Intr 101 02_notetaking
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This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dates, titles, paraphrasing key details, and leaving space for important formulas and examples. Notes should be organized into folders or binders after class. It also discusses outlining, charting, the Cornell method and concept mapping as effective note-taking methods. The document stresses reviewing and revising notes after class to fill in gaps and solidify understanding.
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This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dating, titling and organizing by class and lecture. Key details like definitions, formulas and dates should be recorded precisely in the note-taker's own words. Effective recording methods include outlining, charting, the Cornell method and concept mapping. Notes should be reviewed after class to fill in gaps and solidify understanding before the next class.
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Study skills powerpoint
This document provides tips and strategies for students to develop effective study skills, become independent learners, manage their time, and prepare for and take exams. Some key points covered include developing a study timetable, prioritizing tasks, studying in sessions with breaks, using exam preparation techniques like making flashcards and practicing past papers, and managing stress on exam day by eating well and pacing yourself. The overall message is that being organized, focusing your time on important tasks, and using active study strategies are hallmarks of successful students.
Study skills powerpoint (1)
Esta presentación fue otorgada por un maestro en la clase de la universidad para aprender sobre estrategias de aprendizaje y estudio.
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Intr 101 04 Spring 2021_defining success
This document discusses defining success, particularly in college. It notes that common definitions of success can be too narrow or generic. Instead, individuals should define success for themselves in a way that considers their own life circumstances, struggles, resources and changing priorities over time. The document provides tips for crafting a personal definition of success for college, such as focusing on goals and what would feel accomplishing, balancing challenges with rewards, and reevaluating definitions for different classes and semesters. It also emphasizes making definitions flexible to adapt to life changes.
Intr 101 04_Intro Spring 2021
This document provides an introduction and overview of an online college success strategies course. The instructor, Kelly Christensen, introduces herself and explains that the goal of the course is for students to learn and implement academic success tools. The course will be fully online, with presentations, assignments, instructor check-ins, and a final project. Students are expected to actively participate through weekly assignments and reflections. Professional communication standards are outlined, and additional campus resources are highlighted.
U of I INTR 101 03 Presentation Management
The presentation provided tips for improving presentations by avoiding distractions, checking for errors, and focusing on the essential information, as well as tips for delivery such as speaking clearly, making eye contact, and being prepared to answer questions to engage the audience. It also demonstrated an example presentation on a college success strategy that addressed how the strategy is useful, how the presenter has changed or improved it, and how they would discuss it with others.
U of I INTR 101 03 Feedback
This document discusses the importance of feedback in college. It explains that instructors provide feedback to help students improve future assignments, clarify expectations, and master course material. Good feedback is educational, can be used for reference, and is constructive and clear. The document advises students to not take feedback personally and to view it as an opportunity to improve skills. It provides tips for asking for feedback and gives examples of constructive language for providing feedback to peers.
U of I INTR 101 03 Project Management
Project management involves planning, executing, completing, and evaluating large projects that often require coordination of people and resources over an extended timeline. It differs from action planning in that project management deals with larger scale work broken into major tasks with rough deadlines, while action planning focuses on creating detailed plans for completing tasks between larger milestones. Potential issues that could impact a project include changing deadlines, emergencies arising, or difficulties coordinating group work. It is important to plan for flexibility and maintain open communication.
U of I INTR 101 03 Campus Resources
This document provides information on various campus resources available to students at the university. It outlines tutoring services, peer-led study groups, writing and advising centers, career services, disability support, multicultural affairs, women's centers, LGBTQA services, health education, volunteer opportunities, student involvement, financial advising, counseling, and medical clinics. All of these resources are designed to support students' academic, personal, and professional development while enrolled at the university.
U of I INTR 101 03 Testing
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U of I INTR 03 Studying
When preparing for an exam, it is important to start studying early by creating a study schedule and avoiding cramming. Find a quiet place free from distractions to study for 1-1.5 hours at a time. Active studying techniques like rewriting notes, asking peers questions, and coming up with practice problems are most effective. It is also important to take breaks, get organized, and make sure to practice in the same way you will be tested.
U of I INTR 101 03 Critical Reading
This document provides guidance on how to effectively read assigned materials for class. It recommends embracing reading to acquire knowledge, develop understanding, and be introduced to new ideas. It also suggests finding the purpose of the reading and reading before and after class for clarification. Before reading, the document advises previewing the material and developing questions. When reading, it recommends marking up key aspects, highlighting, and taking notes. For confusing parts, it suggests rereading, writing questions, and seeking help. After reading, it proposes summarizing, creating questions, revisiting important sections, and discussing the material with others.
U of I INTR 101 03 Notetaking
This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dating, titling, paraphrasing key details, and leaving space for important formulas and examples. Notes should be organized into folders or binders by class. Effective review methods include outlining, charting, the Cornell method, mapping, rewriting notes to solidify concepts, and writing summaries.
U of I INTR 101 03 Time Management
The document provides tips for effective time management for online students. It recommends identifying priorities, making schedules visible, creating action plans, getting organized, and taking breaks. Specific tips include starting schedules with fixed commitments like classes, adding flexible study times of 1-1.5 hours, and scheduling breaks. Action plans involve breaking large tasks into smaller, timed pieces. The Pomodoro technique suggests focusing for 25 minutes then taking a 5 minute break, and taking longer breaks after every 4 sessions. Organization involves creating consistent file naming and arranging materials in a logical manner. Flexibility is also important, as priorities and schedules may change.
