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January 2011 maximizing academic success orientation 2 part presentationPresentation Transcript
Understanding How Academics “Works” at the Northeast Center of Empire State College Maximizing Your Success Helping You Connect the Pieces for Academic Success Orientation Presention by Dr. Lisa D’Adamo-Weinstein Northeast Center Director of Academic Support
Helping You Connect the Pieces for Academic Success
Northeast Center Office of Academic Support Mission The staff of the Northeast Center Office of Academic Support operate as a collaborative team, striving to establish a friendly welcoming learning environment for all students. We support students in becoming successful independent learners through a comprehensive array of services and resources tailored to students’ individual academic needs and goals. We deliver these services and resources via individualized and group programming in face-to-face, telephonic and virtual formats. We work with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.
The Pieces of Academic Success Rationale Essay Academic Research
Northeast Center Office of Academic Support
As a result of utilizing the services and resources of the NEC Office of Academic Support, students will be able to:
Identify and manage their learning strengths and challenges,
Incorporate traditional and technology-based resources in their learning,
Use effective strategies in different learning engagements,
Create positive learning environments for themselves,
Increase their self-confidence while decreasing stress, and
Improve their academic performance and development as a life-long learner.
FREE Academic Support Resources Available for You
Academic Support @ NEC
Learning Coaches & Content Tutors
One-to-one appointments in person or via phone, e-mail, Internet, etc.
Workshops (online & onsite)
Small group assistance (online & onsite)
Online Content Area Tutoring – Smarthinking ( www.esc.edu/smarthinking )
Kate Stockton is located in Latham working with Johnstown & Latham/Albany students
Her hours are: Mondays 4:00pm-7:30pm
Contact Kate to make an appointment :
(518) 783-6203 ext 5992 or Kate.Stockton@esc.edu
Mary Sanders-Shartle is located in Saratoga working with Saratoga & Queensbury students Her hours are: Mondays 12:00pm-2:00pm Wednesdays 3:00pm-6:00pm Thursdays 4:00pm-6:00pm Contact Mary to make an appointment : (518) 587-2100 ext 2827 or Mary.Sanders-Shartle@esc.edu ____________________________________________________________________
Paper Time Management Tools http://necacademicsupport.pbworks.com/Student-Datebook-and-Handbook
Electronic Time Management Tools www.empirestatecollege.thezonelive.com
What is Smarthinking? Smarthinking is an online tutorial service that is available to students 24 hours a day, 7 days a week. www.esc.edu/smarthinking
Visit us on SlideShare http://www.slideshare.net/NECAcademicSupport
Web Videos and Student Learning www.youtube.com/necacademicsupport
Access Specially Created Videos for Northeast Center Students’ Academic Success & Academic Support Resources
Access Playlists of Videos on Academic Success Related Topics
AcademicEye.pbworks.com Helping You Connect the Pieces for Academic Success
http://on.fb.me/NortheastCenterFB Helping You Connect the Pieces for Academic Success
Academic Success Strategies
General Success Strategies
Understand how you learn best and maximize your studying strategies to match your strengths.
Take a learning styles inventory. The VARK is a good example; you can access it ( www.vark-learn.com )online or come to a workshop.
Apply your learning to your own experiences . Make connections between what you are learning and what you already know.
Ask questions when needed and do not let problems go unresolved! Be a self-directed and self-motivated learner.
Maximize your learning . Understand requirements, assignments, and methods of evaluation by reviewing
your learning contract(s) (aka course syllabus/syllabi).
Set appropriate goals to meet semester time
constraints, course requirements, and faculty expectations.
Understanding What is Expected of You
Empire State College is reading and writing intensive.
The model for learning is independent and active where students take responsibility for what they are learning and work in one-to-one studies, online courses, residencies, or part of small seminars known as study groups.
Several strategies can assist you in being more efficient and effective with your reading, writing, and critical thinking.
Understanding problem solving techniques, time management principles, learning styles and identification of the overriding purpose of your studies/courses will also help you better complete your reading & writing assignments.
RECEIVER * Receives & implements instructions from the EXPLAINER. * May ask questions for clarification. * May not have work checked until end of the activity. EXPLAINER * Is given information to digest. * Develops and implements a plan to convey that information to the RECEIVER. * May not check RECEIVER'S work until the end of the activity. ROLES for ACTIVITY
THE ANSWER Pablo Picasso’s Don Quixote
Pablo Picasso’s Don Quixote
First, you have to understand the problem .
After understanding, then make a plan .
Carry out the plan .
Look back & ask – How could the plan be improved ?
