Transcript PRoBE Presentation 6th Grade Study Habits group

PRoBE Presentation
6th Grade Study
Habits Group
Missouri State University
In Partial fulfillment for School Counselor Internship
COU 681
John D. Berry
Fall 2009
Dr. Marci Dowdy, Instructor
SIMS
Students, Interventions,
Measurements, Settings
• Students—6th grade students with one or more
D’s or F’s in a grade check or referred by teacher.
• Interventions—Counselor met weekly with each
student in a small group (seven) for six weeks.
Counselor also consulted teachers regarding
interventions used in the classroom.
• Measurements—Grade Checks were compared.
Either used grade cards or teacher’s grade book
to check grades.
• Settings—Counselor met with students in a small
classroom at Republic Elementary III.
Purpose of Interventions
• This intervention was used to help
students learn study skills and study
habits to help them be more
successful in the classroom.
Emphasis was placed on getting work
done in a timely manner and turned in
completed on time.
Students Selected
• Seven 6th Grade Students
• All boys
• Two were selected by teacher recommendation as
role models
• Four were selected as result of D’s or F’s on their
grade checks
• One was selected based on teacher
recommendation (This student was new to district
and did not have grades at grade check)
Pre-Group Preparation
• Each student was interviewed.
• Invitation letters were sent home
with permission slips.
• Eight letters were sent home
(including role models).
• Seven letters were returned
(including two role models).
Goals of Small Group
• Improve Grades.
• Demonstrate better organization
through effective use of planner.
• Turn work in on time.
• Understand personal learning style.
• Gain tips on test taking.
Small Group Schedule
• Group began October 7, 2009
• Group met for 6 weeks-group was
postponed one week due to absenteeism
but was extended one week to make that
meeting up
• Group met 2:20-2:50 (Pride Time)
• One student (L. A.) missed one session
Group Topics
• Session 1: Getting Acquainted, Setting Ground Rules
(Appendix D), Hoola Hoop Activity.
• Session 2: Review rules, Set Goals, Pre-test (Appendix A).
• Session 3: What a good student looks like; Organizational
skills-Use of planner.
• Session 4: Check use of planners; Balancing school work
with activities; juggling activity.
• Session 5: Learning Styles (Appendix C); Learning Styles
checklist; Communication with teacher (Appendix C).
• Session 6: Making Plan, Test taking tips (Appendix B) and
Post-test (Appendix A).
Results of Grade Checks
Grade Check
Number of D's or F's
2.5
2
1st Grade CheckD's
1.5
1st Grade CheckF's
1
2nd Grade CheckD's
0.5
2nd Grade CheckF's
0
LA
TB
SF
WG
Students
NJ
Summary of Graph
• L.A. is a student who was considered for
retention in the 5th grade. First quarter
grade check found that he had one F.
Mid-term grade check for the second
quarter indicated that he was passing all
his classes. His organizational skills are
showing improvement but he still has much
room for improvement.
Summary of Graph cont’d
• T.B. is student who had a D- when he
first started the group and had
raised that grade to a D at the Midterm grade check. He is a student
who appears to put forth reasonably
good effort but benefits from
individual attention and responds well
to encouaragement.
Summary of Graph cont’d
• S.F. is a student who received two D’s at
the quarter (first grade check) and none
at the second quarter mid-term grade
check. He struggles with organizational
skills and getting work turned in on time.
He also seems to have difficulty staying on
task. Teachers indicate that he has shown
improvement but would probably benefit
from follow up.
Summary of Graph cont’d
• W.G. is the student who showed most significant
improvement from the first grade check to the
second. He improved from having two F’s to
having none. One F was raised to an A. He
swelled with pride when he discovered he hadn’t
received any F’s on his Mid-term report. His
effort in class has improved and he is turning in
more completed assignments. He also has the
best support from home. His behavior has
improved as well.
Summary of Graph cont’d
• N.J. is a student who moved into the school
district just prior to the start of the group. He
has been in nine (9) different schools since has
started school. He was referred to the group by
his homeroom teacher who was concerned about
his low performance level. He had one D at the
first grade check and none after the second
check. He is staying after school to get work
done and has showed significant improvement in
keeping track of his work. His confidence level
appears to steadily rise.
Summary of Graph cont’d
• L.T. & B.W. Do not appear on the
graph because they were role models.
They are both strong students who
were good for the group. However,
L.T. had set a goal to make straight
A’s by his next grade check. He
reached that goal.