U of I INTR 101 03 Introductions Syllabus
This document provides an overview and introduction to an online college success strategies course. It introduces the instructor, Kelly Christensen, and outlines the course goals, structure, participation requirements, grading, and policies. The course aims to teach tools for academic success and engage students with university resources. It is fully online, with lectures, assignments, and required check-ins. Students will complete a final project proposal. Professional communication is expected, and additional campus resources are referenced.
U of I INTR 101 03 Goal Setting
This document provides information on setting goals using the I-D-A-H-O acronym:
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- H = Identify resources and people available to help
- O = Observe your progress along the way
It emphasizes defining success and creating a structured action plan to accomplish goals. Examples are provided to demonstrate effective versus ineffective goal-setting using this framework. Overall, the document teaches how to establish measurable and achievable goals through breaking them into actionable steps and monitoring progress.
Intr 101 02_presentations
The presentation provided tips for improving presentations by avoiding distractions, checking for errors, and focusing on the essential information, as well as tips for delivery such as speaking clearly, making eye contact, and being prepared to answer questions to engage the audience. It also demonstrated an example presentation on a college success strategy that addressed how the strategy is useful, how the presenter has changed or improved it, and how they would discuss it with others.
Intr 101 02_feedback
This document discusses the importance of feedback in college. It explains that instructors provide feedback to help students improve future assignments, clarify expectations, and master course material. Good feedback is educational, can be used for reference, and is constructive and clear. The document advises students to not take feedback personally and to view it as an opportunity to improve skills. It provides tips for asking for feedback and gives examples of constructive language for providing feedback to peers.
Intr 101 02_resource tour
This document provides information on various campus resources available to students at the university. It outlines tutoring services, peer-led study groups, writing and advising centers, career services, disability support, multicultural affairs, women's centers, LGBTQA services, health education, volunteer opportunities, student involvement, financial advising, counseling, and medical clinics. All of these resources are designed to support students' academic, personal, and professional development while enrolled at the university.
Intr 101 02_test_taking_online
This document provides strategies for taking tests successfully. It discusses preparing for the exam by bringing needed supplies, arriving early, and having a positive mindset. During the exam, it recommends brain dumping information, starting with known questions, and using strategies like process of elimination. The document then covers approaches for specific question types like multiple choice, true/false, fill-in-the-blank, and essays. It concludes by discussing reflecting on the exam experience and learning from mistakes.
Intr 101 02_studying
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Intr 101 02_notetaking
- 2. Elements Of Note Taking What goes into a good set of notes? • Being Prepared • Being Present • Recording the Information • Reviewing and Revising Notes
- 3. How do you prepare for class?
- 4. Being Prepared •Have your note taking materials •Do the readings •Look at announcements •Look to the syllabus •Print off materials
- 6. What Does Being Present In Class Mean?
- 7. Active Participation Engage with the information • Before Class Starts • Turn off technology • Get everything out that you’ll need • During Class • Look and listen for cues • Vocal emphasis • Visual emphasis
- 8. What’s wrong with these notes? What are some improvements that you could make to your own notes? • There is not a title/date • There isn’t any clear distinction of importance • Nothing is underlined or highlighted
- 9. Organizing Your Notes General strategies • Label your notes • This makes it easier for your future self • Include the date! • This is helpful if you miss a day and need to fill in your notes • Title them with the class and lecture • This is really critical if you use one notebook for all of your classes
- 10. What if I don’t like carrying around notebooks? • Take stack of loose-leaf paper to your classes • Make sure to label your notes • Date each page • Add page numbers for easier organization • At the end of the day put notes into individual folders/binders for each class
- 11. Recording The Information General strategies • Paraphrase • Restate the information in your own words • Identify the important information • Key details need to be precise! • Formulas, definitions, dates, and locations
- 12. Recording The Information STEM classes • Learn the shorthand for the subject • Leave space for extra notes • Include units when needed • Include examples of important formulas • Summarize what a formula/equation means
- 13. Recording The Information Online classes •Take notes on readings, videos, and recorded lectures •Take notes from discussion boards and instructor feedback •Categorize class notes based on topic •Keep up with lectures • Try not to put everything off till the end on the week
- 14. Recording The Information Note taking methods • Outlining • Charting • Cornell Method • Mapping
- 15. Outlining • Great method for all types of subjects • Creates a structure of importance for ideas • This style doesn’t require much prep work
- 16. Charting • Great method if you have lots of people/events to keep track of • Requires some preparation • Good way to rewrite class notes for review
- 17. Cornell Method • Structure of notes that separates main subjects and details • Includes summaries for each page of notes • It can be helpful to make the sections on your page before class starts
- 18. Mapping • This method is great for connecting ideas • Difficult to do while in class • Great way to review notes and study
- 19. Try Making A Map • Find a topic in your notes that you could create a concept map with • Connect that topic with other things that you have learned in that class • Star topics or connections that you feel you need more information on
- 20. Reviewing And Revising •Revisit your notes after class •Summarize key points •Fill in any gaps in your notes •Review notes before the next class •Rewrite notes to solidify concepts
- 21. Summarize Your Notes • For a couple sections of your notes write 2-3 sentence summaries for pages/sections • List out important dates/details/equations • Highlight sections that you have questions on
- 22. Your notes are a study tool – they should be helpful!
Editor's Notes
- Active participation!
- Vocal emphasis: Repeating/stressing ideas. “This will be on the test” Visual emphasis: underlining things, bolded text in slides