Peer Coaching Trainig


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  • Welcome to the Office of Academic Support at the Northeast Center of SUNY Empire State College. We are expanding and enhancing the services and resources we provide to students and are excited to share this brief video outlining our philosophy and mission and previewing what will be available to students, instructors, and mentors starting in the Fall 2010 semester. Our goal is to help students, staff and faculty connect the pieces for academic success at all stages of a student’s educational journey at Empire State College.
  •  CRLA supports ATP's Code of Ethics as cited below from* The ATP expects tutors in private practice to adhere to the Code of Ethics of the Education Industry AssociationFollowing a discussion on providing tutors with scenarios for training, the linked list of ethical scenarios (doc) was presented on LRNASST.
  • Following a discussion on providing tutors with scenarios for training, the linked list of ethical scenarios (doc) was presented on LRNASST.
  • for domestic violence workplace violence
  • CRLA
  • What might I mean by an example point, (get some examples) For example if after talking to a student I find out that she works the night shift at a grocery store and he sleeps in the day than I might suggest when helping him wioth his tiem management that he start is work around 4o’clock after he gets some sleep.
  • Explain your study habits and how you use these resources. This is part of Role Modeling, which we’ll talk about later.
  • Learning styles workshop in the computer lab. Move to the computer lab
  • Welcome to the Office of Academic Support at the Northeast Center of SUNY Empire State College. We are expanding and enhancing the services and resources we provide to students and are excited to share this brief video outlining our philosophy and mission and previewing what will be available to students, instructors, and mentors starting in the Fall 2010 semester. Our goal is to help students, staff and faculty connect the pieces for academic success at all stages of a student’s educational journey at Empire State College.
  • One of the first pieces we need to address are the vision, mission and strategic plan of SUNY Empire State College. The Northeast Center of Academic Support contributes to these by offering a comprehensive array of academic support services and resources tailored to students’ individual academic needs and goals. We are collaborative, innovative and flexible in our use of methodologies utilizing both face-to-face and virtual environments as modes of delivery, primarily serving the students, faculty, and staff of the Northeast Center but also making our services and resources available to the ESC community at large through websites and online collaborative tools.
  • Peer Coaching Trainig

    1. 1. Peers<br />Engagingas<br />Energizing<br />Resources<br />Center-based &<br />0nline<br />Academic<br />Collaborative<br />Helpers<br />Enhancing <br />Success<br />Training Program<br />
    2. 2. Agenda Part 1<br />Overview & Introductions <br />What is a Peer Coach? <br />The Role of Peer Coaches & Academic Support<br />Ethical Responsibilities <br />Do’s & Don’ts of Peer Coaching<br />Referrals: Who to talk to and when.<br />Communication & Interpersonal Skills<br />Paper work, Record Keeping, & Other Maintenance <br />
    3. 3. Goal Development<br />How Adults Learn<br />Coaching Effective Study Strategies<br />Critical Thinking Skills<br />Go over Readi Assessment <br />Learning Styles Workshop<br />Agenda Part 2<br />
    4. 4. Introductions& Overview <br />
    5. 5. Writing<br />Critical <br />Thinking<br />Academic <br />Research<br />Stress <br />Management<br />Time <br />Management<br />Reading<br />Efficiency<br />Navigating <br />ESC Resources<br />Developing a <br />Study Plan<br />Learning <br />Styles<br />Goal <br />Setting<br />Rationale <br />Essay<br />The Pieces of Academic Success<br />
    6. 6. Academic Support @ NEC<br />Helping You Connect the Pieces for Academic Success<br />Services & Resources – Onsite & Online<br />Learning Coaches & Content Tutors<br /><ul><li>One-to-one appointments in person or via phone, e-mail, Internet, etc.
