Thursday, March 20, 2014

Mistakes = Learning Opportunities

Since students just finished midterm exams last week and midterm grades will be released on Wednesday, I thought I would reflect on the importance of celebrating mistakes.  Now many students may be pleased with their midterm academic performance; however, others may feel they have some definite room for improvement.  For those who feel they may have made some mistakes and desire to see their grade improve before finals, this is just a reminder about what we can learn from our mistakes and how mistakes should be celebrated not feared or ignored…it is in no way arguing for you to MAKE mistakes on purpose. 
The first thing to keep in mind is that celebration allows us to shine a light on mistakes.  By noticing the mistakes, we can examine them and fix them.  Mistakes that are not recognized or ignored cannot be corrected. 
Second, remember mistakes are valuable feedback.  Mistakes are part of the learning process and can show us where our weaknesses lie and show us where we have room for improvement.  They helps us see the gaps in our knowledge and aid us in identifying what study skills we lack. 
Third, by celebrating mistakes, we are reminded that it is OK to make them.  No one is perfect. We all make mistakes – that is just part of being human.  Mistakes are not an end in themselves. Rather, their value lies in what we learn from them.  When we make a mistake, we can admit it and correct it.  
Fourth, admitting and celebrating mistakes promotes accountability. Organizations work only when people are willing to be held accountable. Imagine a college where there is no concern for quality and effectiveness. Professors come to class late and unprepared. Residence Halls are never cleaned.  Financial Aid checks are always late.These kinds of mistakes only happen when no one is holding each other accountable and they lead to a failed institution.  Mistakes only become apparent when people are committed to improving the quality of an institution.  So we need to become committed to improving our individual quality as and hold ourselves accountable for our mistakes. 
Finally, by celebrating mistakes, we cut the problem down to size.  Often when we make a mistake, we deposit a layer of regret, worry, and anxieity on top of it.  We not only have a problem with the consequences of our mistake; we also have a problem with ourselves for making the mistake in the first place.  When we celebrate mistakes, we eliminate that layer of concern and face the problem.  This allows us to tackle the problem realisitically, recognize there is a solution, and get down to the business of correcting the mistake.  
Hopefully, these points make you realize that there is an entirely different attitude to take towards our academic mistakes.  Rather than fearing them, ignoring them, and making them the end of the world, we can marvel at our mistakes and realize that failure is not fatal.  Midterms are the perfect time to recognize these mistakes and take action.  
Source:
Ellis, Dave. Becoming a Master Student, 12 ed. Boston: Houghton Mifflin, 2009. Print

Cultivating Intellectual Curiosity

Students need to think of their education not just in terms of gaining a specific skill set or acquiring content knowledge related to a major or field of study; but rather, also as an opportunity to learn transferrable skills and knowledge since the job market is constantly changing.  To be marketable in this ever-uncertain economic environment, students must recognize they are life-long learners.  As Alvin Toffler stated, “The illiterate of the 21st Century will be those who cannot learn, unlearn, and re-learn.”   The only way to maintain this cycle of learning is to cultivate intellectual curiosity within one’s self.  As an adult, it is not someone else’s responsibility to keep you learning…you must develop that catalyst on our own and that catalyst is intellectual curiosity. 
image
What is intellectual curiosity?   It is a term used to describe a person’s desire to devote time and energy into learning more about a topic.  Strong intellectual curiosity serves you well because it stimulates your brain, exercises your research skills, allows you to become smarter and a more interesting person, and helps you find meaning in your life.  Intellectually curious individuals tend to be:
  • Open-minded, objective, and optimistic;
  • Persistent and resilient (less stressed);
  • Interested in people, ask genuine questions, listen sincerely, and develop strong relationships;
  • Inquisitive, engaged, and adept at questioning;
  • Excellent learners who are more likely to exercise critical and even creative thinking skills.
In fact, Todd Kashdan, PhD, in his book, Curious? Discover the Missing Ingredient to a Fulfilling Life, argues that the central ingredient to leading a more fulfilling life is not to focus on being happy, but to focus on harnessing curiosity.  He explains that you should reacquaint yourself with curiosity. As an adult, you tend to neglect curiosity and in some ways our society robs you of that natural curiosity you had as a child.  Thus Kashdan states, you have to “renew the relationship with the curios explorer” within yourself. 
So, how can you cultivate your intellectual curiosity? 
First, keep an open mind.  Be open to learn new information or be willing to relearn familiar topics, be open to explore new place, and be ready to let new ideas take you to new ways of thinking and seeing the world.  We often make the mistake “when things become familiar and predictable that we become mindless drones. We tune out.” We close our minds to new possibilities and get stuck looking at familiar ideas in the same way.  Practice open-mindedness to cultivate your curiosity.
Second, do not label anything as boring.  Boredom is a choice and by labeling something as boring, you are making the choice to close the door on the possibility of learning something new.  You live in a great big and vast world of which you have probably only seen and learned of a very tiny percent.  Do not close off something just because you do not have an interest now; keep the door open by not labeling it one way or another as boring.
Third, do not take things for granted.  Try to look at each day and each task with new eyes.  Dig dipper beneath the surface of what is around you and what you think you know.  Practice mindfulness so that you become fully aware and live in the present moment.  Being mindful forces you to pay attention to the world around you.  When you pay attention, you develop new interests and you become curious.
Fourth, constantly and relentlessly ask questions.  Remember the journalist’s questions: who, what, why where, when, and how.  A journalist’s job is to get behind a story to learn as much as possible so that the reader/viewer/listener has all the facts.  So be like an investigative reporter, ask questions, and learn more. 
Fifth, see learning as fun.  If you choose to see learning as a burden, as painful, as not worth the investment, then you will never be able to develop your thinking skills, expand your knowledge, or cultivate curiosity. It is not someone’s job to entertain you in the learning process, especially now that you are an adult.  Look for the fun and excitement in the learning process so that you develop a joy in learning and relearning. 
Finally, read, read, read, read!  Read diverse kinds of things.  Pick a book or magazine on a new subject and let it feed your mind with new and exciting ideas.  Choose a book from a different genre and read both fiction and nonfiction.  Subscribe to blogs, newsfeeds, and other online material that will cultivate new interests.  By reading so many different texts, you will introduce yourself to other worlds that may then spark your interests in other directions. 
Like developing any study skill or habit, cultivating curiosity will take practice and discipline. As Kashdan stated, “by being curious, we explore. By exploring, we discover. When this is satisfying, we are more likely to repeat it. By repeating it, we develop competence and mastery. By developing competence and mastery, our knowledge and skills grow.”
Sources:
Kashdan, Todd, Phd. Curious? Discover the Missing Ingredient to a Fulfilling Life. Harper: New York, 2009. Print.
Research & Evaluation Team, Office of Information Technology.  “Is Intellectual Curiosity a Strong Predictor for Academic Performance?”  Office of Information Technology. University of Minnesota. Web. 27 Feb. 2014. Pdf.
Phillips, Richard. “Space for Curiosity.” Progress in Human Geography, 6 Nov. 2013. Web. 27 Feb. 2014.  

