, yeah,

1229
00:57:16.640 --> 00:57:19.840
hence presentations are more intense prep than writing

1230
00:57:19.840 --> 00:57:21.780
papers, absolutely.

1231
00:57:21.780 --> 00:57:24.480
Yeah in veterinary school we had a mantra yeah.

1232
00:57:24.480 --> 00:57:27.580
See one, do one, teach one, absolutely.

1233
00:57:27.580 --> 00:57:32.000
And when we go through these reflection questions,

1234
00:57:32.000 --> 00:57:35.040
then students really intuitively understand

1235
00:57:35.040 --> 00:57:37.100
the power in that.

1236
00:57:37.100 --> 00:57:41.380
And that it's not just a mantra that they will see the

1237
00:57:41.380 --> 00:57:43.240
results when they do this.

1238
00:57:43.240 --> 00:57:45.480
And so then I ask students up to this point,

1239
00:57:45.480 --> 00:57:48.500
have you been more often in study mode or learn mode,

1240
00:57:48.500 --> 00:57:50.530
and of course they all say study mode.

1241
00:57:50.530 --> 00:57:52.070
And then I ask them up to this point,

1242
00:57:52.070 --> 00:57:55.200
have they been in scenario A mode or scenario B mode?

1243
00:57:55.200 --> 00:57:58.260
And they've been in scenario A mode.

1244
00:57:58.260 --> 00:57:59.940
And when they say that, I say, great,

1245
00:57:59.940 --> 00:58:02.330
I love it when you're doing everything wrong.

1246
00:58:02.330 --> 00:58:05.090
Because that means when you start doing some things

1247
00:58:05.090 --> 00:58:08.430
differently, you are much more likely to see a

1248
00:58:08.430 --> 00:58:10.630
big improvement in what you're doing.

1249
00:58:10.630 --> 00:58:12.540
And so an example of,

1250
00:58:12.540 --> 00:58:15.760
I also like to give students examples of other students who

1251
00:58:15.760 --> 00:58:18.750
have used these strategies and what the impact has been.

1252
00:58:18.750 --> 00:58:20.230
Oh, and I forgot to ask you,

1253
00:58:20.230 --> 00:58:24.323
I ask faculty now to do something that I wish I had done

1254
00:58:24.323 --> 00:58:27.200
when I first started teaching, but I did not.

1255
00:58:27.200 --> 00:58:29.770
I started doing it only about 15 years ago.

1256
00:58:29.770 --> 00:58:33.080
And that is everybody in this session has had students who

1257
00:58:33.080 --> 00:58:36.330
were not doing well, and then they came to you for help.

1258
00:58:36.330 --> 00:58:38.197
And then they started doing a lot better.

1259
00:58:38.197 --> 00:58:39.520
Cuz I had students like that,

1260
00:58:39.520 --> 00:58:42.640
but I never asked those students to send me an email and

1261
00:58:42.640 --> 00:58:44.770
tell me exactly what you're doing differently.

1262
00:58:44.770 --> 00:58:46.260
And now I do that,

1263
00:58:46.260 --> 00:58:50.110
and I want you to do that and keep those emails because that

1264
00:58:50.110 --> 00:58:52.560
can add your repertoire of strategies.

1265
00:58:52.560 --> 00:58:56.050
But in addition to that you will have evidence

1266
00:58:56.050 --> 00:58:58.330
if a student comes in and says, oh, well was me,

1267
00:58:58.330 --> 00:58:59.177
I made a 60.

1268
00:58:59.177 --> 00:59:02.270
You'll say, okay, no, I can share strategies with you

1269
00:59:02.270 --> 00:59:06.150
that someone who made a 40 on the first test used and ended

1270
00:59:06.150 --> 00:59:08.020
making A or B in the course or whatever.

1271
00:59:08.020 --> 00:59:10.713
And then keep them before and after scores

1272
00:59:10.713 --> 00:59:13.210
because Ty, he came up,

1273
00:59:13.210 --> 00:59:16.340
he heard this presentation and he came up after he said,

1274
00:59:16.340 --> 00:59:17.310
I really like this.

1275
00:59:17.310 --> 00:59:19.860
I'm gonna start teaching the information to my betta fish.

1276
00:59:19.860 --> 00:59:22.020
And then about five weeks later,

1277
00:59:22.020 --> 00:59:26.690
he gave me his second scores in biology and chemistry from

1278
00:59:26.690 --> 00:59:30.550
the sixties to 98 in bio, 83 in chem and

1279
00:59:30.550 --> 00:59:32.430
ended up with a B in both courses.

1280
00:59:32.430 --> 00:59:35.190
And this is the email that he sent me.

1281
00:59:35.190 --> 00:59:38.290
He started attending more of the SI sessions.

1282
00:59:38.290 --> 00:59:40.860
He was attending him sporadically before and the exam

1283
00:59:40.860 --> 00:59:44.320
reviews, and before he learned this information,

1284
00:59:44.320 --> 00:59:45.820
he would go to the sessions,

1285
00:59:45.820 --> 00:59:47.950
but he wouldn't really do anything to prepare.

1286
00:59:47.950 --> 00:59:51.620
But now he tries to answer as many questions as he can

1287
00:59:51.620 --> 00:59:54.960
before he goes to see where he is in terms of understanding.

1288
00:59:54.960 --> 00:59:58.030
And so he would know what he really needed to concentrate on

1289
00:59:58.030 --> 00:59:58.990
to understand.

1290
00:59:58.990 --> 01:00:01.680
Then afterwards he'd go to his room and tech the materials

1291
01:00:01.680 --> 01:00:04.320
to his betta fish and anything he couldn't explain,

1292
01:00:04.320 --> 01:00:07.200
he'd study more and then he continued that cycle until he

1293
01:00:07.200 --> 01:00:09.920
could explain everything in his notes.

1294
01:00:09.920 --> 01:00:13.100
And yes, there's stuffed animals.

1295
01:00:13.100 --> 01:00:17.200
Lennon says, yeah, I have pictures, students send me stuff.

1296
01:00:17.200 --> 01:00:20.720
I've got stuffed animals, I've got pictures of infants.