    7. 7. Workshops (online & onsite)
    8. 8. Small group assistance (online & onsite)
    9. 9. Online Content Area Tutoring – Smarthinking (</li></ul> Online Support <br /><ul><li>Webbased resource –
    10. 10. A self-paced or credit-bearing study & resources
    11. 11. On Facebook -</li></li></ul><li>The Academic Support Team<br />Lisa D’Adamo-Weinstein<br />Sarah Spence-Stalters<br />Kate Stockton<br />Mary Sanders Shartle<br />
    12. 12. Meet the Learning Coaches<br />Sarah Spence-Staulters is located in Latham working with Schenectady & Latham/Albany students <br />Her hours are: Mondays 3:00pm-7:30pm<br /> Wednesdays 3:00pm-7:30pm<br /> Fridays 9:00am-4:00pm<br />Contact Sarah to make an appointment : <br />(518) 783-6203 ext 5992 or<br />____________________________________________________________________________________________________<br />Kate Stockton is located in Latham working with Johnstown & Latham/Albany students <br />Her hours are: Mondays 4:00pm-7:30pm<br /> Wednesdays 4:00pm-7:30pm<br /> Thursdays 4:00pm-8:00pm<br />Contact Kate to make an appointment : <br />(518) 783-6203 ext 5992 or <br />____________________________________________________________________<br />Mary Sanders-Shartle is located in Saratoga working with Saratoga & Queensbury students <br />Her hours are: Mondays 12:00pm-2:00pm<br /> Wednesdays 3:00pm-6:00pm<br /> Thursdays 4:00pm-6:00pm<br />Contact Mary to make an appointment :<br />(518) 587-2100 ext 2827 or<br />
    13. 13.<br />
    14. 14. Questions?<br />Contact<br />Northeast Center Office of Academic Support<br />     E-mail<br />     Phone     518-783-6203 ext 5939<br />     Mail        Office of Academic Support<br />                    SUNY Empire State College – Northeast Center<br />                    21 British American Blvd.<br />                    Latham, NY 12110<br /><br />Helping You Connect the Pieces for Academic Success<br />
    15. 15. How does peer coaching fit into the Office of Academic Support?<br />Peer coaches have a perspective that only another student /recent graduate can give<br />Peer Coaches have been in the same shoes and could have faced the same struggles <br />Supplement and expand the ways in which current students can get their questions answered and find support <br />Peer Coaches provide a non-threatening peer perspective <br />
    16. 16. Academic Support @ NEC<br />Peers<br />Engagingas<br />Energizing<br />Resources<br />Helping You Connect the Pieces for Academic Success<br />Apeer coach is an alumna/us or a current undergraduate graduate student or alum trained to guide and encourage other students in improving their academic performance and development as a life-long learner, focusing on general study skills, specific content-areas, navigating college resources, and developing within their Areas of Study.<br />They work in both face-to-face and virtual environments.<br />Peer coaches are trained under College Reading & Learning Association (CRLA) international standards for peer tutors and are either volunteers, work-study, or practicum students.<br />Center-based &<br />0nline<br />Academic<br />Collaborative<br />Helpers<br />Enhancing <br />Success<br />
    17. 17. Peer Coaches can participate in one of three ways:<br />Volunteer- Students who volunteer will not receive pay nor credit but will gain work experience, CRLA credentials for their resumes and will reap the benefits of having the willingness and ability to help other students to succeed.<br />Work study- Students who qualify for Federal Financial Aid work study status can receive payment for their work as a Peer Coach, and will also receive all of the benefits listed in the Volunteer.<br />Practicum- Students who obtain approval from their mentor can enroll in a practicum and earn credit as part of their college level degree program, and will also receive all of the benefits listed in the Volunteer.<br />
    18. 18. All Peer Coaches <br /><ul><li>Peer Coaches will be able to place in their resumes they participated in a College Reading & Learning Association (CRLA) credited program on their resumes for their future employment. This certified program is recognized nationally and internationally.
    19. 19. Peer Coaches will also gain experience and knowledge that will better themselves and the students they are assisting.
