Strategic Learning

@ National
University of
Singapore
 STRATEGIC LEARNING Robert Kamei
Magdeline Ng

SESSION 1: INTRODUCTION Teaching Assistants

INSTRUCTORS
Professor Robert Kamei
Department of Paediatrics,
Adjunct Professor, Department of Physiology
Yong Loo Lin School of Medicine
Office: YLL Dean’s Office
Tower Block, Level 11
paerkk@nus.edu.sg
Dr Magdeline Ng Tao Tao
NUS Libraries
Principal Librarian
Head, Learning Innovation and Research
Office: NUS Central Library
magdeline.ng@nus.edu.sg
 Administrative Matters
Email Wei Heng
TEACHING ASSISTANTS chngweiheng@u.nus.edu
Will reply within 3 working days

Chng Wei Heng Khoo Zi Xin Ng Jin Ying, Emily Hu Cheng Sea, Vanessa
Head Teaching Assistant Teaching Assistant Teaching Assistant Teaching Assistant
chngweiheng@u.nus.edu khoo.zixin@u.nus.edu emilyngjy@u.nus.edu chengsea@u.nus.edu
 Why this module?
Needs:
1. Most of us have learned how to study using a trial-and-error method.
2. Unfortunately, the most effective ways to learn are often counter-intuitive
3. Most students waste valuable study time not using effective evidence-based
learning strategies.

Purpose of this module:

1. Critically assess current and proposed learning strategies to formulate effective
and personalized learning strategies.
2. Encourage autonomous learning, foster self-discovery, and create new insights
to be effective self-directed learners.

Introduction
 Voices of your seniors

“This module has taught me several learning techniques that will

help me to learn better… As such, I am grateful to take this
module, despite being in my last semester. These techniques, I
believe will be useful in my future learning.”

Introduction
 Our Promise to You
Knowledge and Understanding Transferable skills
• an increased awareness of learning • Better manage your own learning
strategies and an understanding of • Work productively as a member
the principles that inform them of a small group
• an expanded repertoire of learning • Develop a personal learning plan
strategies and a process to apply and philosophy about learning
them
• your ability to independently
identify, select, apply and assess
your learning strategies to further
your own learning

Introduction
OUR EXPECTATIONS OF YOU
1. During the course, think & reflect about your own learning
2. Actively participate during class and Breakout sessions. The more
people contribute, the more fun it is.
3. Complete course assignments, they are designed to help you
4. Stay open-minded when applying new learning strategies to your
work for other modules or in your field
5. Be patient with your progress. The results of applying new learning
strategies are not always instant. As you refine your strategies the
payoff may only become apparent when you look back after future
semesters.

Introduction
Tentative Schedule
ACADEMIC DATE SYLLABUS ACADEMIC DATE SYLLABUS
WEEK WEEK
1 Aug 9 No Class 7 Sep 27 No Class
2 Aug 16 Lesson 1: 8 Oct 4 Lesson 5:
- Holistic Learning Framework - Evaluation of Learning Plan
- Goal Setting I - Self-Regulation
3 Aug 23 Lesson 2: 9 Oct 11 Lesson 6:
- Goal Setting II - Health and Wellness: Attention and Focus (Guest
- Introduction to Learning Plan (Planning) lecturer: Dr Mara McAdams, Duke-NUS & Ms
- Metacognitive Learning Strategies I: Encoding Jennifer Davis)
4 Aug 30 Lesson 3: 10 Oct 18 Optional Session:
- Metacognitive Learning Strategies II: Flattening - Self-Regulation: Deep Dive and Creating Learning
and Resetting the Forgetting Curve Habits
5 Sep 6 Lesson 4: 11 Oct 25 Lesson 7:
- Implementation of Learning Plan - Collaboration
- Health and Wellness: Sleep (Guest lecturer: - Wrap-up: Learning Myths
A/Prof. Joshua Gooley, Duke-NUS) 12 Nov 1 No Class
6 Sep 13 No Class 13 Nov 8 No Class
RECESS No Class READING Nov 15 No Class
WEEK WEEK
EXAM No Class: Good luck!
WEEK
 Module Assessment

CA Component Weightage
(i) Zoom Attendance & Participation 30%
(ii) Completion of Survey(s) 20%
(iii) Learning Plan (first draft) 15%
(iv) Updated Learning Plan 15%
(v) Course Reflection Slide 20%
Total for CA: 100%

Introduction
Accessing the course page on Canvas

Download lecture notes after session Course notifications/settings

Review lecture recording

Learning Plan Template: An Introduction
Attendance and Participation (30%)

Attending the Zoom session

AND participating in in-class activities
 How In-Class Activities Work?

“The discussions and online interactive activities allowed me to learn

about learning from others and hearing different perspectives on
learning in a fun manner. It helped me to apply the learning theories to
my academics.”
- Emily Ng

Introduction
 What do students learn in
"Strategic Learning"?
https://nus.syd1.qualtrics.com/jfe/form/SV_agfvQtjiBoFPR8G

We would like to understand what the typical NUS undergraduate student

already knows about learning strategies.

It is okay that you don’t know anything yet.

(That is why you are taking this course!)

We are using the information collected to understand our students better

and allow us to improve our course.

