- Paperback: 288 pages
- Publisher: Stylus Publishing (October 13, 2015)
- Language: English
- ISBN-10: 162036316X
- ISBN-13: 978-1620363164
- Product Dimensions: 5.9 x 0.8 x 8.9 inches
- Shipping Weight: 12.6 ounces (View shipping rates and policies)
- Average Customer Review: 4.8 out of 5 stars See all reviews (17 customer reviews)
- Amazon Best Sellers Rank: #18,605 in Books (See Top 100 in Books)
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Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation
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"It shouldn’t be surprising that a volume intent on teaching students how to learn is just as intent on teaching the reader how to do just that, but it is still refreshing to read a book that lays out its goals, sticks to the promises it makes, and even creates its own study guide based on how much time the reader has to give to the text. Well-structured and clear, Saundra Yancy McGuire’s Teach Students How to Learn is as thoughtful about itself as it is about the content it presents. McGuire has composed this book to reflect her own response to and engagement with a pressing problem in higher education: namely, that many students, even those who qualify for admission at prestigious institutions, arrive without ever having been taught to learn by anything but rote memorization. Faced with college’s demands of skills higher in Bloom’s Taxonomy, they find themselves struggling and even failing.
With this book McGuire gives teachers the tools they need to move their students past the high school model of retention until regurgitation, helping them instead to internalize a more nuanced, flexible understanding of learning. To convey this understanding, McGuire focuses on student mindset, encouraging educators to bring in everything from neurobiological models to fellow student success stories in order to help learners see that they are not stuck being 'bad' at something – that change is not only possible, but already well within reach.
Most of all, McGuire is a fun writer. Personal and plainspoken, her style makes the pages fly by. (Any worries that this book might drown the reader in jargon should be alleviated by the appearance of the words ‘metacognition, schmetacognition’. I would recommend this book in particular to educators working with students from underserved communities, as giving students access to these techniques will help ensure their success far beyond the boundaries of a single classroom.” (Reflective Teaching (Wabash Center))
"I just wanted to write you a quick note to talk about how much I enjoyed your book Teach Students How to Learn. I work as the Associate Director for Teaching and Learning at the Faculty Center at my university. Every year I get to put on a Summer Teaching Institute for faculty. The theme that came out of much of the work we have been doing about High-Impact Practices and what we want to accomplish at the university centered on life-long learning and nurturing autonomy and agency in students. I wanted to make that the theme of the institute this year and in looking for materials I came across your book. I loved it and it is the book we are going to cover this summer. I think it will provide a wonderful road map for us as we try move past how best to teach information to our students into helping our students become better learners." (Matthew C. Atherton, Ph.D. California State University San Marcos)
“Dr. McGuire’s book, Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation, is a must read for faculty, staff, students, and top administrators. Students are coming to college not knowing what to expect or how to handle the level of preparedness that is expected of them. The strategies in this book are not difficult to implement or to include in the instruction of early core classes or a freshman seminar class. The best or the least prepared students can learn from Dr. McGuire’s strategies.” (NCLCA Newsletter)
"For those interested in helping students develop strong metacognitive skills, Dr. Saundra McGuire’s book, Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation, is concise, practical, and much less overwhelming than trying to figure out what to do on your own. It is both a consolidation of the research surrounding metacognition, mindset, and motivation and a how-to guide for putting that research into practice. (Improve with Metacognition)
“If you are already convinced – or are at least willing to consider the possibility – that your students could learn more deeply and achieve more success than they are at present, this book is for you. If you are frustrated by students who seem unmotivated and disengaged, this book is for you. If you find it challenging to teach underprepared students, this book is for you. And if you care about educational equity and fairness, this book is for you.
The not-so-familiar good news is that these same students can both survive and thrive in higher education. The message from relevant research is quite clear: What students do in college matters more than who they are or which institution they attend. What these underprepared students need most to do is to learn how to learn.
In this book, Saundra McGuire provides specific, practical, research-based strategies to teach students how to learn, focusing on the three key M’s – mindset, motivation, and metacognition.
