Start the term right


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Getting the Term Started Off Right

Are you a busy student with competing personal, professional, and educational demands?

This workshop will provide you with practical advice and effective techniques to help you balance your priorities and take control of your time to become better prepared to tackle the challenges of being an effective learner.

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  • By taking the time to look at your learning contract and
  • When you organize and schedule your time you will be able to do all of the things in a day that you would like to. Remember it is all up to you how to best organize your time and to stick to your schedule.
  • Learning styles workshop in the computer lab. Move to the computer lab
  • Life maitnece technique May want to take a time management workshop.
  • Start the term right

    1. 1. Starting the Term Off Right<br />
    2. 2. 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 />
    3. 3. Academic Support @ NEC<br />Helping You Connect the Pieces for Academic Success<br />Services & Resources<br />Learning Coaches, Peer Coaches, & Content Tutors<br /><ul><li>One-to-one appointments in-person or via phone, e-mail, Internet, etc.
    4. 4. Small group assistance (online & onsite)
    5. 5. Online Content Area Tutoring – Smarthinking -</li></ul>Curricular Support Face-to-Face & Online Support <br /><ul><li> NEC Academic Support -
    6. 6. Workshops (online & onsite) –
    7. 7. YouTube –
    8. 8. Enhancing the Academic Eye a self-paced or credit-bearing study -
    9. 9. Phasing out Dec 2010-- ANGEL Community Group - NEC Academic Support
    10. 10. Log in with your MyESC Username & Password</li></li></ul><li><br />
    11. 11. Meet the Learning Coaches<br />What is a learning coach?<br />A learning coach is someone who provides academic support to students in one-on-one or small group settings in all areas of the writing process and related study skills strategies including time management, organization, reading efficiency, developing a study plan, goal setting, critical thinking, library research skills, note-taking, and learning styles.<br />Sarah Spence-Staultersis located in Latham working with Schenectady & Latham/Albany students <br />Her hours are: Mondays – 3pm- 7:30pm<br /> Wednesdays –3:00pm-7:30pm<br />Fridays - 9am- 4pm<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 /> Wednesday - 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-Shartleis located in Saratoga working with Saratoga & Queensbury students <br />Her hours are: Mondays – 12pm-2pm<br />Wednesdays – 3pm-6pm<br />Thursdays 4pm-6pm<br />Contact Mary to make an appointment :<br />(518) 587-2100 ext 2827 or<br />
    12. 12. Academic Support @ NEC<br />Peers<br />Engagingas<br />Energizing<br />Resources<br />Helping You Connect the Pieces for Academic Success<br />Apeer coach is a current undergraduate or graduate student 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 />
    13. 13. Goal Setting & Developing a Plan<br />Define your goal<br />Know where you are right now<br />Honest Assessment (develop Sub-Goals)<br />Personal Plan of Action & Affirmations<br />Set and pursue short term goals<br /><ul><li>Set and pursue daily goals/tasks</li></ul>Commit yourself completely<br />Continually monitor your progress<br />
    14. 14. General Success Strategies<br /><ul><li>Understand how you learn best and maximize your studying to match your strengths. Take a learning styles inventory. We’ll do this at the first residency.
    15. 15. Apply your learning to your own experiences. Make connections between what you are learning and what you already know.
    16. 16. Ask questions when needed and do not let problems go unresolved! Be a self-directed and self-motivated learner.
    17. 17. Maximize your learning. Understand requirements, assignments, and methods of evaluation by reviewing your learning contract(s).
    18. 18. Set appropriate goals to meet course time constraints, requirements, and expectations. </li></li></ul><li>Understanding What is Expected of You<br /><ul><li> Empire State College is reading and writing intensive.
    19. 19. Several strategies can assist you in being more efficient and effective with your reading, writing, and critical thinking.
    20. 20. Understand the purpose of your studies/courses will also help you better complete your reading & writing assignments.
    21. 21. What are you supposed to learn about and what outcome is expected?