Source : George Pólya (1945) How to Solve It
The INK BLOTS activity forces you to use problem solving skills that can be compared to the process of writing a research paper. The steps for conducing research include, identifying a topic, researching/understanding all the details related to that topic, and translating your research/ understanding into a format for your audience to understand. If you follow the problem solving steps listed in the gray box above, the process for understanding the seemingly unconnected bits of information in the picture becomes much easier. You need to get a sense of the larger picture and not focus on the separate details of the picture as unconnected to a framework of understanding. Once you find a way to look at the information (the problem) and process the information into meaningful chunks/frameworks for understanding (make a plan) , it becomes easier to organize your thinking and present your ideas in a way that others can understand. You evaluate the effectiveness of your plan as you translate your ideas to your audience and determine if they could understand what you where trying to convey. The Problem 3 Ways to Organize Your Thoughts/ Have an Overall Plan of Understanding/ Transmitting Your Understanding to Others 1 Grid 2 Compare To Known 3 Make new connections Pablo Picasso’s “ Don Quixote” Knight on a horse
Understand the problem/assignment
See the big picture first
Devise a plan to solve the problem/complete the assignment
Understand what details make up the big picture and how you intend to convey your understanding
Implement your plan
Communicate your understanding
Evaluate your effectiveness in solving the problem/ completing the assignment
ASK YOURSELF - “What will make me a better learner in the future?”
Schema A schema in general is a specific, well-documented, and consistent plan. The related word, scheme means a loosely described plan. A schema (pl. schemata ), in psychology and cognitive science , is a mental structure (prior knowledge) that represents some aspect of the world. People use schemata to organize current knowledge and provide a framework for future understanding.
Schema as a Net Think of SCHEMA as a fishing net. The first time you put the net in the water, you gather a lot of big fish. Over time, however, as the net’s holes shrink from use, the smaller holes allow for smaller fish to be captured. In essence, you get more fish each time your dip your net into the water. So, the more you activate your schema before you try to study, the more details you will pick up as you read, complete an assignment, or simply get to understand what your course is all about and try to manage your school workload.
Time is a Valuable Commodity
We all have the same amount of time ~
60 seconds in a minute,
60 minutes in an hour,
24 hours in a day,
168 hours in a week,
720 hours in a month,
And 8,760 in a year.
Time cannot be saved and it does not gain interest.
There are no rollover minutes!
How are you spending your time???
Reality Check Approximately 10-16 hours per week is the optimum time for successful completion of a 4-credit study. In addition, it is important for you to have as regular a schedule as you can manage to meet the deadlines for assignments.
Consider what you know about your constraints and how you prefer to organize yourself.
Pick the appropriate strategies and tool(s) to help you best organize your time.
Remember to be consistent with how you utilize your time management strategies and tools, and that all tools are not for everyone.
Know what you have to do and how
much time you have available to complete
Enhancing Your Personal Time Management System
Review Learning Contract aka Course Syllabus = Key Concepts = Critical Thinking Skills = Benefit to You
Review Learning Contract aka Course Syllabus = Key Materials = Due Date = Requirements
Planning for Your 1 st Set of Assignments ORGANIZATIONAL BEHAVIOR
Planning for Your 1 st Set of Assignments Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday SEPTEMBER 1 10 11 12 13 14 15 16 Term Begins ORG BEHAVIOR Read Chaps 1 & 16 2 17 18 19 20 21 22 23 ORG BEHAVIOR Read Chaps 17 & 18 & 19 18 3 24 25 26 27 28 29 30 ORG BEHAVIOR Read & Take Notes Activity 12.5 & Start Write-up Case 4 (4-6 pages) OCTOBER 4 1 2 3 4 5 6 7 ORG BEHAVIOR Final Draft of Write up Case 4 (4-6 pages) 5 8 9 10 11 All Work Due 12 13 14 Columbus Day ORG BEHAVIOR Readings & Case 4 Due
Planning for Your 1 st Set of Assignments Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday SEPTEMBER 1 10 11 12 13 14 15 16 Term Begins ORG BEHAVIOR Read Chaps 1 & 16 2 17 18 19 20 21 22 23 ORG BEHAVIOR Read Chaps 17 & 18 & 19 18 3 24 25 26 27 28 29 30 ORG BEHAVIOR Read & Take Notes Activity 12.5 & Start Write-up Case 4 (4-6 pages) OCTOBER 4 1 2 3 4 5 6 7 ORG BEHAVIOR Final Draft of Write up Case 4 (4-6 pages) 5 8 9 10 11 All Work Due 12 13 14 Columbus Day ORG BEHAVIOR Readings & Case 4 Due ECONOMICS All due by 5 th week of term
Planning for Your 1 st Set of Assignments Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday SEPTEMBER 1 Term Begins 10 11 12 13 14 15 16 ECONOMICS Read Chap 1 Do QFT - 2 & 5 Do P&E - 1, 5 &10 ECONOMICS Read Chap 2 Do QFT – 3, 11, 16 Do P&E – 3 & 4 ORG BEHAVIOR Read Chaps 1 & 16 2 17 18 19 20 21 22 23 ECONOMICS Read Chap 3 Do QFT – 8 & 15 Do P&E – 4 & 5 ECONOMICS Read Chap 4 Do QFT – 3,8,14,15 Do P&E – 2 & 3 ORG BEHAVIOR Read Chaps 17 & 18 & 19 18 3 24 25 26 27 28 29 30 ECONOMICS Read Chap 6 Do QFT – 1, 9, 13 Do P&E – 8, 14, 17 ECONOMICS Read Chap 8 Do QFT – 1 & 2 Do P&E - 1, 7 & 9 ORG BEHAVIOR Read & Take Notes Activity 12.5 & Start Write-up Case 4 (4-6 pages) OCTOBER 4 1 2 3 4 5 6 7 ECONOMICS Read Chap 9 Do QFT – 1 & 5 Do P&E - 1,3,5a,5b ORG BEHAVIOR Final Draft of Write up Case 4 (4-6 pages) 5 8 9 10 11 All Work Due 13 14 Columbus Day ECON PROBS & ORG BEHAVIOR Readings & Case 4 Due
Easily remember information presented in pictures, charts or diagrams.