    20. 20. Peer Coaches will be evaluated by their peers so as to better evaluate their abilities and to grow as an educator. </li></li></ul><li>Key Contacts in the Northeast Center<br />Office of Academic Support<br /> Sarah Spence-Staulters, Peer Coaching Program Coordinator <br />@<br />Monday &Wednesday 3-7:30 pm Friday 9am-4pm 220-35<br />OR<br /> Lisa D’Adamo-Weinstein, Director of Academic Support @ Lisa.D’<br />For all other questions or concerns<br />
    21. 21. Meeting with students<br />Peer coaches will meet with students in in the Latham center during hours of operation while an Academic Support staff member is available. This is for your safety and the safety of other students. <br />Special circumstances might dictate the need to meet at a unit location of the center. Please contact Sarah or Lisa so arrangements can be made. <br />
    22. 22. Overview of Ethical Responsibilities <br />College Reading and Learning Association (CRLA) Code of Ethics<br />Peer Coaches Ethical Responsibilities<br />ESC Code of Conduct<br />Plagiarism/Academic Honesty<br />Safety<br />
    23. 23. CRLA CODE OF ETHICS<br />Best Interest:  Tutors will be committed to acting in the best interest of tutees as specified by the employing organization or institute.<br />Responsibility:  Tutors will take responsibility for their own behavior and work to resolve conflicts that may arise between themselves and a client.<br />Integrity:  Tutors will practice and promote accuracy, honesty, and truthfulness.<br />Fairness:  Tutors will exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices.<br />Commitment:  Tutors will fulfill commitments made to learners.<br />Respect for Others Rights and Dignity:  Tutors will respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality and self-determination.  <br />
    24. 24. CRLA CODE OF ETHICS continued…<br />Excellence:  Tutors will strive to maintain excellence by continuing to improve their tutoring skills and engage in applicable professional development activities.<br />Respect for Individual Differences:  Tutors will respect cultural, individual, and role differences, including those based on age, sex, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language and socioeconomic status.  <br />Professionalism:  Tutors will not engage in inappropriate relations with tutees.<br />Confidentiality:  Tutors will maintain the highest privacy standards in terms of protecting personal information relative to those whom they tutor.<br /> CRLA supports the Association for the Tutoring Profession (ATP's) Code of Ethics as cited below from -<br />* The ATP expects tutors in private practice to adhere to the Code of Ethics of the Education Industry Association<br />
    25. 25. Ethical Scenarios<br />
    26. 26. Peer Coaching Ethical Responsibilities<br /><ul><li>Always follow the steps for effective communication.
    27. 27. Always conduct yourself in a professional manner.
    28. 28. Always follow the directives set forth in the Empire State College Confidentiality Statement.
    29. 29. Always respect the students’ boundaries.
    30. 30. Notify the Office of Academic Support immediately if you feel a student is being inappropriate or acting in a manner outside of the scope of their responsibilities.
    31. 31. Contact Office of Academic Support immediately if you feel a student is asking for too much of your time, making contact outside the agreed schedule or acting inappropriately.
    32. 32. Contact Office of Academic Support to request the student be reassigned </li></li></ul><li>Empire State College <br />STUDENT CONDUCT POLICY <br />AND PROCEDURES<br />See Peer Coaching Handbook <br />or go to <br /><br />
    33. 33. Diversity and Inclusion Game<br />Teams of players come up with short statements related to diversity and education that sound like memorable quotations. I will than read these statements that have been mixed up with genuine quotations that players than have to spot. Player earn points based on their ability to fool others and to recognize the genuine quotation. <br />
    34. 34. Plagiarism/Academic Honesty<br />
    35. 35.
    36. 36. Academic Honesty <br /><br />
    37. 37. College Safety Procedures<br />Workplace Violence PolicyPrevention & Response Procedures<br /> <br />Policy: Domestic Violence and the Workplace<br /> <br />
    38. 38. Do’s and Don’ts of Peer Coaching<br />
    39. 39. Do…<br />Encourage students and give appropriate praise<br />Ask questions <br />Make a referral if you are not sure how to answer or respond to a question <br />Develop rapport and a professional relationship with students<br /><ul><li>Set schedule and firm boundaries with students
    40. 40. Suggest that students communicate with their instructor and/or mentor for specific course questions
    41. 41. Keep accurate records of each session and record a summary of what was covered</li></li></ul><li>Don’t…<br /><ul><li>Contact students’ instructor or mentor for any reason- only refer students to their instructor / mentor or the Office of Academic Support </li></ul>Recommend future courses or discuss their degree plan - only refer students to their mentor<br />Discuss rational essays and PLA- only refer students to their mentor or workshops <br /><ul><li>Hesitate to refer a problem to someone else if you don’t know the answer.