Course Survey 5 min

 Survey 1 Take-home

https://nus.syd1.qualtrics.com/jfe/form/SV_empT46aAPJD8uGO

• We would like to understand what the typical NUS undergraduate student already
knows about learning strategies.
• It is okay that you don’t know anything yet (That is why you are taking this course!)
• We are using the information collected to understand our students better and allow
us to improve our course
• Case-sensitive!
• Please complete the survey after the class. We will do the consent now (everyone
must do the survey, consenting allows us to analyze the data)

Course Survey
THE HOLISTIC
LEARNING
FRAMEWORK

Holistic Learning Framework

Holistic Learning Framework © Robert Kamei
 The Holistic Learning Framework
(Metacognitive Cycle)

Metacognitive Cycle © Robert Kamei

 The Metacognitive Cycle
• Goal Setting:
Plan (Before):
• What are your priorities? Goals and Strategies

• Learning Strategies:
• Where will you study?
• School, home, coffee shops
• When will you study?
• Take advantage of “wasted time” (MRT)
• How will you start studying?

Metacognitive Cycle © Robert Kamei

 Learning Strategies are based on 3 features of
Ebbinghaus’ Forgetting Curve:

• Encoding Memory

• Durable Memory
(flattening the curve)

• Resetting Memory

Holistic Learning Framework Hermann Ebbinghaus, 1885

 Ebbinghaus’ Forgetting Curve
Encoding

Memory Retention

Holistic Learning Framework

Time
 Ebbinghaus’ Forgetting Curve
Encoding

Memory Retention

Flattening the Curve

Holistic Learning Framework

Time
 Ebbinghaus’ Forgetting Curve
Encoding

Memory Retention

Resetting the Curve

Holistic Learning Framework

Time
 Implement: Just do it! (& What did I do?) Implement (During):
What am I doing?

While in class:
 Did I fall asleep?

While reading:
 Did I fall asleep?

While writing:
 Did I fall asleep?

Metacognitive Cycle © Robert Kamei

 Evaluate: how did I do?
(Review, Reflect, Revise) Evaluate (After) :
How can I improve?

Questions to ask, e.g.

• What seemed to work for my
study/exams?
• What didn’t seem to work?

Metacognitive Cycle © Robert Kamei

 The Holistic Learning Framework
(Metacognitive Cycle)

Metacognitive Cycle © Robert Kamei

 Study by Chen, Chavez, Ong & Gunderson
(2017)
1. College statistics class
2. Half of the students
 Chose resources used to study for exams
 Explained why resources chosen were useful and how they would use them
 Made a detailed study plan
3. Those students:
 Performed better on their exams
 Felt fewer negative emotions before the exam
 Found the resources they did use more useful

Holistic Learning Framework

Holistic Learning Framework
 STRATEGIC LEARNING Robert Kamei

SESSION 1: GOAL SETTING I Magdeline Ng

Teaching Assistants
 GOAL SETTING ACTIVITY
• Open a word document (phone) or grab a notebook/paper
• Set 3 goals for this week
- At least one relates to learning a skill (such as musical
instrument or coding etc)
• Keep your goals – we will refer to them next week!
• Share your goals with the class chat
Goal Setting
 ANIMAL FARM
DEBRIEF
Animal Farm
 Our students’ experiences

• Approximately 80% recognizes that there are 5 (± 1)

animals added in the second group
•Therefore, almost all people have nearly all (15) animals
in their heads after only a few seconds!

Most people cannot recall everything from their memory.

Recognition is not the same as recall!
Animal Farm
 Psychologist Richard Wiseman
showed 10,000 images over 3 days
to two research assistants:

After seeing 612 pictures, subjects

recognized an average of 98%.

After 10,000, the average success rate

was 65%.

Note: Sapiens by Yuval Noah Harari

Animal Farm
 HUMANS ARE GOOD AT
RECOGNIZING
• But we may not be able to recall it later
“I thought I knew it!” “on the tip of my tongue”

• Re-reading only reinforces it has been seen before

But you may not be able to recall it on a test.
Solidly in long term memory?

• Re-reading is not a good learning strategy

Animal Farm
STRATEGIC LEARNING
(THE BOOK)
Available at the NUS library,

Takashimaya, NUS Co-op

Our publisher, World Scientific

Amazon
 STRATEGIC LEARNING WEBPAGE
• Our Strategic Learning (public) webpage is launched!
• Look forward to blogposts about self-regulation,
health and wellness, learning strategies and goal
setting
• Feel free to leave your comments ☺
https://www.strategiclearn.org/
Course Webpage
 https://www.strategiclearn.org/
ALS1010 WEBPAGE

Course Webpage
 VIEW BLOGPOSTS

Course Webpage
 CONTRIBUTE TO OUR BLOG!

Email anyone on our

team with your ideas.
Authors will be featured
at the end of the article!

Written by former students of ALS1010!

Course Webpage
 PROF KAMEI’S IG PAGE!
@drrobertkkamei

Follow us on IG!
 SUMMARY OF SESSION 1

THE HOLISTIC
Sometimes, thinking about your
LEARNING
learning is the first step to improve
FRAMEWORK
What is critical is having a strategy to effectively match the
demands of the studying task with your own personal resources
and constraints.

Summary
 SUMMARY OF SESSION 1

THE HOLISTIC
Sometimes, thinking about your
LEARNING
learning is the first step to improve
FRAMEWORK

ANIMAL FARM Recognition is easy, Recall is hard

Your brain can fool you. If re-reading doesn’t work, then what does?
Stay tuned to the subsequent lessons to find out!
Summary
 DOODLE
HERE!
SEE YOU AT THE NEXT SESSION!