Transcript Navigating Yourself to Academic Success and beyond

“Learning How to FaceTime with Your
Academics by Using the Study Cycle”
Algernon Kelley, Ph.D.
Brockport University
225 Smith Hall
email: [email protected]
Counting vowels in 45 seconds
How accurate are you?
Count all the vowels
in the words on the next slide.
Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentine’s Day
Quarter Hour
How many words or phrases
do you remember?
Let’s look at the words again…
What are they arranged
according to?
Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentine’s Day
Quarter Hour
NOW, how many words or
phrases do you remember?
What were two major differences
between the two attempts?
1. We knew what the task was
2. We knew how the information
was organized
Topics to be reflected upon
• Exploring speaker’s background
• Understanding the most common causes of
failing grades, including the “cell phone
addiction”
• Understanding how you learn and
metacognition
• Achieving long lasting academic success
• Making technology a study aid instead of a
hindrance
• Student success examples
• Summary and students’ questions
Let’s Count
• One
• Six
• Two
• Seven
• Three
• Eight
• Four
• Nine
• Five
• Ten
10
Why don’t most students know
how to learn or how to study?
Common causes of poor classroom performance
• “I don’t need these classes!” or “This class is too easy!”
– “This class is a waste of time!”
– “They think I’m dumb anyway, so why bother?”
• Underestimating how much time you need to prepare for
your classes
• Being the “over-committed” student (clubs, BSG, etc.)
• Thinking exam scores and/or final grades are a true reflection
of your intelligence
• “I am so angry!”
– Leads to pity parties, depression, and/or other non-productive
behaviors
12
Arrogantly over-confident
 Leads to an “I got this!” type of attitude
 When grades start to slip, one often feels:
 Embarrassed
 Ashamed
 This embarrassment results in one:
 Not getting help, which leads to:
 Studying poorly or not at all
 Earning a failing grade in one or more courses
Dangers of chronic cell phone usage
•
•
•
•
•
Loss of valuable learning time
Addiction
Dependence behavior
Short attention span
Not paying attention to your
surroundings
• Poor academic grades
Reflection Questions
• What’s the difference, if any, between
studying and learning?
• For which task would you study more?
A. Make an A on the test
B. Teach the material to the class
Mindset* is Important!
 Fixed Intelligence Mindset
Intelligence is static
You have a certain amount of it
 Growth Intelligence Mindset
Intelligence can be developed
You can grow it with actions
Dweck, Carol (2006) Mindset: The New Psychology of Success.
New York: Random House Publishing
Responses to Many Situations
are Based on Mindset
Fixed Intelligence
Mindset
Response
Growth Intelligence
Mindset Response
Challenges
Avoid
Embrace
Obstacles
Give up easily
Persist
Tasks requiring effort
Fruitless to Try
Path to mastery
Ignore it
Learn from it
Threatening
Inspirational
Criticism
Success of Others
Turn Yourselves into Expert Learners:
Metacognitive
Learning Strategies!
Brockport Students’ Personal Testimonials (2013)
- Dear Dr. Kelley,
As you know, I was REALLY struggling with my grades at mid-semester, not just
Chemistry, but the majority of my classes. I started to meet with you twice a week to
go over my questions in Chemistry and I began using your study techniques in my
other classes... I got a 175.9 out of 200 on my final Chem test!!! I was fluctuating
between C+ and low B- all semester and I finished with a solid B! I finished my first
semester in college (very far from home) and while taking 18 credits with a 3.6
GPA. I cannot thank you enough Dr. Kelley! You didn't just help me in Chemistry. You
helped me in all of my classes, and you helped me get my confidence back in my
academic work.
Student 2
- Hi Dr. Kelley!
I hope you had a great Christmas and a happy New Year! I just wanted to say
thank you for all of your help last semester; I ended up with an A!!!
Thanks again, and I'll see you next semester!
-Student 4
Metacognition
Metacognition
The ability to:
• Think about thinking
• Be consciously aware of oneself as a
problem solver
• Monitor and control one’s mental processing
– (e.g. “Am I understanding this material, or just
memorizing it?”)
• Be aware of the type of learning that you are
doing
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick
(Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum
Bloom’s Taxonomy
This pyramid depicts the different levels of thinking we use when learning.
Notice how each level builds on the foundation that precedes it. It is
required that we learn the lower levels before we can effectively use the
skills above.
Combining information to
form a unique product;
requires creativity and
originality.
Synthesis
Using information to solve
problems; transferring
abstract or theoretical ideas
to practical situations.
Identifying connections and
relationships and how they
apply.
Application
Comprehension
Restating in
your own words;
paraphrasing,
summarizing,
translating.
Knowledge
Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu
High School
Memorizing verbatim
information. Being able to
remember, but not
necessarily fully
understanding the
material.
Identifying
components;
determining
arrangement, logic,
and semantics.
Undergraduate
Analysis
Making decisions and
supporting views;
requires
understanding of
values.
Graduate School
Evaluation
Becoming the perfect learner
The Study Cycle
“The untold great learner secret”
Phase One: Preview material to be covered in class…
before class (Create chapter maps)
Phase Two: Go to class. Listen actively, take notes,
participate in class
Phase Three: Review and process class notes as soon
as possible after class
Phase Four: Incorporate Intense Study Sessions
Repeat
Once per week, review the entire week’s notes
What do these letters represent?
OTTFFSSENT
Hint: You have seen this before.
Remember when you saw letters that
were multi-colored?
24
If you
knew
what(You
it represented,
for you!!
Let’s
Count
did see itgood
before)
What helped you to remember that it represented
the numbers
1-10?
• One
• Six
If you did not remember, why do you think you were
• Two
•
Seven
unable to recall it?
• Three
• Eight
This illustrates why it is hard for you to recall
information
once you get home.
• Four you see in class
• Nine
You
see the information,•but
you are not making
• Five
Ten
any connections!!!
That is why it is critical to review notes as
soon as you can!!!
25
Pre-class Preparation
• Benefits of previewing
– Active/involved student
– Answer/ask questions
– Non-verbal communication
• How?
– The Study Cycle
– Discussion with other students
In-Class Behavior
• Be Attentive
– Make eye contact, avoid slouching posture, use
slight head nodding and pleasant facial
expressions
• Keep a positive attitude
– Internal dialog is crucial here
• Avoid distracting behaviors
– No cell phone/beepers, talking
Intense Study Sessions
(The Workout)