    42. 42. Forget to call the student and Office of Academic Support if you must reschedule an appointment. </li></li></ul><li>Making Referrals<br />
    43. 43. Finding the Right Answers<br />Academic Coursework<br />Your Mentor:<br />Contact your mentor for help with:<br /><ul><li> Academic records
    44. 44. Degree planning
    45. 45. Choosing studies for the next term, including cross-registration
    46. 46. Problem solving related to studies and academic skills </li></ul>Your Instructor<br />Contact your instructor for help with:<br /><ul><li> Course content
    47. 47. Assignments
    48. 48. Grades</li></ul>MyESC – Academics Tab:<br /> Use this tab to: <br /><ul><li> Access your online courses
    49. 49. Engage in degree planning with your mentor
    50. 50. Choose studies for the next term, including cross-registration </li></li></ul><li>Finding the Right Answers<br />Mentors:<br />Monday –Thursday 8:30am 7:00pm <br />Friday 8:30am-5pm<br />Northeast Center 783-6203 press 0 and ask for your mentor<br />For:<br />Academic Records<br />Degree Planning<br />Choosing studies for the next term including cross registration<br />Problem solving related to studies and academic skills <br />
    51. 51. Finding the Right Answers<br />Office of Academic Support: <br />Contact the Director Academic Support and/or Learning Coaches for help with:<br /> * Writing, reading, mathematics, and statistics<br /> * Online and local tutoring services<br /> * Study skills (critical thinking, time management, and more) <br /><br />
    52. 52. Finding the Right Answers<br />Northeast Center:Joan JohnsenCoordinator of Student Services 21 British American Blvd.Latham, NY 12110Phone: 518 783-6203 E-mail:<br />STUDENT SERVICES<br />Office of Student Services :<br />Contact the Coordinator of Student Services for help with:<br /><ul><li> Disability services (list of contacts)
    53. 53. Filing an academic appeal or student grievance
    54. 54. Minority services
    55. 55. Questions about administrative procedures, incompletes
    56. 56. Problems that you have not been able to resolve with your mentor or an administrative office.
    57. 57. Occasionally a student encounters a problem that s/he is not able to resolve with his or her mentor or an administrative office. The Office of Student Services investigates and facilitates the resolution of student complaints. The role is not one of an advocate for either party, but rather as a neutral investigator of the complaint.
    58. 58. For more information on college policies, see</li></li></ul><li>Finding the Right Answers<br />Student Information Center:<br />Monday-Thursday 8:30am-6pm Fridays 8:30am-5pm <br />CALL -- 1-800-847-3000 ext.2285<br />For:<br /><ul><li>Admissions
    59. 59. Financial Aid
    60. 60. Billing
    61. 61. Registration
    62. 62. Records
    63. 63. Any Administration Services </li></ul>Technology Help Desk:<br />Sunday 1-9pm Monday -Thursday 9am-9pm Friday 9am- 5pm Closed Saturday<br />CALL -- 1-800-847-3000 ext 2420 OR GO TO --<br />For:<br /><ul><li> Issues with Logins
    64. 64. Computer Access/Compatibility
    65. 65. ANGEL Support</li></li></ul><li>Finding the Right Answers<br />MyESC- your free one-stop guide to the many resources available to you across the college.<br />Content Area Tutoring- free online tutoring provided by the college through Smarthinking<br /><br />Talk One2One - a free confidential 24/7 phone in support for students provided by the college<br /><br />
    66. 66. Finding the Right Answers<br />Know “who to” &“how to” contact them<br />Quick Reference:<br /><ul><li> IN PRINT</li></ul>Your planner<br />(starting on page 151)<br /><ul><li> ONLINE </li></ul><br />
    67. 67. Communication and Interpersonal Skills <br />
    68. 68. Positive Peer Coaching <br />
    69. 69. Positive Personality Characteristics<br />Friendly<br />Supportive without being condescending<br />Positive but Realistic<br />Honest<br />Professional<br />Collaborative<br />
    70. 70. Give Positive Feedback <br />Let students know when they have good understanding of the problem/item they are learning. <br />For example: “It sound like you have a good handle on this to me how do you feel about it?”<br /> Give positive reinforcement- <br /> You got it<br /> Great Job<br /> Good work today <br /> You really know how to do this now <br />
    71. 71. Hints for a positive peer interaction <br />Listen actively (activity)<br />Keep focus <br />Give small reminders and transition back to get refocused <br />Ask questions <br />make sure the information being shared is understood<br />Give examples<br />
    72. 72. Step One: Establish Rapport<br />Keep in mind that students are often apprehensive about coming to get help. They are often afraid of being criticized or made to feel “stupid” or embarrassed that they need help.<br />Make students feel welcome by making small talk. Their responses can give you clues about how you may better help them later <br /> (Gather your potential Example Points)<br />
    73. 73. Step Two: Set Expectations<br />Once you have established a rapport with your student, ask what he or she would like to accomplish during this session. <br /> This includes asking what areas/topics/concepts/ problems need to be focus on. Be realistic and honest, and keep your time limit in mind.<br />TIP: Avoid using judgmental language (“What are you having trouble with?” INSTEAD “What would you like to focus on today?”)<br />
    74. 74. Step Three: Play Detective<br />Sometimes, students don’t know where to start<br /> when they need help <br /><ul><li>Ask open-ended questions about content (“Can you tell me what little about what you do in a typical day?”)