1297
01:00:20.720 --> 01:00:23.450
One graduate student sent me a picture of his

1298
01:00:23.450 --> 01:00:26.830
baby group plant that he was using to prepare for his

1299
01:00:26.830 --> 01:00:31.810
licensure exam and he said that he made her score way

1300
01:00:31.810 --> 01:00:33.270
higher than he needed to.

1301
01:00:33.270 --> 01:00:35.500
And he was pretty sure if baby group had taken the test,

1302
01:00:35.500 --> 01:00:36.933
he would've passed it also.

1303
01:00:38.160 --> 01:00:40.680
And I taught this to a group of students at

1304
01:00:40.680 --> 01:00:41.770
Howard University.

1305
01:00:41.770 --> 01:00:45.300
And before I got back on the plane to come back to

1306
01:00:45.300 --> 01:00:47.100
Baton Rouge, they had texted me this picture.

1307
01:00:47.100 --> 01:00:48.540
Look what you inspired.

1308
01:00:48.540 --> 01:00:49.910
So I tell students, no, no, no, no.

1309
01:00:49.910 --> 01:00:51.920
You don't have to buy your own pet, ah,

1310
01:00:51.920 --> 01:00:53.743
this baby group plant, okay.

1311
01:00:55.230 --> 01:00:59.230
And so I thought about this fish, in March two years later,

1312
01:00:59.230 --> 01:01:01.410
I wonder if he'd gotten flushed down somebody's target or if

1313
01:01:01.410 --> 01:01:03.660
he was still living and he's still alive and

1314
01:01:03.660 --> 01:01:04.950
living with Makayla.

1315
01:01:04.950 --> 01:01:09.920
Now the next little activity that we do is one that I use to

1316
01:01:09.920 --> 01:01:13.090
show students why I am convinced that they could have made a

1317
01:01:13.090 --> 01:01:16.060
50 on the first test, 90 on the next one.

1318
01:01:16.060 --> 01:01:18.490
And so on the next slide, after this one,

1319
01:01:18.490 --> 01:01:21.360
they're gonna be a series of numbers all jumbled up.

1320
01:01:21.360 --> 01:01:25.780
And I am going to ask you to first locate the number one.

1321
01:01:25.780 --> 01:01:28.830
And then after that locate the number two and three

1322
01:01:28.830 --> 01:01:30.150
locate them in sequence.

1323
01:01:30.150 --> 01:01:33.810
And when I take them off the screen indicate the number that

1324
01:01:33.810 --> 01:01:36.580
you got to when you were finding in sequence.

1325
01:01:36.580 --> 01:01:38.933
So let's start locating the numbers now.

1326
01:01:54.440 --> 01:01:58.310
Okay, so put in the chat box the number that you got to when

1327
01:01:58.310 --> 01:02:00.290
you were locating them in sequential order.

1328
01:02:00.290 --> 01:02:04.230
Okay, 10, six, seven, okay, four, eight.

1329
01:02:04.230 --> 01:02:05.950
Yeah, and you're like most audiences,

1330
01:02:05.950 --> 01:02:09.240
usually it's single digits are very low double digits.

1331
01:02:09.240 --> 01:02:12.820
Okay, so now I'm gonna have you look at it again and see a

1332
01:02:12.820 --> 01:02:15.200
vertical line a horizontal line and the physician of the

1333
01:02:15.200 --> 01:02:16.220
number one.

1334
01:02:16.220 --> 01:02:20.110
And so now tell me what you notice about how the other

1335
01:02:20.110 --> 01:02:24.460
numbers are positioned because they are positioned

1336
01:02:24.460 --> 01:02:25.893
according to something.

1337
01:02:27.790 --> 01:02:29.010
What do you find?

1338
01:02:29.010 --> 01:02:30.220
How are they arranged?

1339
01:02:30.220 --> 01:02:31.053
What are they arranged,

1340
01:02:31.053 --> 01:02:33.550
exactly clockwise and by quadrant,

1341
01:02:33.550 --> 01:02:35.040
most students now say quadrant,

1342
01:02:35.040 --> 01:02:37.800
cuz they don't know how to read an analog clock.

1343
01:02:37.800 --> 01:02:40.600
Absolutely, so the one is here, the two is here,

1344
01:02:40.600 --> 01:02:43.830
the three is there, the four is there the five, six,

1345
01:02:43.830 --> 01:02:46.120
seven, eight, et cetera.

1346
01:02:46.120 --> 01:02:48.230
So now I'm gonna give you 15 seconds and put in the

1347
01:02:48.230 --> 01:02:50.760
chat box the number that you got, right?

1348
01:02:50.760 --> 01:02:53.480
I mean the number that you got to this time.

1349
01:02:53.480 --> 01:02:56.223
So let's start locating the numbers now.

1350
01:03:12.930 --> 01:03:14.290
And stop.

1351
01:03:14.290 --> 01:03:16.623
So how many did you find this time?

1352
01:03:19.034 --> 01:03:21.284
Okay, 12, 12, 14, 21, okay.

1353
01:03:23.324 --> 01:03:26.650
15, 18, yeah, everybody's in double digits and it looks like

1354
01:03:26.650 --> 01:03:30.010
most people got maybe at least twice as many as before.

1355
01:03:30.010 --> 01:03:33.820
And so I tell students that's proof positive that you could

1356
01:03:33.820 --> 01:03:36.730
have made a 40 on the first test, 80 on the next test or 45

1357
01:03:36.730 --> 01:03:39.170
and that'll be example in the book

1358
01:03:39.170 --> 01:03:41.710
usually people get three times as many.

1359
01:03:41.710 --> 01:03:44.670
Now what was the major difference between the first and

1360
01:03:44.670 --> 01:03:46.033
second attempts?

1361
01:03:47.270 --> 01:03:50.233
Why could we do so much better the second time around?

1362
01:03:56.560 --> 01:03:59.660
Okay, yes, we had a system of doing it.

1363
01:03:59.660 --> 01:04:02.070
We had prior knowledge about what was involved.

1364
01:04:02.070 --> 01:04:04.920
We broke the job down into smaller segments.