2 - 5 minutes:
Set goals for next 40 min.

30 - 40 minutes:
Read text more selectively/highlight
Make doodles/notes in margins
Create mnemonics, work examples
Create maps

5 minutes
Review what you have just studied

10 minutes
Take a break

Repeat
The Study Cycle
34
Reflect
Review
Preview
Preview before class – Skim the chapter, note headings and boldface words,
review summaries and chapter objectives, and come up with questions
you’d like the lecture to answer for you.
Attend
Attend class – GO TO CLASS! Answer and ask questions and take meaningful
notes.
4
Reflect
Review
Study
Assess
Review after class – As soon after class as possible, read notes, fill in gaps
and note any questions.
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
• Intense Study Sessions* - 3-5 short study sessions per day
• Weekend Review – Read notes and material from the week to make
connections
Assess your Learning – Periodically perform reality checks
• Am I using study methods that are effective?
• Do I understand the material enough to teach it to others?
*Intense Study Sessions
Decide what you want to accomplish in your study session
1
Set a Goal
2
Study with Focus
(30-50 min)
Interact with material- organize, concept map, summarize, process, re-read, fill-in notes,
reflect, etc.
3
Reward Yourself
(10-15 min)
Take a break– call a friend, play a short game, get a snack
4
Review
(1-2 min)
(5 min)
Go over what you just studied
Give yourself time for some good ole’
learning
• Must practice daily or will lead to poor performance
– Need to make a study schedule to go along with new
study habits
• Study schedule necessities:
– Mandatory note review time after classes
– At least 3 hours dedicated study time
– At least 30 minutes a day for previewing
– Weekend study time
– Rest and relaxation time
A Mock Student “Learning” Schedule
Your
Practice
incorporating
theSchedule
Study Cycle
Time
M
T
W
T
F
6:00 AM
Wake up
Wake up
Wake up
Wake up
Wake up
Sat
Sun
Wake up
Wake up
Vol
Church
Vol
Church
7:00 AM
8:00 AM
English
9:00 AM
Math
Biology
Math
10:00 AM
Review
Biology
Review
11:00 AM
English
Review
English
Math
Biology
Review
Review
12:00 PM
Lunch
Lunch
Lunch
Lunch
Lunch
Lunch
Church
1:00 PM
History
Chemistry
History
Chemistry
History
Study
Lunch
2:00 PM
Lab1
Chemistry
Lab2
Chemistry
Review
Study
Study
3:00 PM
Lab1
Review
Lab2
Review
Study
Study
Study
4:00 PM
Lab1
Lab2
Study
Study
Study
5:00 PM
Review
Review
Study
Fun
Study
6:00 PM
Dinner
Dinner
Dinner
Dinner
Dinner
Fun
Dinner
7:00 PM
Study
Study
Study
Study
Fun
Fun
House
8:00 PM
Study
Study
Study
Study
Fun
Fun
House
9:00 PM
Study
Study
Study
Study
Fun
Fun
House
10:00 PM
Preview
Preview
Preview
Preview
Fun
Fun
Preview
11:00 PM
Sleep
Sleep
Sleep
Sleep
Sleep
Sleep
Sleep
Turning Yourself into a
Phenomenal, Expert Learner
Extra is a must for dynamic academic
success
• Simply studying materials presented in lecture
might only be good enough to pass with a C
• Must go beyond what is being taught
– Read the text book—selectively
– For better understanding of the subject matter,
study relevant books or articles not assigned
• Take the time to decipher the language/or
wording in textbook or teacher notes
– Requires going to various educational sources
– Translate complex ideas into your own words. Don’t
simply memorize !!!!!!
Getting the most out of tutoring
• Have questions written out and organized prior to
coming for help
• Seek to understand the concepts instead of simply
getting the answer
– See if you can re-explain the questions and methods
used to solve the problem in your own words
– Be an active participant in solving problems (i.e.
Don’t expect the tutor to do all of the work for you!)
• Bring work showing problems attempted
– It does not have to be correct or complete
– E.g I cannot read vs. I cannot read compound words
Using cell phones to your advantage
• With changing times I must adapt (with protest)
• What can you do?
– Use it as a instant recording device in and out
of class
– Do Q and A sessions with friends with
texting and snap chat
– Search online to look up quick facts or
definitions
– Compare notes by sending snap chat of your
notes
Exam taking strategies
