Presentation how we help students

Helping Students Manage Their Learning Skills & Study Strategies

Agenda • Learning Contracts - Lisa• Self-Management - Sarah

(Time Management/Organization)

• Reading - Kate• Making Sense of Assignments – Lisa

We’re going to introduce you to all of the above in 20 minutes or less…

The following slides depict

examples of how we help students

with LEARNING

CONTRACTS

Organizational Behavior Learning Contract4 Credit Study

Key Concepts/Requirements

What You Need to Learn

Reviewing Your Learning Contracts

Thinking SkillsHow You Should Learn

Benefits to YouWhat You Should Gain

Due Dates/FeedbackWhen to Hand in Assignments/

How You Will Get Feedback







Planning for Your 1st Set of Assignments for ORGANIZATIONAL BEHAVIOR

ORGANIZATIONAL BEHAVIORDUE BY – End of 5th Week of Term







Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday

SEPTEMBER

1

10 11 12 13 14 15 16

Term BeginsORG BEHAVIOR

Read Chaps 1 & 16

2

17 18 19 20 21 22 23

ORG BEHAVIORRead Chaps 17 & 18 & 19

18

3

24 25 26 27 28 29 30

ORG BEHAVIORRead & Take Notes

Activity 12.5 & Start Write-up Case 4 (4-6

pages)

OCTOBER

4

1 2 3 4 5 6 7

ORG BEHAVIORFinal Draft of Write up

Case 4 (4-6 pages)

5

8 9 10 11 All Work Due 12 13 14

Columbus Day

ORG BEHAVIORReadings & Case 4 Due

Planning for Your 1st Set of Assignments for ORGANIZATIONAL BEHAVIOR

The following slides depict examples of how we help students with Self-Management

(Time Management/Organization)

9

Self-Managementby Tom Daley ‘13 (Peer Coach)

Use the ‘Izes’

OrganizePrioritizeRecognizeMinimizeMaximizeSynthesize

Re-Organize

ORGANIZE

How do you organize yourself as a student?

WORKLOAD• Courses• Personal• Work

TIME• Term • Week• Day

INDIVIDUAL COURSES• Reading• Writing• Assignments

TOOLS

Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday

SEPTEMBER

1

Term Begins 10 11 12 13 14 15 16

ECONOMICSRead Chap 1

Do QFT - 2 & 5 Do P&E - 1, 5 &10


Do QFT – 3, 11, 16 Do P&E – 3 & 4

Study GroupQuantitative

Reasoning

Quantitative Reasoning

Work on Problem Sets #1-2

ORG BEHAVIORRead Chaps

1 & 16

Spend time with the family & laundry

2

17 18 19 20 21 22 23


Do QFT – 8 & 15 Do P&E – 4 & 5

Budget for next fiscal cycle due by

noonECONOMICS

Read Chap 4Do QFT – 3,8,14,15

Do P&E – 2 & 3

Meet with Peer Coach

Review Problem Sets #1-2 for Quantitative

Reasoning

Back to school night at Middle

School ORG BEHAVIORRead Chaps 17 & 18 & 19

Andrew’s 10th Birthday Party –

2-4pm

3

24 25 26 27 28 29 30


Do QFT – 1, 9, 13 Do P&E – 8, 14, 17

All day meeting in NYC


Do QFT – 1 & 2 Do P&E - 1, 7 & 9


Reasoning


Work on Problem Sets #3-6

ORG BEHAVIORRead & Take Notes

Activity 12.5 & Start Write-up Case 4 (4-6

pages)

Spend time with the family

OCTOBER

4

1 2 3 4 5 6 7


Do QFT – 1 & 5 Do P&E - 1,3,5a,5b

Meet with Peer Coach

Review Problem Sets #3-6 for Quantitative

Reasoning

ORG BEHAVIORFinal Draft of Write

up Case 4 (4-6 pages)

Family Bowl-a-thon

5

8 9 10 11 All Independent Study Work Due 13 14

Columbus DayKids are off of school – take day off


Reasoning

All ECONONMICS PROBLEMS

ORG BEHAVIORReadings & Case 4 Due


Work on Problem Sets #7 & 8 Spend time with

the family

PRIORITIZE

TOOLS FOR PRIORITIZING• Colored markers• Tacks• Emoticons

What do you have to do?What is urgent?

What’s most important to you?