    75. 75. Paraphrase their answers. This serves several purposes, it allows the student to know you are listening to them and to make sure that you understand what was said correctly.
    76. 76. Ask about their study habits.</li></li></ul><li>Step Four: Use Your Resources<br />Once you have established what you need to work on, assess your and their available resources. <br />Can you help the student by using “at hand” resources -- their textbooks (including supplementary text material, their notes, or the internet/online class space (ANGEL, website)?<br />Can you help the student by using “personal example” resources?<br />This is an important part of Role Modeling.<br />
    77. 77. Step Five: Collaborate<br />Don’t automatically assume <br />a position of authority.<br /><ul><li>Have the student explain concepts to you.
    78. 78. Ask the student to look up information that he or she does not know.
    79. 79. Encourage the students to take notes, if possible.
    80. 80. Be careful not to interrupt.</li></li></ul><li>Step Six: Sum It Up<br /><ul><li>Ten minutes before the end of the session, say “Our time’s almost up, so let’s find a good stopping point.”
    81. 81. Sum up what has been accomplished during the session.
    82. 82. Give an “assignment” or set a goal for the student.
    83. 83. Don’t forget to remind the student to fill our an evaluation form and offer to set up the next appointment if they need one. Reassure the student that you are there if they need your help again at a later date if they do not want to make an immediate appointment. </li></li></ul><li>Paper Work and Record Keeping<br />
    84. 84. List of Paperwork that must be filled out.<br />Every One Must Fill Out:<br />Confidentiality form <br />I9 with employment ID<br />Only for Work Study:<br />FASFA form (may have to contact Financial Aide for this form) <br />Federal Work-Study On Campus Employment Form <br />W4 Form<br />FWS Attendance Record (weekly) <br />Direct Deposit (Not required)<br />IT-2104 tax withholding form <br />NY State Retirement System Membership<br />
    85. 85.
    86. 86.
    87. 87.
    88. 88.
    89. 89.
    90. 90.
    91. 91.
    92. 92. Part II <br />Welcome Back <br />
    93. 93. Goal Development<br />How Adults Learn<br />Coaching Effective Study Strategies<br />Critical Thinking Skills<br />Go over Redi Assessment <br />Learning Styles Workshop<br />Agenda Part 2<br />
    94. 94. Kaizen Activity<br />Task:<br /><ul><li>To touch each ground marker with in the boundary in numerical sequence and call it’s number aloud as quickly as possible
    95. 95. You can attempt the task as many times as your team wishes with in the 10 minute time limit. Each attempt will be timed.</li></li></ul><li>Rules<br />1. You have a total of 10 min. to accomplish this task. The ten min. clock began when you started reading this instruction sheet. <br />2. You can attempt the task as many times as you like, but for each attempt the team members must start behind the line<br />3. Time for each trial starts as soon as the first team member steps over the start line<br />4. If more that one person’s feet are inside the boundary at a time, a 10 sec. penalty is added to the time for that attempt<br />5. If a team member touches the markers out of sequence a 10 second penalty is added.<br />6.Any part of the body may be used to touch each numbered marker in sequence. <br />7. No ground makers may be altered <br />8. All team members must be involved. <br />*** The Team is allowed to ask ONLY THREE clarification questions***<br />
    96. 96. Kaizen Questions<br />Did your team have a plan? If so, what was the plan?<br />How much time did you spend planning for the 1st attempt? Was this an appropriate allocation of time?<br />When you tried again, did your team use a different strategy?<br />How much did you improve from 1st to 2nd trial? Why is this?<br />One of the requirements was to have everyone involved. How do you think your group worked as a team? Was everyone involved? <br />Did you use your questions wisely? If you did not ask any questions, why not? <br />How can you tie this exercise into your academic experiences? <br />Background: KAIZEN is Japanese for gradual and orderly. It is part of the methodology and philosophy of a Japanese company of the same name focused on the problem solving process searching for continuous improvement and is followed by businesses worldwide.<br />
    97. 97. Starfish Story<br />