    22. 22. Activate your schema.
    23. 23. Understand the overall concepts and organize your thoughts.</li></li></ul><li>Managing Your Time More Effectively Workshop <br />Time Management Strategies for Work, School and Life<br />
    24. 24. TIME IS A VALUABLE COMMODITY<br />We all have the same amount of time ~<br /><ul><li>60 seconds in a minute,
    25. 25. 60 minutes in an hour,
    26. 26. 24 hours in a day,
    27. 27. 168 hours in a week,
    28. 28. 720 hours in a month,
    29. 29. And 8,760 in a year. </li></ul>Time cannot be saved and it does not gain interest. <br />There are no rollover minutes!<br />How are you spending your time???<br />
    30. 30. Time Management<br /><ul><li>Understand your own time limitations and opportunities
    31. 31. Categorizing Priorities: </li></ul> - Important & Urgent (crisis, deadlines)<br /> - Important & Not urgent (planning, preparation, prevention, relationships)<br /> - Minimize the Urgent & Not Important (interruptions, many pressing matters)<br />- Minimize the Not urgent & Not important (trivia, time wasters)<br /><ul><li> Make sure you are utilizing your chosen method of keeping track</li></ul> - Physical day planner vs. blackberry or other technical device<br />-<br /><ul><li> Understand what makes you procrastinate </li></li></ul><li>Prioritizing Your Time. <br />Important & Not Urgent (preparation, prevention, planning, relationships)<br />Important & Urgent <br />(crises, deadline-driven projects)<br />Urgent & Not Important (interruptions, many pressing matters)<br />Not Urgent & Not Important (trivia, time wasters)<br />Adapted from Steven Covey’s First Things First<br />
    32. 32. Getting Organized <br />
    33. 33. Tips for getting organized<br />First have a way to keep track of your time and your assignments:<br /><ul><li>You can use your PDA, a date book, your phone , your computer or a calendar
    34. 34. Write or Record it all. Make sure you schedule time for school assignments and your family and your self.
    35. 35. Make it a HABIT
    36. 36. Give your self a way to check off what you have accomplished</li></ul>Keep All of your Course Material together:<br /><ul><li>Have a binder for each class with paper or a notebook for taking notes while you read
    37. 37. Have a folder in the binder for all of your work form your teacher
    38. 38. Keep a clean workspace
    39. 39. Have an external drive or a folder on your desk top and in your e-mail for school work to find e-mails and papers easier. </li></ul> Can you think of some other ways that might help keep you organized?<br />
    40. 40. "If a cluttered desk signs a cluttered mind, of what, then, is an empty desk a sign?“ Albert Einstein<br />
    41. 41. Using Learning Contracts to Help You Organize Your Time<br />A few minutes now will save you many in the future!<br />
    42. 42. Review LearningContract<br />= Key Concepts<br />= Critical Thinking <br />Skills<br />= Benefit to You<br />
    43. 43. Review Learning Contract<br />= Key Concepts<br />= Critical Thinking <br />Skills<br />= Expectations & <br />Requirements<br />
    44. 44. Review Learning Contract<br />= Due Date<br />= Key Materials<br />= Requirements<br />
    45. 45. ECONOMICS<br />ORGANIZATIONAL BEHAVIOR<br />Planning for Your 1st Set of Assignments<br />
    46. 46.
    47. 47. Planning for Your 1st Set of Assignments<br />ECONOMICS<br />
    48. 48.
    49. 49. Accessing the ESC Websites workshop<br />
    50. 50.
    51. 51. My ESC Website <br />Some useful things to know how to find on myesc. <br />Smarthinking link<br />An access to the ANGEL site and your online classes<br />Your Degree Plan <br />Financial Aid <br />The Library <br />Registration and more. <br />
    52. 52.
    53. 53. How is smarthinking going to help me?<br />Smarthinking can help with:<br /><ul><li>Online live tutoring in classes like Statistic, Spanish and Biology with a one on one tutor or you can take your turn and have your questions answered that day.