WAYS TO PRIORITIZE• Long-term vs. Short-term• Important vs. Un-important• Proactive vs. Reactive

IMPORTANT

URGENT (Due Soon)

NOT URGENT (Due in the Future)

NOT IMPORTANT

Quadrant I:Crises, Pressing

Problems, Deadline-driven

projects

Quadrant II: Prevention,

Reflection, Planning, Recreation, Stress

Management, Recognizing New

Opportunities

Quadrant III: Interruptions, Some Phone Calls, Some

E-mail, Some Reports, Some

Meetings, Pressing Matters

Quadrant IV: Trivia, Busy Work,

Some E-mail, Some Phone

Calls, Escapist Activities (IM, TV,

DVD, etc.)

Adapted from Stephen Covey’s First Things First

PRIORITIZE

IMPORTANT

URGENT (Due Soon)

NOT URGENT (Due in the Future)

Org Behavior - Residency this weekend – finish editing paper

Work – get fiscal report done by next Monday

Critical Thinking - Start research for final debate project due in May – use RPC to help breakdown steps

NOTIMPORTANT

Schedule annual physical for me and kids

Load pictures from Saturday’s party to Facebook.

Quadrant I:Crises, Pressing Problems, Deadline-driven

projects

Quadrant II: Prevention, Reflection, Planning, Recreation, Stress Management, Recognizing New Opportunities

Quadrant III: Interruptions, Some Phone Calls, Some E-

mail, Some Reports, Some Meetings, Pressing Matters

Quadrant IV: Trivia, Busy Work, Some

E-mail, Some Phone Calls, Escapist Activities (IM, TV, DVD, etc.)

RECOGNIZE

Do you know your wants and needs?

Can you be more effective and efficient with your time

management?

Can you recognize and eliminate “time wasters”?

http://www.youtube.com/watch?v=0W7GB5Fh2XM

Eat that FrogBy Brian Tracy



MINIMIZE/MAXIMIZE Make a PLAN for how to:

• MINIMIZE - Remove the Time Wasters & Limit Distractions

• Distractions list• Identify your support network – who can help?

• MAXIMIZE - Focus on must haves & motivators• Focus on priorities• Use a rewards system• Use a timer• Focus on positive thinking

SYNTHESIZE• Look for things to combine

Make time for your health – get exercise and make it social (workout with kids and/or friends) Have a “homework party” with your kids or over lunch

• Extended “Found Time” “Find time” while waiting – use the “found” 15 minutes to an hour while waiting at the doctor’s office, at the kid’s soccer practice, etc. to organize your “to do list” or read/study (always have some of your school work with you)

• Involve your family & coworkers & classmates Talk about what your upcoming assignments are during dinner Talk to people in the break room about what you are learning, Meet with people from your study group for coffee

Bring all aspects of your life together with school

RE-ORGANIZEList and review

weekly activities in detail again

Reread all your

Learning Contracts &

check your organization/time

management system

GUT CHECK!What’s working?

What’s not?

The following slides depict examples of

how we help students with

Reading

A+ Student Learning

Input Information to be learned

UnderstandingComprehending what you learned

AnalysisUsing what you learned

EvaluationJudging what you learned

OutputWhat you create from what you learned

Bloom’s

Taxonomy

EVALUATION – JUDGE – Do you have to appraise, assess or critiqueon a basis of specific standards and criteria?

SYNTHESIS – COMBINE – Do you need to take your own ideas and integrate them with course concepts into a product, plan or proposal? Can you identify what is relevant from what irrelevant?

ANALYSIS – CONNECT – Do you need to compare/contrast, distinguish, classify and relate any assumptions, hypotheses, evidence or structure of a statement or question?

APPLICATION - USE – Do you have to select, transfer or use data and principles to complete a problem or task?

COMPREHENSION – UNDERSTAND - Do you have to translate your understanding or interpretation of information?

KNOWLEDGE – REGURGITATE -- Do you have to recall or recognizes information? Do you have to present the ideas and principles that you learned in a basic summary?

analyze apply

argue com

pare/contrast

describediscuss

define

evaluatecritique

interpretsynthesize

reactsum

marize

Bloom and a Real Life Example • Knowledge – What is it?• Comprehension – What else is it like?• Application – What does it do?• Analysis – How does it work?• Synthesis – What happens when you…?• Evaluation – How was the quality?

CREATE INTEREST• Set Goals:

•“What is my purpose for doing this reading?” •“What do I want to learn?”

• Look at lesson objectives • Learn new vocabulary • Preview the reading• Review introductory informationUSE WHAT YOU ALREADY KNOW• Activate prior knowledge (schema):

“What do I know about the topic?”

