Tarryn Audas - Effective Study Skills


Published on

A presentation from the inaugural TeachMeet Kununurra, held at the Kununurra Community Library on 14 November, 2013

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Tarryn Audas - Effective Study Skills

  1. 1. How to Incorporate Study Skills into the everyday classroom! By Tarryn Audas Secondary English, Health and Physical Education Kununurra District High School 1
  2. 2. 5 Steps to Incorporating Study Skills 1.Setting Classroom Priorities 2.Setting Achievable Goals 3.Establishing what obstacles in concentration can occur 4.Creating a Positive Study Environment 5.Creating a Study Plan– time management strategies 2
  3. 3. Setting Priorities  Plan: • Class discussion with students about their extra-curricular activities and commitments – what do they do after school. • Get students to write down their out of school commitments in their subject book. • Students then write down what is expected of them at school in the subject area. (English) • Then students rank what they have written down in order of importance to them. 3
  4. 4. Setting Priorities Continued  How to set priorities? • Discuss what priorities are? Why it is important to have the right set of priorities. Definition: Precedence, especially established by order of importance or urgency. • Ask students to think about their ordering of priorities and see if they would change anything. Discuss Changes.  Discuss with students the consequences of having the wrong priorities, particularly related to achievement at school particularly in that subject area. 4
  5. 5. Priorities In My Classroom (English) 5
  6. 6. 6
  7. 7. 7
  8. 8. Setting Achievable Goals  What is Goal Setting? Goal setting involves establishing specific, measurable, achievable, realistic and time-targeted (SMART) goals.  Establish with class the “Daily Priorities” of the classroom or subject area. What are the “must dos” and “plan to dos?”  List the classroom priorities, have them displayed so students can refer back. (These can be the school’s behaviour expectations)  Each student is to write 5 short-term goals that correspond with each priority.  For example – KDHS  I AM RESPECTFUL – short term goals: I will use polite and encouraging words, I will listen to others etc.  I AM RESPONSIBLE  I AM PREPARED  I AM SAFE 8
  9. 9. Obstacles in concentration – Creating a Positive Learning Environment  Create a mind map on what is a positive learning environment with students.  After the mind map activity ask students to journal write for 5 minutes about where and how they study?  Whilst they are writing, teacher is to cause distractions, talk loudly, whistle, hum, sing, open and shut doors and windows etc.  After students have finished journal writing, in pairs they will need to actively brainstorm external and internal obstacles to studying and create smart solutions. 9
  10. 10. Creating a Study Environment What works well for one student in one family environment may not work for another. Creating an individual study plan. Ask students to visualise themselves studying effectively. What do they picture? What are some good places to study and best times to study? Students to write a journal entry with pictures describing their ideal studying environment. Class discussion about how they can create this environment at home. 10
  11. 11. Creating a Study Plan – Time Management  Get students to come up with some estimations around how much time they sleep, eat, watch TV, play sport etc.  Students are to then conduct research on how they spend their time over a three day period. (see attached hand out)  Follow up activity – students reflect on their time sheets and come up with three ways they can better use their time.  Lastly incorporate a individual study plan – ask students to block out all extra curricular activities first and then ask them to fill in study periods 4 times a week for your subject area. (Minimum ½ hour per session). 11
  12. 12. Any Questions?  Please see me after presentations if you have any questions?  After these 5 techniques have been incorporated into your class, you can teach other specific study skills like note taking, creating efficient study notes, summarising, paraphrasing, quoting etc.  Sample high school and primary school hand outs if you are interested. 12