How to Ace Dr. Russo’s

Chem 1001 Course:Metacognition is the

Key!

Dr. Saundra Y. McGuire

Director, Center for Academic Success

Adjunct Professor of Chemistry

2005 National College Learning Center AssociationFrank L. Christ Outstanding Learning Center Award 

The Story of Five LSU Students Travis, junior psychology student

47, 52, 82, 86 Robert, freshman chemistry student 42, 100, 100, 100 Amy, junior organic chemistry student 54, 82, 76, 78 Michael, senior pre-medical organic student

30, 28, 80, 91 Terrence, junior Bio Engineering student GPA 1.67 cum, 3.54 (F 03), 3.8 (S 04)

Class Average Student 1 Student 2 Student 3 Student 4

Test 1 76 65 67 70 83Test 2 52 67 65 46 55Test 3 72 61 68 68 65

Final 78 107 88 88 90

Chemistry 2001

Date of Final Exam: December 14, 2005

Meeting with Student No. 1: December 12, 2005

Meeting with Student Nos. 2 & 4: December 2, 2005

Meeting with Student No. 3: December 8, 2005

The final was worth 100 points with a 10 bonus question.

Fall 2005

What we will cover today

Why university students may be inefficient learners Metacognition and its role in learning Learning strategies that work, and why Barriers to using these strategies and how to

overcome them

Why 1001 is Harder Than Some Courses

The course moves a lot faster The material is conceptual, not solely

based on memorization The problems require you to think The tests are less straightforward and

require you to apply concepts

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Making decisions and supporting views; requires

understanding of values.

Combining information to form a unique product; requires creativity and

originality.

Using information to solve problems; transferring abstract or theoretical

ideas to practical situations. Identifying

connections and relationships and how

they apply.

Restating in your own

words; paraphrasing, summarizing, translating.Memorizing verbatim

information. Being able to remember, but not

necessarily fully understanding the

material.

Bloom’s Taxonomy

Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu

Identifying components; determining

arrangement, logic, and semantics.

Gra

du

ate

S

chool

Un

derg

rad

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eH

igh

Sch

ool

This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that

precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

Example from Quiz 1

The ion with 12 protons, 13 neutrons and 10 electrons is:

Ne+3 C+2 Mn+2 B+2 Be+1

Dimensions for our classroom are about 10’ x 30’ x 45’. The density of air is about 0.0012 g/mL. The mass of air in our room is:a) 43 gramsb) 14,200 gramsc) 0.0043 kgd) 460 kge) 1.42 kg

Which of the following are in the order: element, compound, mixture, solution?

A) Milk, Mercury, Iced Tea, Orange Juiceb) Orange Juice, Cement, Oxygen, a piece of lumberc) Iron, sodium chloride, oatmeal, beerd) Air, Water, Elmer’s Glue, 7upe) Potassium, sodium bicarbonate, syrup,

pancake batter

So, What Can You Do Now? Spend more time studying chemistry

(at least 9 hours per week) Aim for 100% understanding Use the tutorial center and office hours Use the Study Cycle and Intense Study

Sessions Study Smarter for Chemistry

Using Metacognition to Become an Expert

Learner

Metacognition

The ability to: think about thinking be consciously aware of oneself as a problem

solver to monitor and control one’s mental

processing

Turning Yourself into an Efficient Chemistry Learner

Do “think aloud” exercises Constantly ask yourself “why” and “what if” questions Move your activities higher on the Bloom’s taxonomy

scale by comparing and contrasting, thinking of analogies, thinking of new pathways, etc.

Always test your understanding by verbalizing or writing about concepts; practice retrieval of information

Study Strategies Gold Nugget

The Study Cycle with

Intense Study Sessions

The Study CyclePhase One:Phase One: Read or preview chapters to be Read or preview chapters to be

covered in class… before covered in class… before class class

(Create chapter maps)(Create chapter maps)

Phase Two:Phase Two: Go to Class. Listen actively, Go to Class. Listen actively, take take notes, participate in classnotes, participate in class

Phase Three:Phase Three: Review and process class notes as Review and process class notes as soon as possible after classsoon as possible after class

Phase Four:Phase Four: Incorporate Intense Study SessionsIncorporate Intense Study Sessions

RepeatRepeat

Intense Study Sessions 2 - 5 minutes:2 - 5 minutes: Set goals for next 40 min.Set goals for next 40 min.

30 - 40 minutes:30 - 40 minutes: Read text more selectively/highlightRead text more selectively/highlightMake doodles/notes in marginsMake doodles/notes in marginsCreate mnemonics, work Create mnemonics, work

examplesexamplesCreate mapsCreate maps

5 minutes5 minutes Review what you have just studiedReview what you have just studied

10 minutes10 minutes Take a breakTake a break

RepeatRepeat

Other Techniques to Try Immediately Concept Mapping

Practice RetrievalList Concepts and Practice “Teaching”

________ ______ _______________ ______ _______ ________ ______ _______

Get the Most Out of Lecture

Arrive early Actively participate Review notes soon after class Rework all example problems

done in class

Get the Most Out of Homework Start the material early--the day it is

assigned Do not flip back to see examples; work

the problem yourself! Don’t give up too soon (<15 min.) Don’t spend too much time (>30 min.)

Get the Most from SI, the Tutorial Center, and Office

Hours

Try to understand the concept or work the problem by yourself first

Come prepared to ask questions Explain the material to the tutor or

professor or study group members

The LSU Dental School First Year Class:

An Amazing Success Story!

Metacognition Discussion – August 13, 2004 Histology Exam – August 23, 2004 Previous class averages: 74 – 77 Challenge to class on August 13: 84 average Reported average on August 24: 85!

Challenge to Dr. Russo’s 1001 Class

Metacognition Discussion – March 2, 2007

Increase average over quiz average

Reward: To be determined by Dr. Russo

Writing Exercise

What behavior will you implement

between now next week?

If you don’t try it in within the next 48 hours...

… you probably never will.

BIOLOGY AND CHEMISTRY BIOLOGY AND CHEMISTRY TUTORIAL CENTERTUTORIAL CENTER

113 E.B. Doran

Mon – Thurs: 11:00 am – 4:30pm

Fri: 11pm – 3 pm

ON-LINE STUDY STRATEGIES ON-LINE STUDY STRATEGIES WORKSHOPSWORKSHOPS

Time Management

College Reading and Note Taking

Managing Test Anxiety

Test Taking Strategies

Concept Mapping

INDIVIDUAL CONSULTATIONSINDIVIDUAL CONSULTATIONS

Specific Study Strategies

Concept Mapping

Test Preparation

FABULOUS WEB SITE FABULOUS WEB SITE

WWW.CAS.LSU.EDUWWW.CAS.LSU.EDU Study Smarter Workshops On LineStudy Smarter Workshops On Line

Weekly and Semester PlannersWeekly and Semester Planners

GPA CalculatorGPA Calculator

Great LinksGreat Links

Web Page DevelopmentWeb Page Development

Study Strategies SitesStudy Strategies Sites

Graduate Exam Links Graduate Exam Links (GMAT, GRE, LSAT, MCAT)(GMAT, GRE, LSAT, MCAT)

The Center for Academic SuccessB-31 Coates Hallwww.cas.lsu.edu

Unlock your excellence

and ace Chem 1201!