Self-Efficacy: What and How

The two pillars of one’s concept of SELF are self-esteem and self-efficacy.  Self-esteem is the regard or respect that a person has for him or herself.  While self-efficacy is the belief in one’s ability to complete some specific goal or task.  Both a person’s self-esteem and self-efficacy vary in relation to different areas of his or her life. A student may have high self-esteem and self-efficacy while in high school but attend college and see their self-efficacy significantly decrease.  One of the reasons many students do not do well in college is because they become discouraged and no longer believe in their academic abilities in a new setting.   Developing high self-efficacy is a vital component of any student’s success in college.
Self-efficacy in academics means a student has confidence in his or her ability to learn course material. The student is self-assured that he or she knows the right strategies to understand course material, take notes, study for tests, complete reading and/or writing assignments, and manage his or her time effectively both in and out of class. 
A student with high self-efficacy in regards to his or her academic abilities is able to evaluate accurately his or her performance so that he or she can experience self-improvement.  The student is not too critical or overly optimistic about his or her abilities.  Instead, the student is realistic in how examine his or herself and use the knowledge he or she gains from that self-examination to adjust and improve his or her study strategies. 
When a student is willing to take risks by trying new study strategies and techniques, he or she is exhibiting high academic self-efficacy.  By recognizing that more effective methods to study for a test, take notes, read college textbooks, or organize and prioritize tasks may exist, a student shows they are not fearful trying new avenues of study and they are not afraid of failure or mistakes; but rather, he or she is willing to grow as a learner.
Finally, a student with high self-efficacy feels a sense of accomplishment since he or she is willing to take risks and be self-reflective they take pride in their successes AND failures.  The student sees mistakes as opportunities for improvement. 
According to Monica Frank in her article, “The Pillars of Self-Concept: Self-Esteem and Self-Efficacy,” a student can start to develop high self-efficacy by adhering to the following four suggestions:
  1. Self-efficacy is improved when a student takes the effort to advance his or her study skill set.  Do not be convinced that there is only one way of studying or that past study methods are the only ones available.  Improve your belief in your ability to succeed in the classroom by being open to and trying new study techniques and strategies. 
  2. Self-efficacy is cultivated through modeling.  A student who observes other students who are successful and is willing to model his or her behavior after those successful students will experience success.  So find an academic mentor to model. 
  3. Self-efficacy improves for a student when he or she learns to focus on specifics.  Ask for honest specific feedback from peers and instructors.  Do not just accept a vague or generic comment, instead work to get a more detailed response and to get as much explicit information so you can improve your study habits.
  4. Self-efficacy is a habit or skill that gets better with reinforcement.  The more you practice behaviors that will improve your self-efficacy, the better you get at it.  The better you get, be sure to give yourself praise to boost your self-confidence. 
Please remember, as a college student, one’s belief in one’s academic abilities will be tested.  However, by following the suggestions above and by cultivating habits of self-efficacy a students can set him or herself up for college success.  
Sources:
Bandura, Albert. “Perceived Self-Efficacy in Cognitive Development and Functioning.” Educational Psychologist, 28 (2): 117-148. Web. 26 Feb. 2014. 
Baxter Magolda, and Marcia B. “Building Learning Partnerships.”Change 44.1 (2012): 32-38. Education Research Complete. Web. 26 Feb. 2014.
Hsieh, Peggy (Pei-Hsuan), Jeremy R. Sullivan, and Norma S. Guerra. “A Closer Look At College Students: Self-Efficacy And Goal Orientation.” Journal Of Advanced Academics 18.3 (2007): 454-476. Education Research Complete. Web. 26 Feb. 2014.
Frank, Monica, PhD. “The Pillars of the Self-Concept: Self-Esteem and Self-Efficacy.” Excel at Life, 2011 Web. 26 Feb. 2014.http://www.excelatlife.com/articles/selfesteem.htm