1365
01:04:04.920 --> 01:04:08.460
We understood how the information was organized, absolutely.

1366
01:04:08.460 --> 01:04:11.350
And so I tell students that's the key for their courses.

1367
01:04:11.350 --> 01:04:13.820
You've gotta know how the information is organized.

1368
01:04:13.820 --> 01:04:16.280
How does information in chapter six relate to information in

1369
01:04:16.280 --> 01:04:19.390
chapter two, if you break it into smaller chunks,

1370
01:04:19.390 --> 01:04:23.780
then you're going to be able to master that better than if

1371
01:04:23.780 --> 01:04:27.130
you're just looking at the whole thing trying to digest

1372
01:04:27.130 --> 01:04:28.200
everything at once.

1373
01:04:28.200 --> 01:04:30.120
And so that makes a big difference.

1374
01:04:30.120 --> 01:04:33.240
Now I see that it is now 11:08 and we're supposed to end at

1375
01:04:33.240 --> 01:04:38.100
11:15, but I may go over about four or five minutes,

1376
01:04:38.100 --> 01:04:40.190
but I never do that without getting permission

1377
01:04:40.190 --> 01:04:41.870
from my attendees.

1378
01:04:41.870 --> 01:04:44.090
So is it okay?

1379
01:04:44.090 --> 01:04:45.200
Put yes or no if it's okay.

1380
01:04:45.200 --> 01:04:47.010
Okay, I'm seeing some thumbs up.

1381
01:04:47.010 --> 01:04:48.310
Oh yeah, and it's gonna be recorded.

1382
01:04:48.310 --> 01:04:51.210
So anybody who has to leave before the very end,

1383
01:04:51.210 --> 01:04:53.920
our permission granted, thank you, Sheila.

1384
01:04:53.920 --> 01:04:56.810
And so anybody who has to leave, it's going to be recorded

1385
01:04:56.810 --> 01:04:58.780
so you'll get the last part.

1386
01:04:58.780 --> 01:05:02.890
But I didn't know any of this stuff before I got to LSU.

1387
01:05:02.890 --> 01:05:05.010
Well maybe 10% of it I knew when I was at Cornell.

1388
01:05:05.010 --> 01:05:06.310
Most of it I didn't know,

1389
01:05:06.310 --> 01:05:07.730
I didn't even think it was possible.

1390
01:05:07.730 --> 01:05:09.620
And so then when I found out it was possible,

1391
01:05:09.620 --> 01:05:11.840
I started reading everything I get my hands on and

1392
01:05:11.840 --> 01:05:15.400
how people learn was a great resource for me.

1393
01:05:15.400 --> 01:05:20.067
And now they have a second version that came out in 2018,

1394
01:05:20.067 --> 01:05:23.730
"How People Learn II: Learners, Contexts, and Cultures."

1395
01:05:23.730 --> 01:05:28.210
And so it has more to do with culturally responsive teaching

1396
01:05:28.210 --> 01:05:32.210
and how we can really become in tune with the cultures that

1397
01:05:32.210 --> 01:05:35.720
our students come from because that is very, very important.

1398
01:05:35.720 --> 01:05:37.590
Oh, Lennon says one of my favorite resources.

1399
01:05:37.590 --> 01:05:38.720
Yeah, it's great.

1400
01:05:38.720 --> 01:05:41.560
And so we know a lot about learning now that we didn't know

1401
01:05:41.560 --> 01:05:44.250
before, we know that active learning is much more lasting

1402
01:05:44.250 --> 01:05:45.440
than passive learning

1403
01:05:45.440 --> 01:05:47.870
even though students tend to resist it.

1404
01:05:47.870 --> 01:05:51.510
Pat Cross says that passive learning is like an oxymoron.

1405
01:05:51.510 --> 01:05:53.740
You gotta be active if you're learning.

1406
01:05:53.740 --> 01:05:56.520
We know that thinking about thinking is very important.

1407
01:05:56.520 --> 01:06:00.120
And hence even introducing students to the term

1408
01:06:00.120 --> 01:06:02.400
metacognition is really important.

1409
01:06:02.400 --> 01:06:05.270
And then the level at which learning occurs is important.

1410
01:06:05.270 --> 01:06:07.520
And this is where Bloom's taxonomy comes in.

1411
01:06:07.520 --> 01:06:10.480
And this is just kind of a hierarchy of learning levels.

1412
01:06:10.480 --> 01:06:13.950
Although I do know that I have a colleague in education in

1413
01:06:13.950 --> 01:06:17.560
the session and so when Benjamin Bloom and colleagues did

1414
01:06:17.560 --> 01:06:20.580
this, they really didn't intend for it to be a hierarchy.

1415
01:06:20.580 --> 01:06:22.390
But I like to think,

1416
01:06:22.390 --> 01:06:24.900
I like to present it to students as a hierarchy

1417
01:06:24.900 --> 01:06:27.910
because I want them to know that knowing something,

1418
01:06:27.910 --> 01:06:31.590
having some information in their heads is very important.

1419
01:06:31.590 --> 01:06:35.390
And I know that you can create things, master artisans,

1420
01:06:35.390 --> 01:06:38.330
a lot of them will create things and they have no idea of

1421
01:06:38.330 --> 01:06:39.430
what the theory is.

1422
01:06:39.430 --> 01:06:42.300
They're not even operating down there so you don't have to

1423
01:06:42.300 --> 01:06:43.644
have all of these in place,

1424
01:06:43.644 --> 01:06:46.800
but I'd like to present it this way for students to say

1425
01:06:46.800 --> 01:06:47.633
that, yeah,

1426
01:06:47.633 --> 01:06:51.620
there's some things you need to know and so memorizing

1427
01:06:51.620 --> 01:06:55.540
and then now if you can understand it well enough to explain

1428
01:06:55.540 --> 01:06:57.740
it to your 80 year old grandmother,

1429
01:06:57.740 --> 01:07:00.590
your eight year old nephew in words they understand give

1430
01:07:00.590 --> 01:07:03.150
them analogies from their life, your understanding.