The book offers a broad range of strategies for teachers and for students, along with a wealth of examples, illustrations, and resources.” (Thomas A. Angelo, Clinical Professor of Educational Innovation & Research, The Division of Practice Advancement and Clinical Education and Director of Educator Development, Eshelman School of Pharmacy)
"This book is a wonderful resource for college faculty. It provides us with practical, yet powerful learning strategies and metacognition techniques that can be easily incorporated into our courses, and which in turn, will improve student learning. Dr. McGuire shares both research and her personal experiences, as well as her expertise in teaching all kinds of diverse students with tremendous success. This book is a welcome addition for the post secondary teaching and learning field and should be read and utilized by all." (Kathleen F. Gabriel, Associate Professor, School of Education)
"Teachers need to learn as much as their students. In a masterly and spirited exposition, spangled with wit and exhortation, rife with pragmatic strategies, Saundra McGuire teaches teachers how to awake in their students the powers dormant in them. Be aware, and you will learn!" (Roald Hoffmann, 1981 Nobel Laureate in Chemistry)
"An electrifying book! McGuire demonstrates how learning strategies can improve learning―and then charges faculty to teach them, complete with the slides for doing so in your class. . . A must read―and must do―for every teacher who struggles with students who don’t learn as much as they could or should!" (Tara Gray, Ph.D., Director)
“Dr. McGuire's specific strategies serve me as paradigms I can adapt for my literature courses. Many of the specific exercises McGuire uses to illustrate metacognition quickly convinced my students that cognitive functions such as pattern recognition effectively guide the close reading of a text while taking time to overview a text and place it in context helps more advanced students take on the challenges of literary theory. The strategies outlined here take away the mystery, not the magic, of writing about literature.” (Helen Whall, Professor of English and Director of Comprehensive Academic Advising)
“Based on solid scientific theory and real classroom case studies, Dr. McGuire’s workshop on Metacognition provides the participants with sound pedagogical advice and an impressive array of ready-to-use, result oriented teaching techniques for a 21st century classroom. With a metacognitive approach to teaching and learning, everything comes together.” (Irina Ivliyeva, Associate Professor of Russian)
“I believe The Study Cycle handout was particularly useful because it provided a helpful step-by-step approach for students to learn the material in a class more effectively. Moreover, it is a good way to place the accountability for student success where it belongs―on the shoulders of the students (with professors providing guidance and support for their learning).” (Larry Gragg, Curators’ Teaching Professor and Chair, Department of History and Political Science)
About the Author
Saundra Yancy McGuire has been teaching chemistry and working in the area of learning and teaching support for over forty years. In 2007, she was recognized for excellence in mentoring with a Presidential Award presented in a White House Oval Office Ceremony. She is an elected a fellow of the American Association for the Advancement of Science, the American Chemical Society, and the Council of Learning Assistance and Developmental Education Associations. In 2013 she retired as assistant vice chancellor and professor of chemistry at Louisiana State University, and is now Director Emerita of the LSU Center for Academic Success, which was named the National College Learning Center Association outstanding learning center in 2004. Saundra has presented her widely acclaimed faculty development workshops at over 200 institutions in five countries. Saundra received her B.S. degree, magna cum laude, from Southern University in Baton Rouge, LA, her Master’s degree from Cornell University, and her Ph.D. from the University of Tennessee at Knoxville, where she received the Chancellor’s Citation for Exceptional Professional Promise.
Thomas Angelo is Clinical Professor of Educational Innovation & Research, The Division of Practice Advancement and Clinical Education and Director of Educator Development, Eshelman School of Pharmacy, University of North Carolina – Chapel Hill. Dr. Angelo is known for his efforts in the development of faculty, curriculum and academic planning. Dr. Angelo began teaching in the late 1970’s and since then has worked in various academic capacities at many U.S. institutions including, DePaul University, The University of Miami, Boston College, University of California-Berkeley and Harvard University. Besides teaching, Dr. Angelo has been involved in numerous research projects and seminars in classroom studies and assessment strategies. He founded the Academic Development Center at Boston College, the Institute for Teaching and Learning at the University of Akron, as well as the School for New Learning Assessment Center at DePaul University. While he served as the Founding Director of the Academic Development Center at Boston College, he co-authored Classroom Assessment Techniques: A Handbook for College Teachers with K. Patricia Cross and later published a second edition in 1993. Dr. Angelo graduated from Harvard’s Graduate School of Education with a Doctorate in Education in 1987. He currently serves as the Pro Vice Chancellor of Curriculum and Academic Planning at Latrobe University, Australia and before that was the Director of the University Teaching Development Center at Victoria University of Wellington, New Zealand.
Stephanie McGuire holds a bachelor's degree in biology from MIT, master's and doctoral degrees in neuroscience from the University of Oxford, and a master's degree in opera performance from the Longy Conservatory. She attended Oxford on a Marshall scholarship and a graduate fellowship from the National Science Foundation. At the Longy Conservatory, Stephanie received the Victor Rosenbaum medal, given yearly to the most outstanding graduate of the conservatory. Partly as a result of long and stimulating conversations with her mother about pedagogy and learning strategies, Stephanie has become a highly sought after private academic tutor in the New York City area. By co-authoring this book, she is delighted to contribute to Dr. Saundra McGuire's admirable and revolutionary mission to make all students expert learners. Since graduating from conservatory, Stephanie has enjoyed forging a successful career as a classical mezzo-soprano. She has performed with New York City Opera at Lincoln Center, with the Boston POPS Orchestra in Symphony Hall, and several times at Carnegie Hall.
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Top Customer Reviews
After about 15 minutes into "Teach Students How to Learn," I knew I had something special in my hands. Dr. McGuire has spent her life learning, understanding, and developing ways not only to teach students how to excel in their academic studies but also how to increase their own opinion of their abilities and self worth. I have watched and read countless videos and books that talk about "learning skills" and typically forgot what I learned almost immediately. Dr. McGuire presents her metacognitive learning strategies and techniques in a way that are very clear, practical, and applicable. From breaking down the complexities of Bloom's Taxonomy, to presenting what is referred to as "the learning cycle," to a handful of other strategies and techniques, Dr. McGuire challenges her readers to expand their breath and depth of understanding and knowledge of the learning process in a way that can be understood by professors and students alike. Again, this book is written to be primarily consumed by professors, but is just as valuable for students.
To say that this book will change your life, as a professor, or as a student, is a complete understatement. This book will change everything. This book was designed to clearly articulate the steps necessary to take to ascend through the higher learning levels and begin to transform the way we think about thinking. I will be giving this book to many friends and professors. If you are a teacher, professor, or student, do yourself an invaluable favor and get this book. You will thank yourself for the rest of your life.
It is a concise, actionable summary of the research about how learning works. It explains how to convince students to the things that research shows will help them be successful; it clearly explains what, exactly, they should be doing; and why those things work.
I wish someone had told me these things when I was a student! (For example, I thought I knew how to read until I read this book, which explains a much better way to read for understanding.) As a student, I used trial and error and eventually stumbled across study strategies that were good enough that I excelled academically, but these evidence-based strategies would have helped me do a lot better in much less time (because I would have wasted much less time doing things that didn't work). I'm excited to be able to give my own students the tools to be successful not just in my classes, but all their classes and beyond.