    98. 98. Once upon a time, there was a wise woman who used to go to the ocean to do her writing. She had a habit of walking on the beach before she began her work. One day she was walking along the shore. As she looked down the beach, she saw a young man moving like a dancer along the shoreline. She smiled to herself watching someone dance like that on the beach. She began to walk faster to catch up. As she got closer, she saw that the young man wasn't dancing, instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean. <br />As she got closer, she called out, "Good morning! What are you doing?" <br />The young man paused, looked up and replied "Throwing starfish into the ocean." <br />“Oh, why are you throwing starfish into the ocean?“ she asked. <br />"The sun is up and the tide is going out. And if I don't throw them in they'll die.“ he stated in a matter of fact tone. <br />"But young man, don't you realize that there are miles and miles of beach and starfish all along it. You can't possibly make a difference!" she insisted.<br />.<br />
    99. 99. The young man listened politely. Then bent down, picked up another starfish and threw it into the sea, past the breaking waves. "It made a difference for that one!" he smiled and continued down the beach stopping to help each starfish he encountered.<br />His response surprised the woman. She didn't know how to reply. She turned away and walked back to the cottage to begin writing. <br />All day long as she wrote, the image of the young man haunted her. Finally, late in the afternoon she realized that she had missed out on the essential nature of the young man's actions. She realized that what the young man was doing was choosing not to be an observer in the universe and make a difference. She went to bed troubled. <br />When the morning came she awoke knowing that she had to do something. She went to the beach and found the young man. And with him she spent the rest of the morning throwing starfish into the ocean<br />We have all been gifted with the ability to make a difference. And if we can, like that young man, become aware of that gift, we gain through the strength of our vision the power to shape the future. And that is your challenge. And that is my challenge. We must each find our starfish and make a difference.<br />
    100. 100. Goal Setting<br />
    101. 101. Why Effective Goal Setting Works<br /><ul><li>Goals direct the an individuals attention
    102. 102. Goals help mobilize the individual and group efforts – Get yourself and your unit moving in the same direction
    103. 103. Goals help prolong effort and increase persistence
    104. 104. Goals helps you develop and employ new strategies</li></li></ul><li>Road Blocks <br />To Goal Achievement<br /><ul><li> Lack of skill
    105. 105. Lack of knowledge
    106. 106. Lack of support
    107. 107. Lack of persistence
    108. 108. Failure to take an appropriate risk </li></li></ul><li>Key Points<br /><ul><li>Goal setting is methodical & continuous
    109. 109. Goal plan must be “present in your mind”
    110. 110. Goal setting should be implemented into the counseling process!</li></li></ul><li>Coaching Effective Study Strategies<br />
    111. 111. What Do you think are some Effective Coaching Techniques When Discussing Study Habits<br />
    112. 112. Some Effective Coaching <br />Talk to the Student to Find Out Their Current Study Habits. <br />Think About How the Student Learns. <br />Work With the Student to Come Up With a Plan That Will Work Best For Them. <br />
    113. 113. Learning styles<br />Learning Styles<br />Kinesthetic<br />M<br />U<br />L<br />T<br />I<br />-<br />M<br />O<br />D<br />A<br />L<br />Aural/Auditory<br />Read/Write<br />Visual<br />
    114. 114. The Basics<br /><ul><li> Most people have developed a preference for how they learn.
    115. 115. One style is not better than another, and all of approaches to learning can be improved.
    116. 116. Effective learners know how their minds work and are able to adapt their studying strategies to any learning situation. </li></li></ul><li>Identifying Your Learning Preference<br />VARK Learning Styles Self-Assessment Questionnaire<br />TAKE ASSESSMENT<br /><br />What were your results?<br />Your VARK preferences can be used to help you develop additional, effective strategies for learning related to how you:<br />take in information; <br />study information for effective learning; and<br />study for performing well on an examination. <br />Visual Study Strategies (V)Aural/Auditory Study Strategies (A)Read/write Study Strategies (R)Kinesthetic Study Strategies (K)Multimodal Study Strategies (MM)<br />
    117. 117. Characteristics of Visual Learners<br />VISUAL<br />Visual learners tend to: <br /><ul><li>Have a keen sense of aesthetics, visual media and art.
    118. 118. Easily remember information presented in pictures or diagrams.
    119. 119. Have strong visualization skills. They can look up and “see” the information invisibly written or drawn.
    120. 120. Make “movies in their minds” of information they are reading. Their movies are often vivid and detailed.
    121. 121. Have very strong visual-spatial understanding of things such as sizes, textures, angles and three-dimensional depths.
    122. 122. Pay close attention to the body language of others (facial expressions, eyes, stance, etc.).</li></li></ul><li>Visual learners: <br /><ul><li>learn best when information is presented visually and in a picture or design format.