1431
01:07:03.150 --> 01:07:05.840
If you can answer questions where problems you've never seen

1432
01:07:05.840 --> 01:07:07.400
before, you're at applying.

1433
01:07:07.400 --> 01:07:09.170
If you could take any concept,

1434
01:07:09.170 --> 01:07:11.980
break it down into simpler concepts and explain how those

1435
01:07:11.980 --> 01:07:14.010
all fit together, you're analyzing.

1436
01:07:14.010 --> 01:07:16.400
If you could look at any two ideas, any two theories,

1437
01:07:16.400 --> 01:07:19.470
any two concepts and determine whether one is more likely to

1438
01:07:19.470 --> 01:07:22.130
be correct than another you're evaluating.

1439
01:07:22.130 --> 01:07:24.770
And if you can come up with your own ideas,

1440
01:07:24.770 --> 01:07:27.330
your own thoughts, your own ways of doing things,

1441
01:07:27.330 --> 01:07:29.010
then you're creating.

1442
01:07:29.010 --> 01:07:31.730
And this, I find that when we teach students about

1443
01:07:31.730 --> 01:07:35.320
Bloom's, taxonomy they get it, they really understand it.

1444
01:07:35.320 --> 01:07:37.570
And so one of the ways

1445
01:07:37.570 --> 01:07:39.610
and this is our next poll question.

1446
01:07:39.610 --> 01:07:44.040
When I teach students about Bloom's, I ask them when,

1447
01:07:44.040 --> 01:07:45.420
think back to high school.

1448
01:07:45.420 --> 01:07:47.550
And when you were in high school,

1449
01:07:47.550 --> 01:07:50.230
what was the highest level of Bloom's you had to

1450
01:07:50.230 --> 01:07:54.540
consistently operate to make A's and B's in your

1451
01:07:54.540 --> 01:07:56.230
high school classes.

1452
01:07:56.230 --> 01:07:59.670
And I see the responses are coming in and now I know some

1453
01:07:59.670 --> 01:08:03.950
people had to leave so we have about 27 or so people still

1454
01:08:03.950 --> 01:08:05.000
in the session.

1455
01:08:05.000 --> 01:08:08.370
So when we get to about 15 responses,

1456
01:08:08.370 --> 01:08:12.763
I will give you the five second warning and we are there.

1457
01:08:18.190 --> 01:08:20.200
Oh, okay, creating but I was in honors.

1458
01:08:20.200 --> 01:08:23.150
Okay, yes, and so I get it.

1459
01:08:23.150 --> 01:08:25.610
Yeah, and so most of you said either remembering or

1460
01:08:25.610 --> 01:08:30.610
understanding 75% and so you are, oh, and I didn't vote.

1461
01:08:31.510 --> 01:08:33.820
And so what I find, okay, yes.

1462
01:08:33.820 --> 01:08:36.760
And so this is what students say,

1463
01:08:36.760 --> 01:08:40.780
but then we ask them now that you have been at UVM

1464
01:08:40.780 --> 01:08:42.970
for a while, cuz I say in the book,

1465
01:08:42.970 --> 01:08:47.670
I like to do this after students have been in,

1466
01:08:47.670 --> 01:08:49.980
they've had their first round of tests or quizzes.

1467
01:08:49.980 --> 01:08:51.350
Cuz if we do it before that

1468
01:08:51.350 --> 01:08:53.490
they're not gonna think they need it.

1469
01:08:53.490 --> 01:08:56.190
What's the lowest level you think you've gotta consistently

1470
01:08:56.190 --> 01:09:00.350
operate here at UVM to learn to the level where you're gonna

1471
01:09:00.350 --> 01:09:05.350
make the A's and B's that you want in your classes and what

1472
01:09:05.950 --> 01:09:07.670
do you think students say?

1473
01:09:07.670 --> 01:09:11.550
And I'm seeing, okay, we are moving up,

1474
01:09:11.550 --> 01:09:13.570
understanding, applying.

1475
01:09:13.570 --> 01:09:18.010
Okay, we are almost up to 15.

1476
01:09:18.010 --> 01:09:20.140
And so yeah, okay, now we're 16.

1477
01:09:20.140 --> 01:09:25.010
So we'll have three minutes before we see what.

1478
01:09:25.010 --> 01:09:26.500
Okay, and so now we're at 20.

1479
01:09:26.500 --> 01:09:28.440
Yeah, so I'll say done.

1480
01:09:28.440 --> 01:09:30.500
Okay, yeah, and so you've moved up,

1481
01:09:30.500 --> 01:09:33.530
but I think you're gonna be really pleased with actually

1482
01:09:33.530 --> 01:09:34.983
what students say.

1483
01:09:35.850 --> 01:09:37.780
These are data from 2014,

1484
01:09:37.780 --> 01:09:39.820
the big bump in high school was at two.

1485
01:09:39.820 --> 01:09:42.860
But those students in college went to 6.

1486
01:09:42.860 --> 01:09:47.690
2018 the big bump was at one and they went to five.

1487
01:09:47.690 --> 01:09:52.040
So students will in general go from one twos and threes to

1488
01:09:52.040 --> 01:09:53.310
four fives and sixes.

1489
01:09:53.310 --> 01:09:57.710
Now, occasionally I've been at, maybe now out of the 500,

1490
01:09:57.710 --> 01:10:01.620
maybe five or six places where in college they'll say,

1491
01:10:01.620 --> 01:10:04.130
maybe threes or fours or twos, threes or fours.

1492
01:10:04.130 --> 01:10:06.030
And so then when that happens, I ask students,

1493
01:10:06.030 --> 01:10:09.240
how many of you have either research papers that you've

1494
01:10:09.240 --> 01:10:12.450
gotta present at the end of the year or a semester,

1495
01:10:12.450 --> 01:10:16.960
or either research projects or research papers

1496
01:10:16.960 --> 01:10:17.810
or term papers.

1497
01:10:17.810 --> 01:10:19.150
And of course they all do.

1498
01:10:19.150 --> 01:10:22.480
And then I ask them, well, what level is that?