• Remember it is only a test and not a
reflection of your intelligence
• Number questions 1-3
– 1= easy
– 2= medium
– 3= hard
• Do problems from easy to hard
• Keep your first choice when in doubt
• If you have formulas and constants, write
them all down as soon as you get the test
Enjoying studying with various learning styles
• Auditory
– Reading or talking out loud
– Tape recorder (or with your cell phone)
• Used to record lectures of myself explaining concepts
• Tactile or Kinesthetic
– Using hands
• Feel the pages as I read
• Illustrate a concept
– E.g. Moving my arm like a worm means ‘water flow’ for osmosis
– Building models of what is being explained
– Relating material to something I do routinely
• E.g. Solubility with adding sugar to hot tea or coffee
P’s and C’s to Avoid
• Procrastinating
• “Chilling at the UC”
Respect: A key concept of professionalism
• It’s a two-way street
• How do you show respect for your professors?
– Class preparation
– Being on time for class
– Non-verbal communication – attentive, involved
Eye contact, posture, head nodding, facial expressions
Attitude (internal dialog), activities, cell phone/beepers,
talking
– Verbal communication- Ask questions!
Behaviors that strengthen
student/faculty relationships
•
•
•
•
Visiting office hours on a regular basis
Sitting in the “T” in class
Excellent performance on exams/quizzes
Submitting work that is a cut above the rest
Communication outside of class
• After-class discussion – Show you’re thinking!
• Email – be careful of tone and content
• Voicemail – leave appropriate message and
contact information; have appropriate
answering message on your phone
• Office Hours – Visit office hours for discussion
of the material, not to whine!
What to do if the relationship
becomes irreparable
•
•
•
•
Contact your Academic Advisor
Speak with a Counselor
Make an appointment with Mental Health
Contact the Dean of Students (Contact
Academic Affairs
• Take action!
The Story of Four Students
 MH, Senior, Exercise Physiology major
Taking Chemistry 205 (Fall 2013)
70, 60, 95
A- in course
 AB, Sophomore, Biology major
Taking Chemistry 206 ( Spring 2014) * had concussion during
semester
58, 70, 75,
B in course
 CT, Junior, Chemistry major
 Taking Cell biology
58, 64.4, 83
•
B in course
Kathy, Freshman, Chemistry major
 Taking Cell biology
50, 56, 92, 83.6 (ACS standardized final)
B- in course
More Brockport Testimonials: 2013-2014
Hello Dr. Kelley,
I got a 92 on my final for one of my classes I think I will have all As and Bs for this
semester! Thank you so much, Dr. Kelley, for showing me how to study. I feel a lot
more confident in my school work and also in myself!
This student earned a grade of B in Chem. 205 and was taken off of academic
probation (Probation 1). The student’s Fall 2014 semester GPA was the highest since
attending The College at Brockport (SUNY).
Hey Dr. Kelley,
I'm sorry that I am emailing you so late, but I finally decided to look at my grades. The
reason I took so long is because I was very nervous that I did not pass and would be
academically dismissed, but this is not the case! I passed everything- I earned a C+ in
Calc, a C in Bio, and a C- in Econ. I understand that these grades are still very subpar
for my capability, and I am determined to work a lot harder this coming Fall semester.
Overall, my GPA was a 2.20 which got me off of probation, but I still have to attend a
"study hall" for lacrosse; this can only help. Anyway, I am very thankful that you took
time to work with me and give me words of encouragement. It helped tremendously.
I can't thank you enough!!
Student 16 (athlete facing academic dismissal )
Final Note
• You’re 100% responsible for your success
at Brockport
• You can impact how your professors view
you
• Implement positive behaviors and see the
difference!
• Have fun with the faculty; they’re people
too!
Useful Websites
•
•
•
•
•
•
www.cas.lsu.edu
www.howtostudy.org
www.vark-learn.com
www.drearlbloch.com
www.khanacademy.org
Searches on www.google.com
If you don’t start trying these
techniques to enhance your
academic learning life within
the next 48 hours...
… you probably never will.