Metacognition = Owning Your Education

Put succinctly, metacognition is simply thinking about your thinking. However, there is nothing simple about this process of thinking.  Every day as director of Student Academic Support Services, I work with students who do not understand why the ways they have studied in the past just are not working anymore. They do not have the ability to be deliberate in reflecting on their thinking strategies and change those strategies when they are not working.   They do not have the skills to plan, monitor, and evaluate their study strategies so that they get the most out of their college education.  Additionally, they do not see how former knowledge connects to new information. 
Nonetheless, there is hope.  Metacognitive skills and strategies are habits of thinking that can be developed.  They are not set in stone.  We can all become metacognitive or improve our metacognition through certain behaviors.Try the following thinking strategies:
  1. Learn to identify what you know and what you do not know as you tackle a new subject or topic.  To practice this strategy, try using KWL charts.  These are charts with three columns.  The first column allows a student to identify what they already know about a topic/subject. The middle column allows a student to identify what they do not know and what they want to learn about the topic/subject.  The final column, completed after some research, reading, or learning activity, allows the student to identify what they have learned. This is a great model for students to use for a variety of subjects and learning activities.
  2. Learn how to direct your own learning with objectives.  You are not a hapless observer to your own learning process.  As a college student is not too late to learn how to take control and recognize when you do not comprehend or when your learning is unfocused. The best way to direct your own learning is through defining learning goals.  People learn so much more when they have a purpose that keeps them focused and guided. Use course objectives, directive verbs from assignment guidelines, outcome verbs located in study guides or writing prompts to help you identify what the instructor expects you to learn from this assignment, project, or exam.  After you locate the learning objective then use that to help you develop and guide your own individual goal in preparing for or completing the assignment or test.
  3. Learn how to plan and organize your learning process.  It is vital that college students understand that learning in college takes much longer than when they were in high school.  Generally, the amount of content covered in just two or three days a week for a semester is equal to what is covered five days a week for a year in high school. That means much more learning takes place outside of the classroom in a much shorter period and if a student does not plan and organize, they will not be effective learners in college.  So, become a master of time management. Be sure to plan study time into your schedule every day and use checklists to set priorities among your coursework.  Learn how to estimate the time required to complete a task for your course.  Consider the resources or materials you will need and your access to those resources or materials.  Take the time to learn new strategies or brush up on your study skills if necessary.  Be willing to try strategies like outlining, mnemonics, diagramming or mind mapping, etc.  Manage your time, your study space, your resources, and your strategies.
  4. Learn how to monitor and reflect on your own learning.  Becoming a more confident and independent learner requires you to monitor your own learning by questioning your comprehension and by doing your own self-tests or self-assessments.  Provide your own feedback by keeping track of what works and what does not work for you.  One way to keep track of your thinking is to keep a thinking journal, a kind of diary to reflect upon your thinking, make note of any confusion, and comment on how you dealt with those confusions.  Additionally, discover ways to keep your own concentration and motivation high.  Remember deciding to be focused and motivated is a choice.  Just because you are in a class that you think has a boring instructor or has irrelevant content, does not mean you are doomed to boredom.  It is up to you to have an attitude of learning.  You have to actively find ways to stay in engaged in your own learning.
You can become metacognitive; however, it takes discipline, motivation, and practice.  Once you develop your metacognitive skills, you will go from being a novice learner to a professional. 
Sources:
Weimer, Maryellen, PhD. “Teaching Metacognition to Improve Student Learning.” Faculty Focus, Oct. 31, 2012.http://www.facultyfocus.com/articles/teaching-professor-blog/teaching-metacognition-to-improve-student-learning/
Jaschik, Scott. “Can Students Learn to Learn?” Inside Higher Ed, Jan. 31, 2011.http://www.insidehighered.com/news/2011/01/31/colleges_try_to_use_metacognition_to_improve_student_learning
Ottenhoff, John. “Learning How to Learn: Metacognition in Liberal Education.” Liberal Education. 97:3/4, 2011. http://www.aacu.org/liberaleducation/le-sufa11/ottenhoff.cfm
Livingston, Jennifer. “Metacognition: An Overview.” Cognitive Psychology Graduate Course Web Page from State Univ of New York at Buffalo, Spring 2001.http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm#Top
Halter, Julie. “Metacognition.” SDSU Department of Educational Technology, n.d. http://www.etc.edu.cn/eet/Articles/metacognition/start.htm