    123. 123. In a classroom setting, benefit from instructors who use visual aids such as film, video, maps and charts.
    124. 124. benefit from information obtained from the pictures and diagrams in textbooks.
    125. 125. When trying to remember something, can often visualize a picture of it in their mind.
    126. 126. have an artistic side that enjoys activities having to do with visual art and design. </li></ul>Visual<br />
    127. 127. Study Tips for Visual Learners<br /><ul><li>Convert information into visual study tools (diagrams, maps, charts)
    128. 128. Copy & write new info - see it in your own writing.
    129. 129. Visualize & make movies as you read and study.
    130. 130. Use nonverbal clue’s by instructors to provide you with important information.
    131. 131. When learning mathematical or technical information, make charts to organize the information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence.
    132. 132. Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help you to understand and retain course material. Use spreadsheet and database software to further organize material that needs to be learned.
    133. 133. Use "color coding" of new information in your textbook or notes. Mark up the margins of your textbook with key words, symbols, and diagrams and use highlighter pens of contrasting colors to "color code" the information. </li></li></ul><li>Characteristics of Aural/Auditory Learners<br />AURAL/<br />AUDITORY<br />Aural/Auditory learners tend to: <br /><ul><li>Remember quite accurately details of important information heard during conversations or lectures.
    134. 134. Have strong language skills, which include a well-developed vocabulary and an appreciation for words.
    135. 135. Have strong oral communication skills. They can carry interesting conversations and can articulate their ideas clearly.
    136. 136. Have a “fine tuned ear” auditory may lead to learning a foreign language more easily.
    137. 137. Often have musical talents, can hear tones, rhythms, and individual notes.</li></li></ul><li>Aural/Auditory learners: <br /><ul><li>Tend to find when trying to remember something,
    138. 138. can often "hear" the way someone told you the information, or the way you previously repeated it out loud.
    139. 139. learn best when interacting with others in a listening/ speaking exchange.</li></ul>Aural/Auditory<br />
    140. 140. Study Tips for Auditory Learners<br /><ul><li>Discuss/study with friends. Join a study group to assist you in learning course material. Or, work with a "study buddy" on an ongoing basis. If not possible, talk out loud and recite information your are learning.
    141. 141. You can retain and understand information better by teaching another person, or conversing with an instructor.
    142. 142. Record information and listen to it. You may benefit from using a recording device to make audio files to listen to later. Use computerized technology – Text to Speech in Word, Audacity, etc.
    143. 143. When learning mathematical or technical information, "talk your way" through the new information. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or with a study partner.
    144. 144. Try games or interaction activities that provide the sounds of words being spoken.
    145. 145. Add rhythms or tunes to your learning. </li></li></ul><li>Characteristics of Kinesthetic Learners<br />KINESTHETIC<br />Kinesthetic learners tend to: <br /><ul><li>Work well with their hands and may be good at repairing work, sculpting, art or working with various tools.
    146. 146. Often have well coordinated and have a strong sense of timing and body movement.
    147. 147. Learn with movement = often do well as performers: athletes, actors, or dancers.
    148. 148. Often wiggle, tap feet or move their legs when seated.
    149. 149. Have been often labeled “hyperactive” as children.</li></li></ul><li>Kinesthetic learners:<br /><ul><li>learn best when physically engaged in a "hands on" activity.
    150. 150. In the classroom, they benefit from a lab setting where you can manipulate materials to learn new information.
    151. 151. learn best when you can be physically active in the learning environment.
    152. 152. benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside the classroom. </li></ul>Kinesthetic<br />
    153. 153. Study Tips for Kinesthetic Learners<br /><ul><li>Take notes as you read – text and/or graphic organizers.
    154. 154. Pace as you study. When studying, walk back and forth with textbook, notes, or flashcards in hand and read the information out loud.
    155. 155. Make large-sized study tools – flipcharts, chalk/white boards. When reviewing new information, copy key points onto a chalkboard, easel board, or other large writing surface.
    156. 156. Learn by doing. Think of ways to make your learning tangible, i.e. something you can put your hands on. For example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a museum, historical site, or job site) to gain first-hand experience of your subject matter.
    157. 157. Use your hands and your fine motor skills. Study with pen/pencil in hand.
    158. 158. Use exaggerated movement for emphasis and expression.