Comprehension Tips

Think about how to best take notes

Active Reading

Take Notes

Use a PacerHighlight Important Information

Engage with the text

5 step method that was designed to help people become more active in their reading and retain information more easily.

Survey Read intro, summary; skim headings, boldface, italicized words, charts, etc.

Question Identify your purpose for reading – assignment, paper, discussion, etc.

Read Break into sections, take notes as you read, make links back to your purpose

Recite Rewrite key information in your own words

Review Scan material; talk about it with classmate if possible; identify themes and relationships between concepts

SQ3R Textbook Study System

Research shows students who learn this system and use it conscientiously- read 22% faster - comprehend 10% more - retain 80% of material.

Survey

Objective: To get a solid overview of what need to learn.

What it does…Prepares your mental processing system.

Why do it?• Be better able to concentrate with a frame of reference.• Be better able to identify & locate important information.

Endstate…Better understanding/comprehension/retention of material

Efficient Reading

Break poor reading habitsDon’t sub-vocalize (pronounce) each word in your head

Chunk words into concepts instead of reading word-by-word

Soften your eyes and force yourself to scan faster

Don’t re-read unnecessarily, use a pacer/pointer

Avoid distractions to improve your concentration

Read from top to bottom as well as left to right

Practice Your Skill - http://www.readingsoft.com/

Adapted from http://www.mindtools.com/speedrd

http://www.readingsoft.com/

http://www.mindtools.com/speedrd

The following slides depict examples of

how we help students with

Understanding Assignments

• Understand the problem.

• Make a plan.

• Carry out the plan.

• Reflect - How can the plan be improved?

Source: George Pólya (1945) How to Solve It

Problem Solving Steps

• Understand the problem.

• Make a plan.

• Carry out the plan.

• Reflect - How can the plan be improved?

Source: George Pólya (1945) How to Solve It

Problem Solving Steps

See the big picture first

Understand the details that make up the big picture and how you intend to convey your understanding

Communicate your understanding

ASK YOURSELF - “What will make me a better learner in the future?”

• Understand the problem. • Know what you are being asked to do – “rules”• Figure out what you need to learn/do – “content”

• Make a plan. • Create a timeline• Gather the materials you need to read and/or research• Create action steps/appropriate studying strategies

• Brainstorming• Idea lists• Mindmaps• Outlining

Problem Solving Steps – Applied to Assignments

How do I make an “assignment timeline” ?

• Identify the individual steps you will need to take to complete the assignment.

Use the University of Minnesota’s Assignment Calculator

https://bitly.com/assignmentcalculator

•Then plug them into a calendar - backwards plan from the due dateUse the NEC Academic Support Terms at a Glance Calendarhttps://bitly.com/TermCalendars

http://www.lib.umn.edu/help/calculator/

http://www.lib.umn.edu/help/calculator/

https://bitly.com/TermCalendars

Steps 1& 2

Steps 3&4

Step 5

Project Due

“So, How Do I Actually Do This With My Classes?” Example

– Independent Study• Western Civilization

Independent Study Assignment ExampleWestern Civilization I is designed to introduce the student to the emergence of the first civilizations and the trajectory of their development into Western society. We will examine the contributions of Greece and Rome and how they expanded their empires; how ideas are conceived, put into practice, and have social consequences; how and why empires collapsed; how people and societies existed during the Middle Ages; how numerous cultures developed values and coexisted/clashed with others; and how a broken Europe, after several starts, reinvigorated itself with the Renaissance, and split again in the Reformation. Throughout the period of study, culture, and the role of ideas, will be emphasized as a means of analyzing and connecting the people and events that make up the trajectory of history.Understanding the “Problem”

Break the purpose of the course down into manageable concepts/key words.

Western Civilization I is designed to introduce the student to the emergence of the first civilizations and the trajectory of their development into Western society. We will examine the contributions of Greece and Rome and how they expanded their empires; how ideas are conceived, put into practice, and have social consequences; how and why empires collapsed; how people and societies existed during the Middle Ages; how numerous cultures developed values and coexisted/clashed with others; and how a broken Europe, after several starts, reinvigorated itself with the Renaissance, and split again in the Reformation. Throughout the period of study, culture, and the role of ideas, will be emphasized as a means of analyzing and connecting the people and events that make up the trajectory of history.

