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Turn it around workshop
- 1. TURN YOUR SEMESTER AROUND Adjusting Study Methods to Improve Course Progress
- 2. This Workshop will Cover ■ What’s the most productive approach to academic success? – Grades – Learning ■ What is the connection between grades & learning? – How do individual choices impact this relationship? ■ How do we find time for practice?
- 3. GRADES
- 4. A Grades-based Focus: ■ I need a B/C grade to pass the course – This will give me a good GPA – This will complete the curriculum for my major – Then I can graduate – Then I can transfer – Then I can get a good job ■ What’s wrong with this logic?
- 5. Grades are not real!
- 6. Reality about Grades: ■ Grades do not indicate – Intelligence – Workplace success – Social acceptance – Ability to create or do something useful – Public reception of your work – Level of happiness
- 7. Grades Are Just Past Stepping Stones!
- 9. LEARNING
- 10. Learning About Learning: ■ The most successful students tend to – Reflect on what they did – Connect what they did to what happened – Look for ways to improve what they did, so they can improve what happens – Judge themselves very accurately
- 11. This means that learning Physics or French is NOT really about talent!
- 12. Practice connects Learning & Grades Learning Practice More Practice Grades
- 13. Practice connects Learning & Grades Grades Learning More Practice Practice
- 14. PRACTICE
- 15. What is Practice? • Application of an idea • Doing-by-habit • Performance • Regular
- 16. Your math or history exam does NOT count as practice!
- 17. What Makes for Good Practice? From the Definition: ■ An Application of Learning ■ Regular – Habit-forming ■ Performance – Technically proficient – Conscious And Also: ■ Low-Stakes ■ Impermanent ■ Diverse
- 18. Examples ofWays to Practice: ■ Flashcards ■ Recite out loud ■ Teach someone else ■ Read solution, Cover, Redo Problem ■ Draw & label parts of a system ■ Study Group ■ Doing homework problems ■ Going to office hours ■ Information dump on a blank page ■ Do textbook quizzes ■ Write your own test questions ■ Use gestures or movement to describe a system ■ Use an analogy to describe function of a system ■ Read ahead to see more applications of current topic
- 19. FINDINGTIME
- 20. How Much Study Time? ■ General Rule: For a 1-credit hour class students should expect to study, on average, 3-hours outside of class time to earn an C-average grade (or better). ■ For unfamiliar classes the number of weekly hours may fluctuate. Q: Why is 12-credits called “full time”? For 12-credit hours a student is expected to need at least 12x 3 = 36 hours /week + hours of class attendance (4-6 hours/week) 36 hrs + 4 hrs = 40 hrs/week
- 21. Don’t waste your time studying!
- 22. Successful Weekly Planning • Schedule appointments by Day &Time • Prioritized To Do List • Note things that may be overlooked • Isolate relevant habits & track them • Reflect on follow-through
- 23. If you will not do it, then don’t plan it!
- 24. Use Your Schedule During theWeek ■ Take out your weekly schedule and refer to it before/after each task ■ Check off or color-code the things that were accomplished ■ Don’t judge yourself harshly for things not done! At the End of theWeek ■ Reflect on things that didn’t work and try to figure out why the plan fell through. Reschedule these items. ■ Be willing to learn about yourself & accept your preferences. ■ Write down goals & tweaks on the back ■ Create a new plan for next week.
- 25. UPCOMING EVENTS ■ Motivation Clinic ■ Goal Setting & Tracking ■ Test Taking ■ DIY Study Guide
- 26. Our Services Study Help • Drop-In Study Help for all courses • Study Groups • On-Track Appointments • Question Drop-Off Tech Help • Drop-In Student Tech Help • Ask-a-Lab Associate Question Drop-off • Get Tech Ready and Appy Hour Workshops Learning Help • Check out our collection of self-service resources that supplement classroom materials Get In Touch! www.wccnet.edu/LC (live chat assistance offered during regular hours) (734) 973-3420 Lab Email: LCLab@wccnet.edu Tutoring Email: TutorWCC@wccnet.edu
Editor's Notes
- Grades are a temporary measure while program completion is in-progress. Grades don’t really guarantee future success It’s possible to get a “good” grade & still fail other courses or be ineffective at a task Years later, successful professionals Remember learning a concept or skill Generally don’t remember the grade on a specific assignment
- Fixating on grades can get you off-course & keep you from course-correcting From this POV grades are a false indicator Students don’t fail because of low grades Students fail because of the insufficient learning underneath those grades
- Learning-based approach is harder to learn but more successful More abstract but has long-term relevance to the individual Ex: I can think back to learning to ride a bike and apply what I experienced to learning other new things, like swimming or baking a cake Not everyone learns in the same way or at the same rate When students start to talk about learning (instead of grades) they begin to tackle the problem (instead of getting caught up in the symptom)
- Read bullet points Educational theorists hypothesize that teaching all students to be self-aware about learning can lead to greater success In this case, the most effective strategy is to increase opportunities to connect action & result Research has found that both of these theories are TRUE
- This means learning is really about understanding a cause & effect relationship between grades & learning This relationship is practice!
- The more students practice the more grades are impacted Insight #1: College students are comfortable with learning concepts & getting grades because that is what happens in class Students are less comfortable with the idea of dedicating time to independent practice They don’t see other students practicing Other students fib about how much time they actually spend practicing The instructor doesn’t have occasion to grade low-stakes practice
- Here’s another visualization Insight #2: there is a place where there is nothing new left to learn but A LOT left to practice Being an efficient student means knowing when to shift from learning to practice Ex: After a certain amount of time looking at lecture notes will NOT help; instead you have to do practice problems!
- This slide shows a few definitions of habit it’s a noun and a verb—in other words, the process of doing & the product from the doing It only counts as practice if it is regular, repeated thing It has to develop into some kind of habit At the same time it has a dimension of focus, as in any kind of deliberate performance What does this mean?
- It does not have the regularity required to count as practice Note: practicing exam-taking is a useful but slightly different skill than learning the Math or History course content Once it’s done, it’s done—the grade is set & there’s no going back
- Definition Review: An application of what was learned Regular & habit forming Performance-based Technically proficient Conscious New concept: Practice is “low stakes” (ie doesn’t involve too much risk) Practice is not permanent (ie can do-over) Diverse (ie many contexts, variations, etc.)
- Most students will need to dedicate 9-12 hours/week for a typical 3-credit hour class 1-3 hours of class attendance 9 hours of independent practice Some students may need more or less
- Don’t fall into the trap of marathon-studying (for multiple hours) Find short windows of time (10-30 minutes) to study Focus each study block around one particular goal Don’t study using only one strategy—make sure to practice in a variety of ways
- Here is a weekly planner to help you track appointments, action items, reminders, habit-formation, etc. Start by creating a list of tasks for the week Prioritize tasks Find 30-minute time slots to accomplish it
- Monitor your emotional response to a task—it you cannot study math on Saturday then don’t schedule it on that day. If a task is REALLY triggering procrastination break it down into a series of smaller tasks that can be done in 5-10 minute blocks of time Think carefully about multi-tasking You cannot do two complicated things at once. Most people do both things with mediocrity. However sometimes it works: Ex. Practicing flashcards while waiting in line Ex. Memorizing new words in a foreign language out loud while doing laundry or washing dishes