1499
01:10:22.480 --> 01:10:26.240
And I've never had a situation where they didn't see that it

1500
01:10:26.240 --> 01:10:29.080
was six, and so they would all say six after that and say

1501
01:10:29.080 --> 01:10:33.020
yes, because the thing that distinguishes outstanding

1502
01:10:33.020 --> 01:10:36.060
research projects from mediocre ones is the level of

1503
01:10:36.060 --> 01:10:37.940
creativity that's involved.

1504
01:10:37.940 --> 01:10:42.230
And so then they see that they need to be moving from where

1505
01:10:42.230 --> 01:10:45.250
they were in high school to now at higher levels.

1506
01:10:45.250 --> 01:10:46.480
But without knowing Bloom's,

1507
01:10:46.480 --> 01:10:48.800
they didn't even have any idea that there were levels.

1508
01:10:48.800 --> 01:10:53.800
And so the tool that we use to teach them how to move to

1509
01:10:54.100 --> 01:10:56.640
higher levels as we just call it the study cycle,

1510
01:10:56.640 --> 01:11:01.080
where you spin about five minutes to preview information,

1511
01:11:01.080 --> 01:11:03.800
its gonna be covered in class before you go to class,

1512
01:11:03.800 --> 01:11:06.020
then you go to class and if you've done your preview,

1513
01:11:06.020 --> 01:11:08.150
you can actively participate.

1514
01:11:08.150 --> 01:11:10.020
And then right after class,

1515
01:11:10.020 --> 01:11:11.880
as soon as possible after class review

1516
01:11:11.880 --> 01:11:13.400
what just happened in class,

1517
01:11:13.400 --> 01:11:16.390
because now you're gonna see things that you didn't even see

1518
01:11:16.390 --> 01:11:17.840
before you can make notes.

1519
01:11:17.840 --> 01:11:19.950
And it only takes about five, 10 minutes if you do this

1520
01:11:19.950 --> 01:11:22.660
efficiently and so you've gotta do more than that.

1521
01:11:22.660 --> 01:11:25.490
And we show them how to do what we call focused study

1522
01:11:25.490 --> 01:11:28.990
sessions set aside about 45 minutes to an hour,

1523
01:11:28.990 --> 01:11:32.130
take a minute or two to set a goal, then study with focus

1524
01:11:32.130 --> 01:11:35.200
and action, then take a break and come back and review.

1525
01:11:35.200 --> 01:11:37.720
But I've had students who say, well, I have ADHD,

1526
01:11:37.720 --> 01:11:39.210
I can't study for an hour.

1527
01:11:39.210 --> 01:11:41.890
And that I say, that's fine but you can do these in

1528
01:11:41.890 --> 01:11:43.230
10 minute segments,

1529
01:11:43.230 --> 01:11:46.080
you can take a minute to set a goal,

1530
01:11:46.080 --> 01:11:47.150
study for eight minutes.

1531
01:11:47.150 --> 01:11:48.990
You don't need to take a break if it's only 10 minutes,

1532
01:11:48.990 --> 01:11:51.520
but then come back and review for a minute.

1533
01:11:51.520 --> 01:11:53.760
And oh, let's see I still have the poll up

1534
01:11:53.760 --> 01:11:58.270
so if I get rid of this, I should see the chat box.

1535
01:11:58.270 --> 01:12:02.250
Interesting, and I don't see the chat.

1536
01:12:02.250 --> 01:12:04.260
Okay, let me see.

1537
01:12:04.260 --> 01:12:06.070
Hmm, I only see the poll.

1538
01:12:06.070 --> 01:12:08.820
How can, oh, I just have to, oh no okay.

1539
01:12:08.820 --> 01:12:10.670
Nobody's put anything in there since the poll.

1540
01:12:10.670 --> 01:12:11.640
Okay, so we're good.

1541
01:12:11.640 --> 01:12:13.003
Yes, okay, thanks.

1542
01:12:13.970 --> 01:12:15.690
And so this study cycle,

1543
01:12:15.690 --> 01:12:19.230
students love this thing and they love it because it's a

1544
01:12:19.230 --> 01:12:21.742
structured way for them to study.

1545
01:12:21.742 --> 01:12:24.800
How many of you put this is yes or no

1546
01:12:24.800 --> 01:12:26.170
have had students say, well,

1547
01:12:26.170 --> 01:12:28.480
I just really don't know how to study.

1548
01:12:28.480 --> 01:12:30.400
Have you had students say that?

1549
01:12:30.400 --> 01:12:33.860
Cuz we heard that all the time and they'll say,

1550
01:12:33.860 --> 01:12:35.350
and usually they'll give us reason.

1551
01:12:35.350 --> 01:12:36.183
They'll say, well,

1552
01:12:36.183 --> 01:12:39.170
I just really don't know how to study because what are some

1553
01:12:39.170 --> 01:12:40.690
of the reasons that they'll give us where they say,

1554
01:12:40.690 --> 01:12:43.060
I don't really know how to study because,

1555
01:12:43.060 --> 01:12:46.170
and there are two that I hear very often

1556
01:12:46.170 --> 01:12:49.380
and I'll see if anybody puts that in.

1557
01:12:49.380 --> 01:12:53.050
Exactly, nobody taught me and I didn't have to in

1558
01:12:53.050 --> 01:12:53.883
high school.

1559
01:12:53.883 --> 01:12:55.740
Those are the two most common answers I get.

1560
01:12:55.740 --> 01:12:58.230
And so they love this because it's a structured way

1561
01:12:58.230 --> 01:12:59.360
to study.

1562
01:12:59.360 --> 01:13:02.350
This is a young lady, who's now a PhD candidate.

1563
01:13:02.350 --> 01:13:05.880
And she said, these helped her most.

1564
01:13:05.880 --> 01:13:09.620
She got an A plus on three outta four of her finals using

1565
01:13:09.620 --> 01:13:10.710
that method of studying.

1566
01:13:10.710 --> 01:13:13.170
She's important to use it every day before finals week,

1567
01:13:13.170 --> 01:13:16.320
but it's really beneficial during finals week because

1568
01:13:16.320 --> 01:13:18.470
it's kind of a time management strategy.

