Your SlideShare is downloading. ×
0
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Bus 234 0001 Group 1 Presentation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Bus 234 0001 Group 1 Presentation

69

Published on

Published in: Technology, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
69
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. BUS 234-0001 Mrs. Barton Group #1 Classroom Study Skills Training Program r , Andrea L Javier ; John McNeil| Leanna Chadwell ‘ . . ariam Herring
  • 2. Areas of Concentration Identifying Important How to Become Tak_ingcN? tes 0 Information in a"Li§§f§§§', V° lectures During lege Lectures Our training program focuses on three main areas 2
  • 3. Opening Activity Before being taught any of this information, trainees will partake in an interactive, team—bui| ding exercise known as "Human Handcuffs” or "Infinite Loops. " The purpose of this activity is to have participants work together to figure out a way to free themselves without taking their hands out of their handcuffs. Once this activity is completed, the instructor will explain how studying, like the "Human Handcuffs” game, is a fairly simple task, but it can seem completed if you don't know the proper steps. Instructions: Participants will be divided into pairs. Each person will receive a long piece of string, which is looped on either end. The first person will put their hands through the loops. The second person will then proceed to lace their "handcuffs" underneath and through the other person's handcuffs. Once that is done, the second person will place their hands into their string's loops, ultimately "handcuffing” them. Students must work together to set themselves free.
  • 4. Identifying Important Information in Lectures By John McNeill T
  • 5. l L Identifying Important Info. Cont. l Objectives: Learn to identify the visual cues or visual aids that an instructor or professor gives during a lecture. Learn to identify the audio cues that an instructor or professor gives during a lecture. I Outcome: Students will be able to identify and act on visual and audio cues that an instructor gives during lectures. Teaching Methods: Lecture[PowerPoint presentation (opens in new window), discussion, and quiz. For an outline of the information and activities in Part One, click here (opens in new window). . .| i ‘ll / i$, :‘"| “/ill“ "'n I U“ ' ill‘ i ll ( / H / hiilx ii
  • 6. .'i . ll Identifying Info. in Lectures Activity 1 Information will be presented on how to identify visual and audio cues, and then after the information is presented, the instructor will use PowerPoint slides with lecture excerpts and ask students to identify important information via class discussion. After the discussion is finished, the correct answers to the scenarios will be provided. ) I . l‘l I . » . H, l ! /v; “l'l“fll‘ l‘| I . :ll . l l . ‘. ‘ / l ()’ l V‘ ‘i . ll Ih_l Nil“/ .!lz‘-M‘ . l‘ 4*“
  • 7. Info. in Lectures Activity Cont. l Visual Cue/ Visual Aid Scenario 1: Pamela (an instructor) writes several definitions on the board. She then includes several of these definitions in her lecture to her class. She also tells her class that these definitions are not in the textbook but students will still be responsible for knowing. Should you write these definitions down? Yes 1': No Visual Cues] Aids Scenario 2: Mr. Allen (professor) has presented a graph on an overhead projector. Throughout his lecture Mr. Allen refers to this graph. Do you think this graph has important information pertaining to the lecture? Yes ‘, I No Audio Cues Scenario: An instructor has repeated the words "nitrogen cycle" through the lecture. Is nitrogen cycle important? Yes 3 5 No
  • 8. ldentifying Info. in Lectures Evaluation l Evaluation: After being taught this information, students will complete the test that is located below. The test consists of short scenarios or lecture excerpts (not the ones presented in the presentation) from which students will identify important information using the skills and information they should have acquired from the presentation. TEST: The instructor tells the class to look at an illustration in the textbook and during the lecture the instructor constantly refers students back to the illustration. Does this illustration contain information important to the lecture? Yes 3': No The instructor asks the class how many hydrogen atoms it takes to make a water molecule. A student answers, "Two. " He corrects the students and says, "One hydrogen atom. ” is it possible that this question or some form of this question would be on an upcoming quiz or test? I Yes 3 " No 3. During a lecture, the professor says that "completing journal entries is part of the first step of the accounting process. If you pay attention to your business expenditures, you will realize that documentation or journalizing is the beginning step in your businesses accounting process. " What information is important? Paying attention to your expenditures ‘ Journaling begins part of the first step of the accounting process? 5 3"! ) ll ‘ W i‘"- vttm'll-vi ‘/1 -u ll ill ‘ / ll l’ ‘i » ‘W I _ (, /, .s, « in M I / ._iil ii / ,l, ‘.*i. l H I ii (I / /,‘: .,, l‘*‘/ ml l, .“*-
