G.G. Flint,

Michelle Lee, and Nani VishwanathBETTER STUDENT,

BETTER LEADER

Stephen L. Chew, PhD

Samford University

slchew@samford.edu

ADAPTED CONTENT

FROM:

Move With Me

ACTIVITY

1) Understand yourself as a student

2) Discuss the link between leadership and academic success

3) Discuss common myths about learning

4) Explain levels of processing to improve learning

5) Discuss strategies for improving learning and achievement

GOALS OF TODAY’S WORKSHOP

VISUAL AUDITORY KINESTHETIC

IDENTIFY YOUR LEARNING STYLE(S)LEARNING MODALITIES (BARBE, SWASSING & MILONE, 1979)

“I ask for directions before

putting things together”

“Sometimes, I need to read

aloud to comprehend

something”

“I prefer classroom

discussion where I can

contribute to the

conversation”

“Maps and graphics are

helpful for my learning”

“I remember pictures better

than words”

“Diagrams are helpful when I

am assembling something”

“I color code things to help

organize them in my mind”

“When I talk, I use a lot of

gestures and movements”

“I like lessons where I can

actively engage with what we

are learning- through

experimentation”

“Activities where we move

around the classroom help

me to understand”

Our learning styles are connected to our identities & our identities are connected to who we are as leaders

Questions we’d like to ask YOU:

How are you engaged? (sports, school clubs and orgs, etc;)

Are you a leader in your community?

Succeeding in our learning and growing in engagement - You can do both these things!

As a leader, why might it be important to lead your peers and community to be academically successful?

Our Stories…

YOU AS A LEADER & A STUDENT

1. You can only learn in a way that matches your personal learning style

2. Being good at a subject is a matter of inborn talent rather than hard work

3. All studying is effective

1. Don’t box yourself in to one style – you can succeed in many kinds of learning environments with the right preparation

2. Natural ability or talent is not the only predictor of success

3. Certain studying techniques are significantly more effective than others

COMMON MYTHS ABOUT LEARNING

Myths: Research Shows:

Myths:

6. Spending a lot of time studying and paying close attention to the material is the important

7. You can learn and study efficiently by multitasking

Research Shows:

6. What you think about while studying is important

7. Multitasking reduces your learning drastically

COMMON MYTHS ABOUT LEARNING

How well do you Multitask?

ACTIVITY:

Switching attention is time consuming and effortful

20 alerts and you’ve wasted an hour (without checking anything)

The average Facebook visit is about 20 minutes

3 visits and you’ve wasted an hour

Checking texts, Twitter, etc. wastes at least a few minutes every time

There is no such thing as a momentary distraction

A MOMENTARY DISTRACTION?

“24 WORDS”

ACTIVITY

Shallow processing

Spelling

Appearance

Isolated facts

Deep processing

Make meaning

Connect to what you already know

LEVELS OF PROCESSING

As you study, ask yourself: How is this different from other things that I

know? How does this connect to other things I

know? What can I use this for? What does this mean to me?

DEEP PROCESSING

Preparation Schedule for Next Exam

How many days before the exam will you complete reading and viewing all materials for the first time?

How many days before the exam will you begin reviewing and studying the materials?

About how many hours each day do you plan to study for the exam?

How do you plan to minimize distractions while studying?

APPLICATION: CHANGE YOUR STUDY HABITS

Exam Reflection

Metacognitive awareness:

I felt very prepared

I was surprised at how I performed

What affected your performance?

How many classes did you miss?

My class notes were not detailed enough

Allowed myself distractions while I was studying

APPLICATION: CHANGE YOUR STUDY HABITS

INTENSE STUDY SESSIONS (ISS):

1) Set a Goal (1-2 min)• Decide what you want to accomplish in your study session

2) Study with Focus (30-50 min)• Eliminate all distractions and temptations• Use deep processing

3) Reward Yourself (5-10 min)• Take a break– text a friend, play a short game, get a snack

4) Review (5 min)• Go over what you just studied• Recall without looking

APPLICATION: CHANGE YOUR STUDY HABITS

Partner with a classmate to keep each other on track

Check in with your teachers & advisors – they want you to succeed!

Online resources

Reinforce this new information about learning by teaching it to other students

DON’T DO IT ALONE!

HEAD:

What did you learn from this workshop?

HEART:

How did this workshop make you feel?

FEET:

What steps will you take to apply this? What is an upcoming academic assignment or test you can

apply this to?

REFLECTION: YOUR TAKEAWAYS

Please complete the provided assessment

THANK YOU!