1569
01:13:18.470 --> 01:13:22.340
This was a professor who showed a student who was struggling

1570
01:13:22.340 --> 01:13:24.140
in his classes, the PowerPoint.

1571
01:13:24.140 --> 01:13:26.210
Oh, you're gonna get this whole PowerPoint presentation

1572
01:13:26.210 --> 01:13:28.168
by the way in PowerPoint form.

1573
01:13:28.168 --> 01:13:30.580
So you can pick and choose any slides you wanna share with

1574
01:13:30.580 --> 01:13:31.770
your students.

1575
01:13:31.770 --> 01:13:34.510
She told him to pay attention to Bloom's in the study cycle.

1576
01:13:34.510 --> 01:13:36.590
And so then he sent her an email saying,

1577
01:13:36.590 --> 01:13:39.920
he was applying himself, scored 114 on the first and

1578
01:13:39.920 --> 01:13:40.960
only graded quiz.

1579
01:13:40.960 --> 01:13:43.880
Got a hundred percent on the first exam.

1580
01:13:43.880 --> 01:13:44.713
And she said,

1581
01:13:44.713 --> 01:13:48.110
she used the implication that teaching works.

1582
01:13:48.110 --> 01:13:51.600
And so she invited students to co-teach materials with her.

1583
01:13:51.600 --> 01:13:53.330
They did a fantastic job,

1584
01:13:53.330 --> 01:13:56.330
adding a lot more real world content and she saw how much

1585
01:13:56.330 --> 01:13:59.260
they poured their passion and talent into the lecture.

1586
01:13:59.260 --> 01:14:03.090
And so it is very, very important.

1587
01:14:03.090 --> 01:14:06.670
Here's a study that these faculty members,

1588
01:14:06.670 --> 01:14:10.180
these instructors implemented a face to face class format

1589
01:14:10.180 --> 01:14:11.960
using the study cycle.

1590
01:14:11.960 --> 01:14:15.030
And here's a research report that discusses

1591
01:14:15.030 --> 01:14:19.360
how metacognition really enhances the efficacy of active

1592
01:14:19.360 --> 01:14:21.460
learning when you combine them.

1593
01:14:21.460 --> 01:14:24.260
Because now students understand the importance of active

1594
01:14:24.260 --> 01:14:27.610
learning and they see what they can do to make it better.

1595
01:14:27.610 --> 01:14:29.430
Now, oh, and I see I have two minutes.

1596
01:14:29.430 --> 01:14:31.300
Okay, we're gonna go fast.

1597
01:14:31.300 --> 01:14:34.573
Mindset, that's really, really important.

1598
01:14:35.490 --> 01:14:40.430
And this is the work of Carol Dweck who she and her research

1599
01:14:40.430 --> 01:14:44.170
group at Stanford found that typically people have one

1600
01:14:44.170 --> 01:14:45.810
of two mindsets about intelligence.

1601
01:14:45.810 --> 01:14:47.303
They think either you're born with a certain amount of

1602
01:14:47.303 --> 01:14:49.350
design and change very much,

1603
01:14:49.350 --> 01:14:52.490
or you can grow your intelligence with your actions.

1604
01:14:52.490 --> 01:14:55.650
And it's really important to know what kind of mindset you

1605
01:14:55.650 --> 01:14:58.700
have because people with a fixed mindset avoid challenges,

1606
01:14:58.700 --> 01:15:01.960
they give up very easily when they get to obstacles,

1607
01:15:01.960 --> 01:15:06.450
they really don't see effort as useful because they think

1608
01:15:06.450 --> 01:15:09.050
that if either they're smart enough to do it without trying,

1609
01:15:09.050 --> 01:15:11.250
or they're not smart enough to do it all.

1610
01:15:11.250 --> 01:15:14.400
They ignore useful criticism and they're threatened by other

1611
01:15:14.400 --> 01:15:17.740
success whereas people with the growth mindset and they

1612
01:15:17.740 --> 01:15:18.900
really embrace challenges.

1613
01:15:18.900 --> 01:15:22.730
They persist when they have setbacks because they will put

1614
01:15:22.730 --> 01:15:24.700
forth the effort because they know effort is the

1615
01:15:24.700 --> 01:15:25.880
path to mastery.

1616
01:15:25.880 --> 01:15:27.230
They learn from criticism.

1617
01:15:27.230 --> 01:15:29.420
They find lessons in inspiration,

1618
01:15:29.420 --> 01:15:31.230
in the successes of others.

1619
01:15:31.230 --> 01:15:35.370
And so last couple of poll questions.

1620
01:15:35.370 --> 01:15:38.670
What mindset about intelligence

1621
01:15:38.670 --> 01:15:42.283
do you think most students have, fixed or growth?

1622
01:15:43.460 --> 01:15:47.570
And this time we're gonna end it in about five seconds.

1623
01:15:47.570 --> 01:15:52.570
So that, so weigh in as quickly as you can.

1624
01:15:52.980 --> 01:15:56.440
And I'm going to give you the three second one

1625
01:15:56.440 --> 01:15:58.700
yeah, cuz we're up to 15, okay.

1626
01:15:58.700 --> 01:16:02.330
And so yeah, 64%, two thirds of you said fixed.

1627
01:16:02.330 --> 01:16:05.050
And that's what I find that more students have a fixed

1628
01:16:05.050 --> 01:16:07.410
mindset than a growth mindset.

1629
01:16:07.410 --> 01:16:08.790
Now what about faculty?

1630
01:16:08.790 --> 01:16:10.620
What mindset about student intelligence

1631
01:16:10.620 --> 01:16:15.100
do you think most faculty have you and

1632
01:16:15.100 --> 01:16:18.593
we will see what you say.

1633
01:16:19.460 --> 01:16:21.363
Okay, now it's interesting.

1634
01:16:24.160 --> 01:16:28.960
Okay, and we're already up to 12 and so 61, 31, 66, 33.

1635
01:16:28.960 --> 01:16:30.903
Very, very interesting.

1636
01:16:32.280 --> 01:16:34.640
Okay, know they're supposed to have growth.

