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STUDY SKILLS FOR STUDENT SUCCESS IN A REDESIGNED COURSE
CMC3-SouthMarch 1, 2014
Lynn MarecekMaryAnne Anthony-Smith
WHAT DOES IT TAKE TO SUCCEED IN COLLEGE? What study skills are necessary for
success in ‘traditional’ classes? (blue card)
What unique study skills are necessary for success in redesigned courses? (pink card)
TAKE A PRO-ACTIVE APPROACH
We can either grumble…. ….OR we can do something about it!
OUR CHARGE IS TO DO SOMETHING!
AMATYC Standards The curriculum of developmental mathematics
programs should…develop students’ study skills…to enable them to be successful in other courses and in their careers.
California Basic Skills Initiative Developmental courses/programs implement
effective curricula and practices for development of study skills.
WHAT ARE “STRATEGIES FOR SUCCESS”?
Activities designed to help students develop effective study skills“Meta-cognitive self-assessments”
Worksheets Printed worksheetsElectronic versions
Online Assessment System (OAS)MyMathLab
CREATED SO THAT STUDENTS WILL…
Be actively engaged Constantly self-reflect Gain valuable insights Usually ‘get it’ without teacher input Be able to do the activities easily on
their own Recognize benefit received from time
spent
CREATED SO THAT TEACHERS CAN…
Use each activity confidently with little preparation
Integrate the Strategies into their course without using much class time
Grade them easily and quickly
TEACHER SUPPORT
Teacher Manual available electronicallyTeacher page for each Strategy
rationale directions for use suggestions for timing in the course
Teachers can seamlessly incorporate study skills in classes
Videos are available to introduce each activity
GOALS
GOALS
Video is available to introduce the activity to students working in an online homework environment
HISTORY OF THIS PROJECT
Recognized strong need in our lowest level courses
Developed pieces over our teaching careers
Shared often with other faculty
STRATEGIES FOR SUCCESS Integral part of our developmental
mathematics courses at SACPrealgebra (Math N48)
Integrated throughout our Foundations of Algebra manuscript
Every exercise set starts with a Strategy for Success – part of every homework assignment
Elementary Algebra (Math 060) Strategies for Success bundled with Elementary
Algebra texts Suggested schedule of use
Intermediate Algebra (Math 081) Directed Learning Activities in Math Center
STRATEGIES FOR SUCCESS:NEW ACTIVITIES
Taking Notes Part I—Notes from Reading the Text
Taking Notes Part II—Notes from Online Exercises
Know Where You Stand Email Etiquette Time Management Part II—Managing Your
Schedule for the Term Help! Preparing to Get Help Excuses! Excuses! Online Homework Version
TAKING NOTES PART I—NOTES FROM READING THE TEXT
When I take notes from my math e-book,…
AlwaysSometimes
Never
a) I take notes on paper so that I can use them without going back to the e-book.
b) I label my notes with the section number and title at the top of the page to help me keep organized.
c) I use the ‘highlight’ feature of the e-book so it is easy to find important concepts and ideas.
d) I write important concepts and ideas to remind me of the topics covered.
e) I copy the definitions and formulas so that I can refer to them when doing the exercises.
f) I list the steps of important procedures.
g) I work examples to make sure I understand all the steps.
h) I label examples with the section number and problem number so I know where they came from.
i) I note places where I don’t fully understand so I can ask my instructor.
j) I use the ‘pushpin’ feature of the e-book to note place I want to return to.
k) I list page numbers of portions I want to re-read to help me find them easily.
l) I make comments to remind me of how new concepts relate to concepts I have already learned.
TAKING NOTES PART II—NOTES FROM ONLINE EXERCISES
When I do online exercises, I,… Always Sometimes Never
a) copy the problem onto my paper so that I can refer to it later.
b) label each problem with section and problem number so that I know where it came from.
c) note which section objective the exercise relates to so that I know how the exercise fits into the big picture.
d) write all my work neatly so that I can review it when I do a similar exercise or when I study for the test.
e) file my homework papers in a folder or notebook so that I know where to find them.
f) keep my homework papers for each chapter (or unit) for future reference, at least until I have finished the test for that chapter.
KNOW WHERE YOU STAND Accessing your recorded grade
Do you know your current grade in this course? Is your current grade for this course available
online? How often do you have access to your updated
grade? Is it available 24/7, weekly, at your instructor’s choice, or some other time frame?
Describe step-by-step the process you would follow to access your grade, as if you are telling your classmate how to do it.
Tracking your grades
Analyzing your grade
EMAIL ETIQUETTE Your email address
“Do you think your email address presents a professional image of yourself as a successful college student? Why or why not?”
