Author Archives: stacy

Studying versus Learning

  1. After mapping your objectives to Blooms taxonomy, did anything surprise you?

While some of the objectives corresponded to Bloom’s Taxonomy, some did not and can probably be adapted to the Bloom.


ABET Program Outcomes;

An understanding of the need for and an ability to engage in self-directed continuing professional development; (Criterion 3.h)

Corresponding Bloom Level – Applying


ABET Program Outcomes;

Utilize measuring methods, and software that are appropriate for field and office processes

related to construction scheduling (Criterion 9.c)

Corresponding Bloom Level – Applying

  1. How could the use of Bloom’s model with your students promote independent learning?

The use of Bloom’s model helps students identify how to produce the caliber of work needed to be successful in college. The four-step process truly delineates the difference between study versus learning. Application of this process breeds independent learning for our students as they now know that “learn mode” entails much more than memorization but rather a concerted effort into understanding a topic well enough to be able to put into their own words and applying to the extent that questions never seen before can be answered.

  1. McGuire presents the Study Cycle, what is your reaction to it? Why?

I love the study cycle because it works!!! I have and will continue to share the study cycle with students. As explained by McGuire my reason for using and recommending the study cycle is because it results in learning goals as compared to performance goals being met.

  1. How are we going to meet our goal of increasing retention 5-10% starting in the fall?

We can meet our Department’s goal by helping students accurately understand the learning process. Thereafter, they are now equipped to operate in the “learn mode – teach the material” as compared to the “study mode – make an A” they have practiced throughout their academic careers. Once the students apply this learning strategy, the improvement of disappointing or already good grades, will motivate, inspire and re-energize their desire to complete the program.

Chapter 3 – Responsibility in Learning

  1. Are your students at the associates or baccalaureate level?

Associates Level

  1. Do you use different teaching strategies for associate level students than for baccalaureate level students? Why or why not?

If I were teaching both levels – I would probably employ the same teaching strategies. However, for the baccalaureate level students, already exposed the metacognition in the associates level, at the start of each semester, after the first meeting with the students – I would require each one to email me what in their opinion is their learning strategy and why? Then with this information I will help them to continue to excel through strategies that inspires them to be proactive learners.

  1. What is metacognition and what concept from the chapter resonates with you and why? (identify the page number)

Metacognition is the process of becoming consciously aware of oneself as a problem solver. This shift in thinking enables the individual to actively seek solutions to any problem they may encounter, rather than relying on others to tell them what to do or to answer their questions.

I was especially drawn to the concept at the top of page 26; “if we do not take the time to discover what our students already know and help them relate what they are learning to their prior knowledge, then they cannot learn in the most effective ways”.

This concept reinforces the principle that learning is effective when new information is absorbed and processed in relation what is already known and understood.

  1. What are other factors that might influence student learning?

Some factors that may influence student learning are as follows;

  1. Encouraging students to freely express what they “hear” from lectures and as instructors taking the time to listen with intention to their expressions.
  2. Help the students to engage with process and apply the information.

5. How can metacognition help us towards our goal of increasing retention 5-10% starting in the fall?

Metacognition can help us, help the students to implement learning strategies that work for them. Students will;

  1. Now be aware of the actions (monitor, plan, control) they need to take to improve their learning – they will learn to take responsibility for their learning.
  2. Identify ways to organize new information by relating that information to old ideas.
  3. Understand the material instead of just memorizing it.



Chapter 2 – Familiarity with Material

  1. What is one teaching strategy you use?

Prior to class, I post the notes on blackboard and encourage the students to peruse with the intent of understanding the specific objectives to be accomplished in each lecture. This helps students to be more engaged during the actual lecture as they are familiar with the information and as such feel more confident to ask questions.

  1. What is one learning strategy your students could use to be successful in your course?

Students should ask questions, the answers to which will aid them in understanding the material fully. Also, when given home-work assignments they should complete on their own so both student and instructor can gauge the student’s understanding and ability to apply the information.