Have strong visualization skills. They can look up and “see” the information invisibly written or drawn.
Make “movies in their minds” of information they are reading. Their movies are often vivid and detailed.
Have very strong visual-spatial understanding of things such as sizes, textures, angles and three-dimensional depths.
Pay close attention to the body language of others (facial expressions, eyes, stance, etc.).
Have a keen sense of aesthetics, visual media and art.
VISUAL Visual learners tend to:
Study Tips for Visual Learners
Convert info into visual study tools (diagrams, maps, charts)
Visualize & make movies as you read and study.
Add pictures to as many study tools as possible.
Use "color coding" of new information in your textbook or notes. Using highlighter pens, highlight different kinds of information in contrasting colors.
Copy & write new info - see it in your own writing.
Use nonverbal clue’s by instructors to provide you with important information.
Always write down important information or directions.
Characteristics of Aural/Auditory Learners
Remember quite accurately details of important information heard during conversations or lectures.
Have strong language skills, which include a well-developed vocabulary and an appreciation for words.
Have strong oral communication skills. They can carry or interesting conversations and can articulate their ideas clearly.
Have a “fine tuned ear” auditory may lead to learning a foreign language more easily.
Often have musical talents, can hear tones, rhythms, and individual notes.
Aural/Auditory learners tend to: AURAL/ AUDITORY
Study Tips for Auditory Learners
Talk out loud and recite information regularly.
Discuss/study with friends.
Record information and listen to it.
Add rhythms or tunes to your learning.
Use computerized technology – Text to Speech in Word , Audacity , Natural Reader ,
Work well with their hands and may be good at repairing work, sculpting, art or working with various tools.
Often have well coordinated and have a strong sense of timing and body movement.
Learn with movement = often do well as performers: athletes, actors, or dancers.
Often wiggle, tap feet or move their legs when seated.
Have been often labeled “hyperactive” as children.
Characteristics of Kinesthetic Learners Kinesthetic learners tend to: KINESTHETIC
Study Tips for Kinesthetic Learners
Type or use a word processor – take notes as you read including graphic organizing.
Pace as you study.
Make larger-sized study tools – flipcharts, chalk/white boards.
Learn by doing.
Use case studies, examples and applications.
Use your hands and your fine motor skills. Study with pen/pencil in hand.
Use exaggerated movement for emphasis and expression.
Like lists and words to keep ideas and “To Do” items straight.
Remember information displayed as words.
Emphasize text-based input and output - reading and writing in all its forms.
Prefer PowerPoint, the Internet, lists, filofaxes, dictionaries, thesauri, quotations and words, words, words...
Characteristics of Read/Write Learners Read/Write learners tend to: READ/ WRITE
Study Tips for Read/Write Learners
Use a word processor – take notes as you read.
Use dictionaries and/or make flashcards to remember key vocabulary.
Write out the words again and again.
Read your notes (silently) again and again.
Rewrite the ideas and principles into other words.
Organize any diagrams, graphs ... into statements, e.g. "The trend is..."
Turn reactions, actions, diagrams, charts and flows into words.
Life is multimodal. Seldom are there instances where one mode is used, or is sufficient. There are those who prefer many modes almost equally are of two types. Others choose a single mode to suit the occasion or situation. There are others who are not satisfied until they have had input (or output) in all of their preferred modes. They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding. AURAL/ AUDITORY KINESTHETIC READ/ WRITE VISUAL MULTI- MODAL
Questions? Contact Northeast Center Office of Academic Support E-mail [email_address] Phone 518-783-6203 ext 5939 Mail Office of Academic Support SUNY Empire State College – Northeast Center 21 British American Blvd. Latham, NY 12110 http://www.necacademicsupport.pbworks.com Helping You Connect the Pieces for Academic Success