Emailing your instructor Appropriate greetings What the message should/should not include
Submitting assignments via email Organizing your emails
TIME MANAGEMENT PART II – MANAGING YOUR SCHEDULE FOR THE TERM
Time management goals Plan time for classes, homework, and studying Meet all commitments Avoid scheduling conflicts Identify times available for doctor’s appointments, etc.
Part 1 – managing your schedule for the week Classes, job, basic needs, family duties, study time
Part 2 – managing your schedule for the term Holidays and breaks (reference college’s academic
calendar) Due dates for assignments, projects, etc. Dates of scheduled tests and final exams Registration for next term Life events
HELP! Getting Help
Location, contact information, hours of operation for each resource
Source Yes No
a) Teacher
b) Math Center with Computers
c) Drop-in Tutoring Center
d) Tutoring Center by appointment
e) Supplemental Instruction Workshop
f) Classmates
g) Study group
h) Online class discussion board
i) On-line chat room
j) Private tutor
k) Family
l) Friends
PREPARING TO GET HELP
PREPARING TO GET HELP Knowing good help when you find it!
The tutor… Yes No
a) asks to see my work on the problem to find out where I got stuck.
b) diagnoses my weakness and difficulties.
c) laughs at my mistakes.
d) models good problem solving strategies so I learn to use them too.
e) asks to see my class notes.
f) asks what method my teacher demonstrated.
g) just gives me the answer.
h) explains the concepts until I understand them.
i) leads me through some examples.
j) has me try problems on my own.
k) does all the work for me.
l) shows me ‘shortcuts’ but doesn’t explain the math behind them.
m) makes sure I understand a problem by asking me to explain how I did it.
n) builds my confidence.
EXCUSES! EXCUSES! ONLINE HOMEWORK VERSION
For each excuse listed below:(a) explain why this is not a valid excuse.(b) describe what a successful student would do in this
situation.
1. “I tried to complete the assignment, but the computer wouldn’t let me access it!!”
2. “I can’t do any more online homework because my room-mate moved out and cancelled the internet.”
3. ”I was stuck on one problem and I couldn’t go on because it took you too long to answer my email.”
4. “I got shut out of the assignment I was working on when the time passed the deadline.”
5. “I kept typing in the right answer but the computer marked me wrong.”
HOW HAVE WE USED THEM IN OUR TRADITIONAL CLASSES? In-class activities
Warm-ups ‘Ticket out the
door’ ‘Sandwich’ around
breaktimeGroup activities
Homework Debrief in class
Directed Learning Activities (DLAs)One per weekOnline - electronic
format makes teacher feedback easy
Grading? For completion
HOW DO YOU ENVISION USING THEM IN YOUR NON-TRADITIONAL CLASSES?
Small group discussion
Feedback
STRATEGIES FOR SUCCESS - DO THEY MAKE A DIFFERENCE? SAC Spring 2011 data
Prealgebra, Elementary Algebra, Intermediate Algebra 14 sections taught by PLC participants 51 sections taught by other instructors Total n= 2375 students
Increased success rates and decreased withdrawal rates Success rates 16% higher Withdrawal rates 31% lower
YOUR TURN TO BRAINSTORM!
Think about your students. What is one behavior or study skill you would like them to improve?
YOUR TURN TO BRAINSTORM!
Think about your students. What is one behavior or study skill you would like them to improve?
What kind of activity might you design to address this? How could you get students to reflect on their behavior and recognize the need for improvement?
STRATEGIES FOR SUCCESS Syllabus Search Notebook Preparation Reading the Textbook Autobiography On Time and Ready to Go! Test Preparation Test Stress Reduction Test Taking Skills Post Test Check Up Test Analysis Successful Student Behavior Textbook Tour Time Management Homework Skills Mid-Term Check up Attendance
Study Group Goals Thoughts in Charge Neutralize Negative Thoughts Intervention Strategies for Negative
Thoughts Can you Hear Me Now? A Gift to Yourself Math Plan The End is in Sight Excuses! Excuses! Support from Family and Friends Stay on Campus-Stay on Task! Final Exam Prep Grade Check Up Look Back, Look Forward Reward Yourself!
TEACHER COMMENTS
“Students [had] ‘aha’ moments where they realized they had more control over their education than they thought.”
“I knew what some of their “issues” were and how I could best help them in class”
“Even did some in my other classes because I liked them so much. ”
STUDENT COMMENTSWhat was the best part of these activities?
“They help you think about what you really want and why we are here”
“It helped me understand my weaknesses and my strengths”
“You get to see how you work & what things can be done differently to get you to better yourself”
“That you believe in yourself that you really can pass this class”
YOUR CONCERNS
What is the biggest concern you have about integrating study skills in your
class?
FOR MORE INFORMATION
marecek_lynn@sac.edu
anthony_maryanne@sac.edu
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