    54. 54. You can have help with writing your papers, you can submit your writing and they will send it back to you with feed back for you to look at.
    55. 55. You can submit a question and they will get back to you with an answer
    56. 56. There is academic resources.
    57. 57. The best part is that it is all free to ESC students. </li></ul>How to Use Smart Thinking? <br />First you have to create an account. <br />
    58. 58. How to create an account<br />Step 1: Go to<br />Step 2 : log in with your esc log in information<br />Step 3:Click on the learning center that you are assoceated with (ex. Northeast center) <br />Step 4: Fill out the information form. <br />Step 5: Take advantage of this wonderful free service.<br />
    59. 59.
    60. 60. What you need to Know about the ANGEL Site <br /> talks a little more about angel. <br />Where to find the tutorial <br />How to make and respond to post and reply in the discussion forum.<br />Where and how to use the calendar<br />How to access your Modules <br />Where to find the resource<br />
    61. 61. 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 />
    62. 62. The Basics<br /><ul><li> Most people have developed a preference for how they learn.
    63. 63. One style is not better than another, and all of approaches to learning can be improved.
    64. 64. 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 />
    65. 65. Characteristics of Visual Learners<br />VISUAL<br />Visual learners tend to: <br /><ul><li>Have a keen sense of aesthetics, visual media and art.
    66. 66. Easily remember information presented in pictures or diagrams.
    67. 67. Have strong visualization skills. They can look up and “see” the information invisibly written or drawn.
    68. 68. Make “movies in their minds” of information they are reading. Their movies are often vivid and detailed.
    69. 69. Have very strong visual-spatial understanding of things such as sizes, textures, angles and three-dimensional depths.
    70. 70. Pay close attention to the body language of others (facial expressions, eyes, stance, etc.).</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.
    71. 71. Have strong language skills, which include a well-developed vocabulary and an appreciation for words.
    72. 72. Have strong oral communication skills. They can carry interesting conversations and can articulate their ideas clearly.
    73. 73. Have a “fine tuned ear” auditory may lead to learning a foreign language more easily.
    74. 74. Often have musical talents, can hear tones, rhythms, and individual notes.</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.
    75. 75. Often have well coordinated and have a strong sense of timing and body movement.
    76. 76. Learn with movement = often do well as performers: athletes, actors, or dancers.
    77. 77. Often wiggle, tap feet or move their legs when seated.
    78. 78. Have been often labeled “hyperactive” as children.</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.
    79. 79. Remember information displayed as words.
    80. 80. Emphasize text-based input and output - reading and writing in all its forms.
    81. 81. Prefer PowerPoint, the Internet, lists, filofaxes, dictionaries, thesauri, quotations and words, words, words... </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 />
    83. 83. Reading<br />
    84. 84. friends/family)<br />
    85. 85. Think about how to best take notes<br />
    86. 86. Thinking Effectively & Critically<br />What does it mean to be a critical thinker?<br />
    87. 87. Critical & Effective Thinking<br /><ul><li>Critical thinking:
    88. 88. A productive and positive activity
    89. 89. Includes identifying and challenging assumptions
    90. 90. Exploring and imagining alternatives
    91. 91. A process, not an outcome
    92. 92. It is not passive.