COMPREHENSION ANALYSIS SYNTHESIS

Independent Study Assignment Example

Western Civilization I is designed to introduce the student to the emergence of the first civilizations and the trajectory of their development into Western society. We will examine the contributions of Greece and Rome and how they expanded their empires; how ideas are conceived, put into practice, and have social consequences; how and why empires collapsed; how people and societies existed during the Middle Ages; how numerous cultures developed values and coexisted/clashed with others; and how a broken Europe, after several starts, reinvigorated itself with the Renaissance, and split again in the Reformation. Throughout the period of study, culture, and the role of ideas, will be emphasized as a means of analyzing and connecting the people and events that make up the trajectory of history.

COMPREHENSION ANALYSIS SYNTHESIS

Understanding the “Problem” for this course, begins with understanding how the instructor wants you to think. The instructor wants you to engage in learning

that is more than memorizing historical facts. You have to understand the HOWs & the WHYs in order to

comprehend, analyze & synthesize information.


The student must demonstrate a working and analytical knowledge of the basic concepts presented in the course. They should understand the fundamental values and ideas necessary to establish civilization and how those concepts were put into practice by Greece and Rome; why empires arise and fall; how social and cultural forces interact with politics and economics; the importance of polytheistic and monotheistic religions; the rise of Christianity; the significance of the Middle Ages as Europe struggled with self-defense, and to keep the knowledge of the past in existence; the emergence of the Renaissance and Reformation – how much of that time was a recycling of history and how much was true innovation. Students must complete the assigned readings and write three 10-11 page papers on the topics listed below (title page and bibliography do not count toward total).

METHOD AND CRITERIA FOR EVALUATION


Understanding the “Problem” Break the method and criteria for evaluation into manageable key words and requirements.






SO… you will be evaluated on how well you show you understand the

course’s basic concepts, completion of reading

assignments and 3 papers of 10-11 pages with

additional cover and citation pages.


EXTREMELY IMPORTANT – PLEASE READ CAREFULLY AND COMPLETELY!!!Below are specific guidelines for essay requirements, feedback, due dates, penalties, and Incompletes.

Essay requirements:Students will be graded on their written assignments. The papers must be typed using Times New Roman, 12 font, double-spaced, normal margins (usually 1” on top and bottom; 1.25” on right and left), no pictures, no lengthy quotes or extra spaces between paragraphs, with citations and bibliography. Papers must be first submitted in electronic form to turnitin.com, and then emailed as an attachment to the Instructor. Additionally, it is very strongly recommended that students have Microsoft Word 2007, or 2010. Due dates and penalties for late submissions are in effect (read below), and assignments only count as “turned in” when the Instructor receives the emailed attachment.

Feedback:I have a strong preference for giving verbal feedback – that way I can explain things fully and answer any of your questions that might arise. Ideally, we should meet in person, but if you cannot make it in, then a phone call should be arranged. If neither are possible, then you can request some written comments. Discussing the first essay is in some ways the most important because we can work to eliminate simple mistakes and make sure that the content addresses the essay topic.

Due dates:The first essay is due at approximately the midpoint of the Term. The second essay is due at approximately the three-quarter point, and the final essay is due by the end of the Term (the exact dates will be provided by the Instructor).

Penalties: Assignments are late when the Instructor receives them via email after the due dates given out at the beginning of the Term. The penalty for turning in late assignments is:1-7 days late – 5-point reduction8-14 days late – 15-point reduction15-21 days late – 30-point reductionPapers will not be accepted more than 21 days late and will receive 0 points. No extensions will be granted for work due by the end of the Term. Exceptions to this policy will only be made for extreme circumstances, such as severe illness (i.e. hospitalization), death in the family, or some other catastrophic event. In such a case, the student must inform the Instructor in a timely manner, and keep the Instructor posted of the continuing circumstances as they pertain to the course.






Penalties: Assignments are late when the Instructor receives them via email after the due dates given out at the beginning of the Term. The penalty for turning in late assignments is:1-7 days late – 5-point reduction 8-14 days late – 15-point reduction 15-21 days late – 30-point reduction

Papers will not be accepted more than 21 days late and will receive 0 points. No extensions will be granted for work due by the end of the Term. Exceptions to this policy will only be made for extreme circumstances, such as severe illness (i.e. hospitalization), death in the family, or some other catastrophic event. In such a case, the student must inform the Instructor in a timely manner, and keep the Instructor posted of the continuing circumstances as they pertain to the course.






