Learning Commons:Content/Learning Challenges/Grades

From UBC Wiki

The Problem

Getting a lower than expected grade is a disappointment. Understanding the why and the how of the matter (in the most objective way possible) can help you re-align your approach to studying/research with your goals for next time. Sometimes, our own beliefs about learning may be our biggest obstacles. Here are a few examples:

Learning should be easy and fast (if I'm doing it well)

In fact, when we are learning something new by re-reading and highlighting (rather than self testing and solving problems), our brains often fool us into thinking that we are learning. This is called a fluency or familiarity bias and it happens when we think that something familiar and clearly explained has actually been learned. In fact, the best way to test whether you know something is to try to teach it to someone else - this will help you clarify your gaps in understanding.

Talent is everything. If I'm not talented in a subject - I can't expect to do well.

Talent can help, but your attitude about learning is way more important. If you believe your learning abilities are fixed, you'll put up mental blocks that hinder your learning. For example, if you are used to getting straight A's you may tend to avoid risks that might take you out of your comfort zone and risk your perfect record. Conversely, if you believe you are not good at something (say math for example) you may lower your expectations,etc. Either way, those fixed beliefs will prevent you from opening up to new experiences that may have a profound impact on your learning. Students who have a 'growth mindset' about learning, and believe that they can really improve over time and with effort tend to take more chances, progress faster, and see risk and failure as part of the learning process (Dweck, 2006). See Myth #1 below for more information and resources.

I'm a good judge of my own learning.

Research tells us that we are not very good at assessing our own learning. We tend to overestimate or underestimate our own abilities. This is known as the Dunning-Kruger effect, a well documented cognitive bias. According to Steven Novella (in his article about the Dunning-Kruger effect): "the most competent individuals tend to underestimate their relative ability a little, but for most people (the bottom 75%) they increasingly overestimate their ability, and everyone thinks they are above average."

Memorizing the facts is what's important in learning.

At university, what's important is your understanding of concepts and ideas, when to apply them and how and in what circumstances they are useful. This sort of understanding is enhanced when you look for the connections between concepts and ask yourself questions about what you are reading so that you can extract meaning.

So how can you overcome some of these biases and problems and study smarter? Have a look at the strategies section for some good ideas.

The Myths

Find out about common myths that impact this challenge and what you can do to bust the myth!

Myth 1: Talent is everything!

Talent can help, but your attitude about learning is way more important. If you believe your learning abilities are fixed, you'll put up mental blocks that hinder your learning. For example, if you are used to getting straight A's you may tend to avoid risks that might take you out of your comfort zone and risk your perfect record. Conversely, if you believe you are not good at something (say math for example) you may lower your expectations,etc. Either way, those fixed beliefs will prevent you from opening up to new experiences that may have a profound impact on your learning. Students who have a 'growth mindset' about learning, and believe that they can really improve over time and with effort tend to take more chances, progress faster, and see risk and failure as part of the learning process (Dweck, 2006). "Research suggests that students who view intelligence as innate focus on their ability and its adequacy/inadequacy, whereas students who view intelligence as malleable use strategy and effort as they work toward mastery." (Schoenfeld, 1983). Mindset can have positive and negative impacts on learning: intelligence and ability are neither innate nor static. Our brains grow, change, and adapt as we use them.

A combination of motivation and focused effort in deliberate practice will really help you develop a deeper understanding. Deliberate practice is about more than just putting time in: it includes frequent feedback, repeatedly adjusting your approach, and a belief that you can learn and grow with effort. What you do is just as important as how often you do it.

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Bust the Myth

  • Know that your beliefs affect your behaviours. Cognitive psychologist Dr. Stephen Chew calls these "beliefs that make you stupid". Watch his video: How to Get the Most Out of Studying: Part 1 of 5, "Beliefs That Make You Fail... Or Succeed" for suggestions about how to overcome these.
  • Apply what you learn in practice. Practice builds accuracy and fluency (the real kind, not the illusion of fluency). This fluency also builds the confidence and flexibility to apply what you've learned in different situations. Professor of Mathematics, Michael Starbird, describes how practice leads to deeper understanding. Watch his video: 5 Elements of Effective Thinking: First Element: Understand Deeply.
  • Feed your curiosity. Ask questions, perform experiments, talk to experts, work with others, make mistakes, and explore your questions from many different angles. This helps develop a mindset of growth and will take you farther in your development.

References:

  • Growth Mindset: Mindset Scholar's Network Retrieved: May, 29, 2018.
  • Ambrose, S.A, Lovett, M.C. (2014) Prior Knowledge is More Than Content: Skills and Beliefs Also Impact Learning, in Benassi, V. A., Overson, C. E., & Hakala, C. M. (Editors). (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Available at the Teaching of Psychology website: http://teachpsych.org/ebooks/asle2014/index.php.

The Strategies


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Strategies that work!

Check your judgement

  • Monitor your learning. Ask yourself:
  • how well do I understand this assignment?
  • what are the most important things to understand/demonstrate?
  • how well do I think I will do on this assignment?

Then compare your predictions with the result (after assessment) and consider what you need to change for next time. If you don't know, ask your prof or TA for specific feedback on how you can improve.

Aim for understanding (vs. surface knowledge)

  • Try teaching or explaining to others what you are learning (in your own words). Respond to their questions. Then have them tell you what they learned and compare this to your notes or the text. You really begin to understand something when you can teach others.
  • Make connections between course concepts, different courses, and real-world situations. If you’re having trouble understanding something, ask yourself how these concepts apply to your life. Mind maps and concept maps can help you visualize the connections and lead to meaningful learning, as they force you to re-organize and make sense of the information as part of a bigger picture (rather than isolated concepts and facts). Redo your notes as a diagram or as a concept map.
  • Ask good questions (of yourself and others). Check your thinking by asking questions about what you’re learning. What’s being said? Who is saying it? Why are they saying it? Who else says this? What do I believe? Why do I believe it? What’s missing? Where is the error in this and how can I fix it? Why does another solution work better? Asking good questions helps us solve problems, make thoughtful decisions and think creatively. Adopting this practice can lead to insights that can open up doors in your thinking and improve your learning significantly. More on 5 Habits that will improve how you ask questions!
  • Self-test rather than re-read. Answering questions from memory (rather than just looking up the answers and reading) requires you to retrieve what you know. This retrieval practice (along with other forms of practice and applying what you know) helps to build strong connections in memory.

The Toolkits

Check out some of our student toolkits to support your learning:

The Links

Videos:

Health and Wellness at UBC:

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