Pre-Test—Post-Test
Results
• Students were given a Pre-Test and
Post-Test (Appendix A) consisting of
18 questions.
• All students post-test scores were
higher than their pre-test scores.
Pre and Post Study Skill
Test
Number Correct out of 18
Study Skills Pre and Post Test
18
16
14
12
10
8
6
4
2
0
Pre- Test
Post test
LA
TB
SF
Students
WG
NJ
Feedback
• Feedback from an informal interview
indicated that all students felt they had
benefited by being part of the group.
• Students felt the group had either helped
them become better organized or helped
with their level of confidence.
• They wanted the group to continue.
Summary
• Four of the five students improved their grades form one
grade check to the next with no D’s or F’s.
• One student still received a D but raised it from a D• Supports are in place for these student with Pride Time and
after school Tiger Time.
• Teacher support is also in place.
• There has also been observable improvement in behavior
with at least two of these students. Fewer office referrals
and write ups for not having work completed.
Recommendations
• Start another study group for
second semester.
• One role model is sufficient.
• Continue open communication with
teachers and parents.
• Continue to monitor student success.
• Consider additional support system.
Appendix A
Pre-Post Test
Agree/Disagree Questions
___Students who get C’s and D’s just aren’t as smart as students who get A’s and B’s.
___Girls are naturally better at some subjects and boys are naturally better at others.
___Students who are disorganized can’t help it. That’s just the way they are.
___Visual learners are usually better students than auditory learners.
___If a teacher doesn’t like you, he/she won’t give you a good grade no matter how hard
you work.
___If someone gets a better grade than I do that means the work is easier for him/her.
___I’m tired of hearing adults talk about “attitude”. I know what I can and can’t do.
___I’ve always been a C or D student. I’m average and I can’t change that.
___The work in this grade is a lot harder. They can’t expect me to get the same good
grades I got before.
___I believe I just can’t do any better in school, no matter what.
Appendix A cont’d
Preparing For and Taking a Test
True/False
___1. Do most of your studying the night before a test so the material will be fresh in
your mind.
___2. Make sure you know what will be covered on the test.
___3. There’s no way of knowing what kind of questions will be asked on the test.
___4. Don’t try to memorize until the last two nights before the test unless you teacher
directs you to.
___5. Answer all the questions in the order they appear on the test.
___6. When you check your answers, don’t change an answer on a hunch or a whim.
___7. Key words give you clues about the answers to a question.
___8. If your mind goes blank that means you haven’t prepared for the test the right way.
Appendix B
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Test Taking Tips
Be rested, well fed, and prepared (pencils, pens, materials).
Use complete sentences when answering questions.
Read the entire question, and all possible answers, carefully.
Underline or circle key words.
Make your best guess only when you don’t know.
Eliminate the obvious wrong answers first.
Make an outline before starting.
Do easiest questions first.
Keep your first answer unless you are POSITIVE it’s wrong.
Look for words like “always,” “never,” “none,” etc. They are often false.
Look for words like “sometimes,” “usually,” “often,” etc. They are often true.
Check your work before handing it in.
Check your grammar, spelling, and punctuation.
Keep trying until the test is finished.
Make an outline that includes key words/phrases to organize your thoughts.
Use memory cues to learn facts.
Don’t leave any answers blank.
(Missouri Comprehensive Guidance Program)
Appendix C
Learning Styles
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Visual
Remembers 75% of what they read or see.
Demonstrations from blackboard, diagrams, graphs and charts most useful.
Generally, analytic will process printed word before pictorial information.
Generally, global will process pictorial information before reading printed text.
Auditory
Must hear things for them to have best chance at learning.
30% of school-age population is auditory
Generally, will remember 75% of what they hear in a lecture.
Most difficult way to learn new material.
Tactile-Kinesthetic
Must DO things for them to have best chance at learning.
Remembers things best by what they experience.
Involves use of the whole body.
(Missouri Comprehensive Guidance Programs)
Appendix D
Group Guidelines
(Determined by Group)
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No Disruptions- Listen when someone else is talking.
Wait for your turn to speak.
Prepare for change.
Do your best-Be attentive and participate.
Show mutual respect.
Stay on task (topic).
Confidentiality.
Resources
• Missouri Department of Elementary and
Secondary Education, Missouri
comprehensive Guidance Programs: Linking
School Success to Life Success.
• Sunburst Communications, Pleasantville,
NY; “Study Skills + Attitude=Success”.