Penalties: Assignments are late when the Instructor receives them via email after the due dates given out at the beginning of the Term. The penalty for turning in late assignments is:1-7 days late – 5-point reduction 8-14 days late – 15-point reduction 15-21 days late – 30-point reduction

Papers will not be accepted more than 21 days late and will receive 0 points. No extensions will be granted for work due by the end of the Term. Exceptions to this policy will only be made for extreme circumstances, such as severe illness (i.e. hospitalization), death in the family, or some other catastrophic event. In such a case, the student must inform the Instructor in a timely manner, and keep the Instructor posted of the continuing circumstances as they pertain to the course.

SO… you need to follow very specific formatting requirements, submit your assignment to

Turnitin.com, email your paper as an attachment to the instructor and hand assignments in on time or

lose points. You will get verbal feedback from the instructor.


For the last paper, choose one of the following topics:

A) The Renaissance transformed Europe, but did so very differently in Northern Europe than in the region of its origin – the

Italian peninsula. Again using specific examples, discuss the differences between the Italian Renaissance and the Northern Renaissance. For this paper, you may choose to do a fictional narrative – such as placing yourself as a character in the time period, or writing a story from the third-person perspective.

B) Using examples from Greece, Rome, the Middle Ages, the Renaissance, and the Reformation, discuss how art influenced any of the dominant ideas connected to that period, and make every effort to connect a central theme to each.


Make a Plan Decide which of the questions you are going to answer.


HOW DID ART INFLUENCE (By Period)Greece Rome

Middle Ages Renaissance Reformation

Dominant ideas?Central Theme(s)?

Use examples for each

SECOND, TAKE NOTES

in your own words to be sure you understand

what the assignment is asking you to address

Independent Study Assignment ExampleFIRST, highlight important words…


HOW DID ART INFLUENCE?

Greece Rome Middle Ages

Renaissance

Dominant Ideas

Idea #1

Idea #2

Idea #3

Reformation

Independent Study Assignment ExampleTry out different style of notetaking

and organizing when trying to formulate your answer to the

question.

MINDMAPPING/BRAINSTORMING

Central Themes?

Central Themes?

Central Themes?

Central Themes?

Central Themes?

Example

Example

Example

Idea #1

Idea #2

Idea #3

Example

Example

Example

Idea #1

Idea #2

Idea #3

Example

Example

Example

Idea #1

Idea #2

Idea #3

Example

Example

Example

Idea #1

Idea #2

Example


(1) The art of Ancient Greece influenced the ways in which the Greek citizens thought about ______________ and __________...etc. These ideas are central connected by the theme of ______________ .

(2) The art of Rome influenced the ways in which the Roman citizens thought about ______________ and __________...etc. These ideas are central connected by the theme of ______________ .

Keep going with your notes for Middle Ages, Renaissance & Reformation


OR, try

NOTETAKING STEMS

HOW DID ART INFLUENCE the Dominant Ideas? (By Period)I. Greece

A. Idea/how influenced by arti. example

B. Idea/how influenced by arti. example

C. Ideai. example

D. Central Theme

II. Rome E. Idea/how influenced by art

i. example F. Idea/how influenced by art

i. example G. Idea

i. example H. Central Theme




OR, try Outlining

III. Middle Ages A. Idea/how influenced by art

i. example B. Idea/how influenced by art

i. example C. Idea

i. example D. Central Theme

IV. Renaissance E. Idea/how influenced by art

i. example F. Idea/how influenced by art

i. example G. Idea/how influenced by art

i. example

V. Reformation H. Idea/how influenced by art

i. example And so forth for the Reformation

YOUR PLAN CONSISTS OF KNOWING WHAT YOU KNOW ABOUT:- the structure of the assignmentDue at the midpoint of the termTyped - Times New Roman, 12 font, double-spaced, normal margins (usually 1” on top and bottom; 1.25” on right and left), no

pictures, no lengthy quotes or extra spaces between paragraphs, with citations and bibliography. First submitted to turnitin.com, Then emailed as an attachment to the Instructor

- the elements/concepts of the assignmentHOW DID ART INFLUENCE the Dominant ideas? (By Period) – find Central Theme(s) & use examples for eachGreece Rome Middle Ages Renaissance Reformation

Revise 1st draft

Email final

paper

Submit to Turnitin

Paper Due

Developing your timeline for when and how you are going to complete all the different components of the assignment and choosing your appropriate strategies in order to write your response…

CARRY OUT THE PLAN

Understand Question/ Mindmap

Break down question, read materials & take notes

Write 1st draft

Revise final

Submit to Smarthinking


www.necacademicsupport.pbworks.com

http://www.necacademicsupport.pbworks.com/

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Presentation how we help students