    159. 159. Use case studies, examples and applications.</li></li></ul><li>Characteristics of Read/Write Learners<br />READ/<br />WRITE<br />Read/Write learners tend to: <br /><ul><li>Like lists and words to keep ideas and “To Do” items straight.
    160. 160. Remember information displayed as words.
    161. 161. Emphasize text-based input and output - reading and writing in all its forms.
    162. 162. Prefer PowerPoint, the Internet, lists, filofaxes, dictionaries, thesauri, quotations and words, words, words... </li></li></ul><li>Read/Write<br />Read/Write learners: <br /><ul><li>learn best when information is presented visually and in a written language format.
    163. 163. In a classroom setting, they benefit from instructors who use the blackboard (or PowerPoint, overhead projector, etc.) to list the essential points of a lecture, or provide an outline to follow along with during lecture.
    164. 164. benefit from information obtained from textbooks and class notes.
    165. 165. often see the text "in your mind's eye" when trying to remember something</li></li></ul><li>Study Tips for Read/Write Learners<br /><ul><li>Use a word processor – take notes as you read. Rewrite the ideas and principles into other words.
    166. 166. Use dictionaries and/or make flashcards to remember key vocabulary.
    167. 167. Write out the words again and again. Read your notes (silently) again and again.
    168. 168. When learning information presented in diagrams or illustrations, write out explanations for the information. Organize any diagrams, graphs ... into statements, e.g. "The trend is..."
    169. 169. When learning mathematical or technical information, write out in sentences and key phrases your understanding of the material. When a problem involves a sequence of steps, write out in detail how to do each step. </li></li></ul><li>Life is multimodal. There are seldom instances where one mode is used, or is sufficient. <br />Those who prefer many modes almost equally are of two types. <br />There are those who are context specific who choose a single mode to suit the occasion or situation. <br />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. <br />
    170. 170. References & Resources<br />REFERENCES USED IN THIS PRESENTATION<br />VARK Learning Styles Questionnaire<br /><br />ADDITIONAL ONLINE MATERIALS (including other self-assessments)<br />Online Learning Styles Inventories with Immediate Feedback<br />Index of Learning Styles Questionnaire <br /> <br />A set of 44 two choice questions, covering the following learning styles: Active and Reflective, Sensing and Intuitive, Visual and Verbal, & Sequential and Global<br />Brain Works’ Downloadable<br /><br />An interesting exercise (PC users only - 1.1MB) called brain.exe can be downloaded from this site. It will give you some more information about your dominant brain hemisphere. To get out of the program before completing the assessment, use ctrl alt del keys to access Task Manager and stop the program. The esc key does not always work.<br />C.I.T.E.  Learning Styles Instrument <br /><br />
    171. 171. References & Resources<br />CONTINUED…<br />ADDITIONAL ONLINE MATERIALS (including other self-assessments) continued…<br />Online Learning Styles Inventories with Immediate Feedback continued<br />A Learning Style Survey for College <br /><br />A 32 question survey with immediate feedback assessing the following learning styles:<br />Visual/ Verbal, Visual/ Nonverbal, Tactile/ Kinesthetic, & Auditory/ Verbal <br />Information about Learning Styles<br />Learning Styles & Strategies<br />
    172. 172. References <br />A Six-Step (Tutoring) Session Endicott College Center for Teaching and Learning College Learning Program<br />
    173. 173.
    174. 174. Mission<br />SUNY Empire State College’s dedicated faculty and staff use innovative, alternative and flexible approaches to higher education that transform people and communities by providing rigorous programs that connect individuals’ unique and diverse lives to their personal learning goals.<br />
    175. 175. Northeast Center Office of Academic Support<br />Mission<br />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. <br />We support students in becoming successful independent learners through a comprehensive array of services and resources tailored to students’ individual academic needs and goals. <br />We deliver these services and resources via individualized and group programming in face-to-face, telephonic and virtual formats. <br />Wework with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.<br />
    176. 176. Northeast Center Office of Academic Support<br />Student Outcomes <br />As a result of utilizing the services and resources of the NEC Office of Academic Support, students will be able to:<br /><ul><li> Identify and manage their learning strengths and challenges,
    177. 177. Incorporate traditional and technology-based resources in their learning,
    178. 178. Use effective strategies in different learning engagements,
    179. 179. Create positive learning environments for themselves,
    180. 180. Increase their self-confidence while decreasing stress, and
    181. 181. Improve their academic performance and development as a life-long learner.</li></li></ul><li>How Adults Learn<br />