Moving Beyond the Material - Amazon Simple Storage Service (S3)
Moving Beyond the Material: Enhancing the Role of Faculty in Academic Success Angela Sickler Coordinator of Study Skills and First-Year Seminar Programs Academic Success Center Wayne State University
Session Overview • Subject reflection • Self-management and study skills difficulties • Implementation of strategies during lecture • Institutional resources
Subject Reflection Think back to your time as a student • How did you decide to teach your particular subject? • What did you like about the subject? • What particular challenges did you face while mastering this subject?
Study Skills/Self-Management • Do you feel that students are overall less academically prepared than past generations? • What differences do you see in the student approach to material comprehension as compared to when you were an undergrad? • What are some of the study issues you observe students experiencing?
Common Study Difficulties Concentration 3 major factors that effect focus: 1. Environmental
2. Personal 3. Physiological
Common Study Difficulties Time-Management • Not making time for material previously learned • Habitual procrastination • Allowing interruptions
Common Study Difficulties Test-Prep • Cramming • Ignoring information • Ineffective preparation methods
Test-Anxiety • Causes • Reduction methods
Common Study Difficulties Ineffective use of lecture time • Students arrive unprepared • Electronic distractions • Intimidation from material causing shut-down
What Can We Do? In your group, come up with a list of suggestions professors can make to students to help them stay engaged during lecture (ex. sit near front of class).
What Can We Do? Classroom Etiquette • Create class rules appropriate for your subject/class • Use these boundaries as tools to help students to focus and engage
What Can We Do? Frequent comprehension check-ins • Muddiest point papers • Red/green/yellow flashcards • Polleverywhere.com
What Can We Do? Test-Prep Tips : Answer the dreaded, “what’s going to be on the test?” question with the following ideas: • How would you organize study materials? • What study method would you utilize for this exam? (see handout) • Ranking of material comprehension to prioritize study time
What Can We Do? Encourage peer support • Take five minutes after class to help create voluntary study groups • Encourage students to teach information • Non-graded peer quiz
Institutional Resources • Academic support services • Tutoring, supplemental instruction, FYS, subject-based learning specialists, financial education specialist
• Counseling services • For severe academic and test-anxiety or peer support groups
• Learning communities/Peer mentoring programs How does your institution measure up in these areas?
Self-Reflection What study skills and/or self-management techniques do you feel could be effective in your classroom?
How will you incorporate them into your lectures?
The End
Session Overview • Subject reflection • Self-management and study skills difficulties • Implementation of strategies during lecture • Institutional resources
Subject Reflection Think back to your time as a student • How did you decide to teach your particular subject? • What did you like about the subject? • What particular challenges did you face while mastering this subject?
Study Skills/Self-Management • Do you feel that students are overall less academically prepared than past generations? • What differences do you see in the student approach to material comprehension as compared to when you were an undergrad? • What are some of the study issues you observe students experiencing?
Common Study Difficulties Concentration 3 major factors that effect focus: 1. Environmental
2. Personal 3. Physiological
Common Study Difficulties Time-Management • Not making time for material previously learned • Habitual procrastination • Allowing interruptions
Common Study Difficulties Test-Prep • Cramming • Ignoring information • Ineffective preparation methods
Test-Anxiety • Causes • Reduction methods
Common Study Difficulties Ineffective use of lecture time • Students arrive unprepared • Electronic distractions • Intimidation from material causing shut-down
What Can We Do? In your group, come up with a list of suggestions professors can make to students to help them stay engaged during lecture (ex. sit near front of class).
What Can We Do? Classroom Etiquette • Create class rules appropriate for your subject/class • Use these boundaries as tools to help students to focus and engage
What Can We Do? Frequent comprehension check-ins • Muddiest point papers • Red/green/yellow flashcards • Polleverywhere.com
What Can We Do? Test-Prep Tips : Answer the dreaded, “what’s going to be on the test?” question with the following ideas: • How would you organize study materials? • What study method would you utilize for this exam? (see handout) • Ranking of material comprehension to prioritize study time
What Can We Do? Encourage peer support • Take five minutes after class to help create voluntary study groups • Encourage students to teach information • Non-graded peer quiz
Institutional Resources • Academic support services • Tutoring, supplemental instruction, FYS, subject-based learning specialists, financial education specialist
• Counseling services • For severe academic and test-anxiety or peer support groups
• Learning communities/Peer mentoring programs How does your institution measure up in these areas?
Self-Reflection What study skills and/or self-management techniques do you feel could be effective in your classroom?
How will you incorporate them into your lectures?
The End