    93. 93. Manifestations depend on context
    94. 94. Triggered by positive as well as negative events
    95. 95. Involves alternating phases of analysis and action
    96. 96. Combines reflective analysis and informed action
    97. 97. Is emotive as well as rational
    98. 98. COMPONENTS of Critical Thinking
    99. 99. Identifying and challenging assumptions
    100. 100. Challenging the importance of context
    101. 101. Imagining and exploring alternatives
    102. 102. Reflective skepticism</li></li></ul><li>Bloom’s Taxonomy<br />EVALUATION - Student appraises, assesses, or critiqueson a basis of specific standards and criteria.<br />SYNTHESIS - Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.<br />ANALYSIS - Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.<br />APPLICATION - Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.<br />COMPREHENSION - Student translates, comprehends, or interprets information based on prior learning.<br />KNOWLEDGE - Student recalls or recognizes information, ideas, and principles in the approximate form in which theywere learned.<br />
    103. 103. EXAMPLES of Ways to Read and Discuss TextFrom:<br />Consider the following nursery rhyme... <br />Mary had a little lamb, Its fleece was white as snow, and everywhere that Mary went The lamb was sure to go.<br />What A Text Saystalks about the topic of the original text, Mary and the lamb. <br />Mary had a lamb that followed her everywhere. <br />What A Text Doestalks about the story.<br />The nursery rhyme describes a pet that followed its mistress everywhere. <br />What a Text Meanstalks about meaning within the story, here the idea of innocent devotion. <br /> An image of innocent devotion is conveyed by the story of a lamb's close connection to its mistress. The devotion is emphasized by repetition that emphasizes the constancy of the lamb's actions ("everywhere"…"sure to go.") The notion of innocence is conveyed by the image of a young lamb, "white as snow." By making it seem that this connection between pet and mistress is natural and good, the nursery rhyme asserts innocent devotion as a positive relationship. <br />
    104. 104. Characteristics of Strong Critical Thinkers(from Vincent Ruggiero, Beyond Feelings, A Guide to Critical Thinking): <br />Critical Thinkers..."Are honest with themselves, acknowledging what they don't know, recognizing their limitations, and being watchful of their own errors."<br />Critical Thinkers..."Regard problems and controversial issues as exciting challenges."<br />Critical Thinkers..."Strive for understanding, keep curiosity alive, remain patient with complexity and ready to invest time to overcome confusion."<br />Critical Thinkers..."Set aside personal preferences and base judgments on evidence, deferring judgment whenever evidence is insufficient. They revise judgments when new evidence reveals error.“<br />Critical Thinkers..."Are interested in other people's ideas, so are willing to read and listen attentively, even when they tend to disagree with the other person."<br />Critical Thinkers..."Recognize that extreme views (whether conservative or liberal) are seldom correct, so they avoid them, practice fair-mindedness, and seek a balanced view."<br />Critical Thinkers..."Practice restraint, controlling their feelings rather than being controlled by them, and thinking before acting."<br />
    105. 105. Introduction to Library Research Skills<br />Using the Empire State College Online Library to Research & Evaluate Information Sources<br />
    106. 106. WHAT DO I RESEARCH? <br /><ul><li> Locate background information using summaries and overviews in "reference" materials.
    107. 107. Find books on your topic.
    108. 108. Use online database services to search for periodical articles using online indexes and abstracts.
    109. 109. Research your topic on the Internet using search engines and subject directories.