  • 9. How to Become an Effective Listener By Leanna Chadwell T
  • 10. Becoming an Effective Listener Cont. Objectives: ’ Recognize the differences between active vs. passive listening. Identify external and internal factors that affect one's ability to listen. Utilize effective listening techniques during a college-level lecture. Outcome: Students will develop awareness about their personal listening habits, as well as will regulate and improve their listening skills in class by using effective listening techniques. Teaching Methods: Video, group discussion. For Part Two's presentation outline, click here (opens in new window). ll ' l (‘VI I . I ‘ Hi ‘ ‘I . ll l / ;.. «xl‘l. .«‘ ‘* " i ll / hjilx ii
  • 11. Becoming an Effective Listener Activity Trainees will watch the seven minute video located below called ”Vitamin C and the Limeys. ” Afterwards, the instructor will go over each point on the outline (refer to previous slide), which will be written down on a whiteboard. The instructor will briefly explain the differences between actively and passively listening. Then the instructor will go over each point of the outline (refer to previous slide) and have students apply these concepts to the video that t ey watched in a discussion-like format.
  • 12. Effective Listening Evaluation l Evaluation: Students will be asked the following questions about the video that they watched; the correct answers to these questions will be covered in the discussion. Questions for Video: 1. What part of your body uses Vitamin C? (The answer is collagen. ) 2. What group of people did the speaker use to test his lime and scurvy theory? (Nuns) 3. What is the name of the speaker of this video? (James Lind) 4. Did you find you remembered the speaker's name because you saw it written while you were listening? 5. Why didn't the lime juice extract work to prevent scurvy? (Vitamin C degrades once it is exposed to light and oxygen. ) 6. when did people finally realize that scurvy was not a contagious disease? (19305) 7. Imagine that this information was only presented orally. How would being able to see the speakers help you retain the information better? Would being able to see the speakers have helped you retain th information? . . l l , i ‘l . - Il' pt’: I . -I I I ' ‘ ‘l( '1 Hi ‘ ‘ ‘It l I I ‘ ‘ l ' l _ ll) / ,.: ‘,«"/ lit‘ M H ll / ‘.Ill Njjn/ ,l, -.‘llli . l / l‘ ll lh / /'hI, lll/ ml‘ li'((""-
  • 13. Taking Notes During College Lectures By Andrea Javier 1
  • 14. Taking Notes During College Lectures Cont. l Objectives: 1. Take notes using a systematic note-taking strategy. 2. Organize complex information into manageable chunks through the use of graphic organizers. 3. Become educated about the academic do’s and don’ts of college note- taking as per Ivy League schools such as Dartmouth and Harvard. Outcome: Students will use systematic note-taking strategies and utilize effective note-taking practices as a means for breaking down and comprehending complex information in college lectures. Method: Lecture/ presentation, hands-on group activity, class discussion. For Part Three's presentation outline, click here (opens in new window). "i l ‘I l, l h I)‘ I , ' ‘ ‘l( I l‘ I H l I l I _ ‘ " I ' I l I III / ,.III"/ iii‘ ‘II / ‘iIll NI)“/ I,l, ‘.llll . l / NW‘ l) / /IIIIl‘l/ I‘IIl‘ ll(I"‘~
  • 15. Taking Notes Activity After items A and B are covered, trainees will be divided into five groups, which are based upon Harvard's five note-taking techniques. Each group will be given a permanent marker and flip chart. Together, trainees will practice using their assigned note-taking strategy for the remainder of the training session, which includes covering common student note-taking errors and note- taking tips. Students will present their flip charts to the rest of the class. As a means for ending the training session, students will also be asked to discuss what they liked or disliked about each technique; trainees may also provide other note-taking techniques that they personally use, which were not covered in class. III II IIIIII II I III IHII I III
  • 16. Final Training Program Evaluation and Closing Activities l Evaluation: A formal evaluation is not necessary; student errors will be identified by the instructor/ students during the class discussion. Closing Activities: After all three parts of the training program are completed, a few minutes will be devoted to having a Q & A session. Lastly, trainees will be asked to complete a questionnaire evaluating the entire program. IlI l l I l l ‘ I III‘ ‘ Ill / i.= .l‘M/ l|Il ‘him I . . ‘~l *‘‘i It. ll Ih_lI Nil“/ .:li~l‘l‘ Ilx 1-“H l‘ ‘ll. lj / ,.I. Il"/ iiil‘ «'ii"‘~
  • 17. -1.13:? ‘:11 {I :5 " :5f"= . Please complete our survey at ‘ (opens in new window)
  • 18. Thank you for your time! — THE END

×