1637
01:16:34.640 --> 01:16:37.793
Okay, I teach students how to learn I found students, no.

1638
01:16:39.050 --> 01:16:40.210
Interesting, okay.

1639
01:16:40.210 --> 01:16:43.250
So yes. focused on grades and when they get those

1640
01:16:43.250 --> 01:16:47.010
poor grades at first, then that's when they think there's no

1641
01:16:47.010 --> 01:16:48.900
hope for them, absolutely.

1642
01:16:48.900 --> 01:16:51.150
Now I had another question, but I'm gonna save that.

1643
01:16:51.150 --> 01:16:52.820
I'm not gonna ask that right now.

1644
01:16:52.820 --> 01:16:55.060
But there's a study that links faculty attitudes on

1645
01:16:55.060 --> 01:16:57.900
intelligence to student success and in stem with a large

1646
01:16:57.900 --> 01:17:00.210
impact on minority student success.

1647
01:17:00.210 --> 01:17:02.270
And they found that students,

1648
01:17:02.270 --> 01:17:05.720
all students in the classroom of a growth minded professor

1649
01:17:05.720 --> 01:17:08.880
did better, but the gap was cut in half.

1650
01:17:08.880 --> 01:17:12.710
If between White and Asian students and Black Latino,

1651
01:17:12.710 --> 01:17:14.010
and Native American students,

1652
01:17:14.010 --> 01:17:16.670
if the professor had a growth mindset.

1653
01:17:16.670 --> 01:17:19.350
And we're almost to the end I promise.

1654
01:17:19.350 --> 01:17:24.320
This is an email from a student at Princeton who

1655
01:17:24.320 --> 01:17:28.450
she read the book and she was initially struggling at

1656
01:17:28.450 --> 01:17:31.110
Princeton, and she was from a public high school.

1657
01:17:31.110 --> 01:17:33.130
And she and her friends thought that if you're from a public

1658
01:17:33.130 --> 01:17:35.220
high school, you're just not gonna do well at Princeton.

1659
01:17:35.220 --> 01:17:38.190
But then she read the book and she said that the chapter on

1660
01:17:38.190 --> 01:17:41.780
mindset was so, so important, really, really important

1661
01:17:41.780 --> 01:17:44.550
because then she learned that she could,

1662
01:17:44.550 --> 01:17:47.010
she would have challenges but she could do better.

1663
01:17:47.010 --> 01:17:50.050
And she ended up her senior year getting all A's

1664
01:17:50.050 --> 01:17:52.380
getting an A plus on her senior thesis.

1665
01:17:52.380 --> 01:17:53.213
And she says,

1666
01:17:53.213 --> 01:17:54.780
I now know that just because you're from a public

1667
01:17:54.780 --> 01:17:58.200
high school, doesn't mean you can't thrive at Princeton.

1668
01:17:58.200 --> 01:18:02.160
And so finally I wanna share with you this graduate student

1669
01:18:02.160 --> 01:18:04.990
who was not passing cumulative exams.

1670
01:18:04.990 --> 01:18:07.950
We give cumulative exams and they have to pass six in the

1671
01:18:07.950 --> 01:18:10.970
first two years or they kicked out of PhD program.

1672
01:18:10.970 --> 01:18:11.960
We give eight a year.

1673
01:18:11.960 --> 01:18:14.370
He only passed one out of eight his first year.

1674
01:18:14.370 --> 01:18:15.640
Then he learned the strategies.

1675
01:18:15.640 --> 01:18:17.900
And the second year he didn't even need all eight.

1676
01:18:17.900 --> 01:18:20.440
He passed five out of seven and he passed the December exam

1677
01:18:20.440 --> 01:18:22.030
with the highest score in the group.

1678
01:18:22.030 --> 01:18:24.450
And this is he Dr. Algernon Kelly.

1679
01:18:24.450 --> 01:18:27.210
And now he teaches this everywhere he goes, in fact,

1680
01:18:27.210 --> 01:18:29.680
now he has his own business and he specializes in students

1681
01:18:29.680 --> 01:18:31.990
with this disabilities, learning disabilities

1682
01:18:31.990 --> 01:18:34.730
because he is dyslexic himself.

1683
01:18:34.730 --> 01:18:38.540
And so I like to close with this series of three emails,

1684
01:18:38.540 --> 01:18:41.110
October 17th, this student wrote him.

1685
01:18:41.110 --> 01:18:43.340
I'm struggling, I really wanna do well,

1686
01:18:43.340 --> 01:18:45.550
but everything is just ending with a decent grade.

1687
01:18:45.550 --> 01:18:47.870
I was hoping you could mentor me and guide me down the path

1688
01:18:47.870 --> 01:18:48.703
to success.

1689
01:18:48.703 --> 01:18:51.470
One week later, he says, hey, Dr. Kelly's (indistinct).

1690
01:18:51.470 --> 01:18:54.731
He made an 84 on his chem test compared to 56 on the first

1691
01:18:54.731 --> 01:18:59.731
one, then November 3rd, he had gone from a 76 to a 91.5.

1692
01:19:01.840 --> 01:19:03.510
He said, using your system,

1693
01:19:03.510 --> 01:19:05.630
ever since I started your study cycle program,

1694
01:19:05.630 --> 01:19:07.230
my grades have consistently improved.

1695
01:19:07.230 --> 01:19:09.880
I've honestly gained a sense of hope and confidence.

1696
01:19:09.880 --> 01:19:13.020
And that's what stood students lose at UVM.

1697
01:19:13.020 --> 01:19:15.660
Bright students who think that they're gonna do great.

1698
01:19:15.660 --> 01:19:18.980
Then they have that first failure and they are despondent.

1699
01:19:18.980 --> 01:19:20.870
And he says, my family and I are really grateful

1700
01:19:20.870 --> 01:19:22.890
you've taken the time to get me back on track.

1701
01:19:22.890 --> 01:19:24.340
And you see the change in his mood.

1702
01:19:24.340 --> 01:19:25.460
Hello, Dr. Kelly.

1703
01:19:25.460 --> 01:19:26.390
Hey, Dr. Kelly.