    110. 110. Evaluate, document and organize your resources.</li></li></ul><li><br />Links to a comprehensive annotated listing of all the databases the library subscribes to – a one-stop-shopping site for your research. The 3 best databases are EBSCO, JSTOR & PROQUEST.<br />EBSCOHost   <br />
    111. 111. If you needed immediate help you can always chat live with a librarian <br />Best Place to Start for an Overview of <br />FIVE STEPS FOR FINDING INFORMATION:<br /><ul><li>Identify Your Topic
    112. 112. Find Keywords That Describe Your Topic and Create a Search
    113. 113. Get Definitions and Background Information
    114. 114. Find Journal and Newspaper Articles and Books
    115. 115. Document Your Information Sources</li></li></ul><li>
    116. 116. Unblock the Writing Experience<br />Resources to help develop your writing skills and style<br />
    117. 117. Writers need to know…<br />How to get inspired & motivated<br />How to get started<br />The mechanics of writing<br />How to get resources<br />
    118. 118. Get Inspired!<br />Talk to your instructor and classmates about your topic (start brainstorming if/when instructor discusses the assignment during class)<br />Visit a local library or bookstore and skim through relevant books/magazines<br />Search for ideas and inspiration on general search engines (google, bing, blogs, etc.)<br />Talk to others about your assignment and ask for their ideas and feedback<br />Read! But when you read ANYTHING pay attention to the writing style not just the content<br />Create a writing ritual in a comfortable, quiet place at a productive time<br />
    119. 119. Why is it so hard to get started?<br />Pre-existing condition: writing anxiety?<br />The “eternal perfectionist” syndrome<br />Lack of experience, or lack of confidence<br />Not familiar with pre-writing exercises or writing resources<br />Procrastination – under too much time pressure and/or stress to do a good job<br />
    120. 120. Responding to the Assignment<br />Know what kind of assignment it is…<br />Reaction Paper<br />Journal<br />Book Review<br />Synthesis<br />Literature Review<br />Argument or Persuasive<br />Research Paper<br />
    121. 121. Responding to the Assignment<br />What is the goal of the assignment?<br />Discuss<br />Evaluate/Critique<br />Interpret<br />React<br />Summarize<br />Synthesize<br />Analyze<br />Apply<br />Argue<br />Compare/Contrast<br />Define<br />Describe<br />
    122. 122. Writing with Purpose<br />Define the purpose and audience<br />Pre-Writing<br />Brainstorms, outlines, mindmaps<br />Gathering the Information<br />Organizing the Information<br />Writing<br />Proofreading & Editing<br />
    123. 123. Knowing the Purpose & Audience<br />Always treat your readers with respect<br />For some assignments you will have to take a stand and convince your audience to agree with your point of view<br />Don’t make assumptions about your audience (what they already know/don’t know, what is right vs. wrong, etc.)<br />
    124. 124. Stress Management<br />
    125. 125. Family<br />Work<br />School<br />The World In General!<br />External Stressors<br />
    126. 126. Internal Stressors<br />Worrying about what you can accomplish <br />Things that are out of our control<br />Fears<br />Things that are unpredictable <br />Time Pressures<br />
    127. 127. Stress Management<br />Having a plan reduces stress!<br />Be able to recognize when you are stressed<br />Accept the fact that taking time to “de-stress” IS being productive and you MUST take the time<br />Try some universal stress relievers:<br /><ul><li>Deep breathing, finding a quiet place, relaxing music, closing your eyes, physical exercise
    128. 128. Find out what works for you!</li></li></ul><li>Increasing Your Resilience<br />Getting good nights sleep <br />Eating well<br />Be aware of caffeine intake<br />Taking time to relax <br />Exercise<br />Be positive <br />Laugh out loud often <br />Meditation and Yoga <br />
    129. 129. Writing Resources<br />ESC Writing Center<br />Research Tutorials:<br />Free online writing help -<br />Writers Digest - http://<br />VisuWords - http://<br />Fuel Your Writing -<br />
    130. 130. 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 />
    131. 131. 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 />
    132. 132. Please give us your feedback at:<br />Thank you for attending tonight's workshop If you would like to view this worship again to refresh your memory or just for fun please visit:<br /><br />
    133. 133. Fall 2010 Workshop Schedule<br />Sept. <br />Start the Term Right<br />27 Time Management<br />Start the Term Right<br />Oct. <br />Navigating the ESC Websites<br />Critical Thinking <br />Introduction Library Skills ( 10am-11am )<br />Navigating the ESC Websites<br />Time Management<br />Critical Thinking<br />Reading More Efficiently<br />25 Leveraging Your learning Style<br />Unblock the Writing Experience<br />Nov.<br />Reading more Efficiently 3<br />3 Introduction to Library Skills<br /> Unblocking the Writing Experience<br /> Stress Management<br /> Time Management (10am-11am)<br />22 Resume and Cover Letter Writing<br />Dec. <br />Stress Management<br />Ending the Term Right<br />Ending the Term Right<br /> Writing a Rational Essay<br />Stress Management<br />Resume and Cover Letter Writing<br />