1704
01:19:26.390 --> 01:19:27.690
Hey, Dr. Kelly.

1705
01:19:27.690 --> 01:19:30.020
And so it's so important to teach students this.

1706
01:19:30.020 --> 01:19:33.040
So in conclusion we can and significantly increase

1707
01:19:33.040 --> 01:19:35.430
student success, even in a pandemic.

1708
01:19:35.430 --> 01:19:37.610
But I think we have to teach our students how to learn.

1709
01:19:37.610 --> 01:19:41.690
We've gotta provide engaging virtual sessions and we have to

1710
01:19:41.690 --> 01:19:42.670
make learning visible.

1711
01:19:42.670 --> 01:19:45.430
We can't judge their potential on their initial performance

1712
01:19:45.430 --> 01:19:47.030
and we can't let them do it either.

1713
01:19:47.030 --> 01:19:50.420
We have to encourage them to persist even when they fail

1714
01:19:50.420 --> 01:19:54.001
initially and we've gotta encourage them to use these deep,

1715
01:19:54.001 --> 01:19:57.580
these metacognitive tools for deep and integrative learning.

1716
01:19:57.580 --> 01:19:59.070
These are some additional resources.

1717
01:19:59.070 --> 01:20:00.370
These are some acknowledgements.

1718
01:20:00.370 --> 01:20:02.210
This is the book for faculty.

1719
01:20:02.210 --> 01:20:04.930
And if you really wanna increase the chances that your

1720
01:20:04.930 --> 01:20:06.420
students are gonna use the strategies,

1721
01:20:06.420 --> 01:20:08.481
please suggest that they read the book.

1722
01:20:08.481 --> 01:20:11.650
And this is the first time I've ever had this slide

1723
01:20:11.650 --> 01:20:14.260
in there cuz I was afraid that it was gonna look like

1724
01:20:14.260 --> 01:20:17.210
I was hawking my wears, but so many faculty say, well,

1725
01:20:17.210 --> 01:20:19.230
how do I really get my students to do it?

1726
01:20:19.230 --> 01:20:22.763
And I now realize that students kind of have to hear this

1727
01:20:22.763 --> 01:20:24.910
from me and my voice,

1728
01:20:24.910 --> 01:20:27.640
which is what the book does for them.

1729
01:20:27.640 --> 01:20:29.280
And this is the book for parents.

1730
01:20:29.280 --> 01:20:31.320
And thank you very, very much.

1731
01:20:31.320 --> 01:20:34.300
I will now stop the share,

1732
01:20:34.300 --> 01:20:39.300
which means to stop presenting and yes, okay.

1733
01:20:39.313 --> 01:20:41.513
And then I will turn it back over.

1734
01:20:43.070 --> 01:20:46.560
<v Woman>Oh Saundra, thank you so very, very much</v>

1735
01:20:46.560 --> 01:20:48.830
for being here with us today.

1736
01:20:48.830 --> 01:20:50.220
It has really,

1737
01:20:50.220 --> 01:20:53.580
my brain is buzzing and I bet everybody else's brain is

1738
01:20:53.580 --> 01:20:54.770
buzzing as well.

1739
01:20:54.770 --> 01:20:57.363
So thank you so, so very much.

1740
01:20:58.670 --> 01:21:01.860
Colleagues, there's another workshop this afternoon focused

1741
01:21:01.860 --> 01:21:04.460
more on Sam with similar content.

1742
01:21:04.460 --> 01:21:06.600
And then next week we are,

1743
01:21:06.600 --> 01:21:10.350
Saundra will join us to talk about motivation in students

1744
01:21:10.350 --> 01:21:12.570
as a follow on to this workshop.

1745
01:21:12.570 --> 01:21:13.403
<v ->Yes, and again,</v>

1746
01:21:13.403 --> 01:21:16.500
I wanna thank everyone for coming and I applaud you because

1747
01:21:16.500 --> 01:21:18.820
you are in the trenches with these students.

1748
01:21:18.820 --> 01:21:22.420
I just gotta sit in my office and talk to wonderful faculty

1749
01:21:22.420 --> 01:21:23.253
like you.

1750
01:21:23.253 --> 01:21:25.860
So thank you so much again for attending.

1751
01:21:25.860 --> 01:21:30.030
And I'm seeing lots of thanks in the chat box.

1752
01:21:30.030 --> 01:21:33.030
And I just say thank you because I appreciate everything

1753
01:21:33.030 --> 01:21:34.530
that you are doing.

1754
01:21:34.530 --> 01:21:37.133
<v Woman>Yes, and we here at the CTL,</v>

1755
01:21:38.920 --> 01:21:42.100
and also writing in the disciplines are working on

1756
01:21:42.100 --> 01:21:44.760
strengthening our partnerships with the writing center and

1757
01:21:44.760 --> 01:21:46.370
the Center for Academic Success

1758
01:21:46.370 --> 01:21:48.500
and I'm sure I speak for all of us

1759
01:21:48.500 --> 01:21:52.220
when I say we look forward to more conversations about how

1760
01:21:52.220 --> 01:21:54.980
we can support students and design cool classes.

1761
01:21:54.980 --> 01:21:56.860
So thanks everybody for being here.

1762
01:21:56.860 --> 01:21:58.410
<v ->Great, and I see a question about whether</v>

1763
01:21:58.410 --> 01:22:01.100
the other sessions will be recorded and they will.

1764
01:22:01.100 --> 01:22:05.870
And I see Deborah says Lennon and I have already planned a

1765
01:22:05.870 --> 01:22:08.483
watch party, okay, fantastic.

1766
01:22:10.430 --> 01:22:12.020
Great, well, thanks again.

1767
01:22:12.020 --> 01:22:16.520
And thank you for allowing me to have now 58 groups

1768
01:22:16.520 --> 01:22:19.500
in states that I've presented to faculty in.

1769
01:22:19.500 --> 01:22:20.960
Okay, well bye.

1770
01:22:20.960 --> 01:22:22.810
<v Woman>Thank you so much bye bye.</v>

1771
01:22:22.810 --> 01:22:23.687
<v ->Bye bye.</v>