Study Skills for Student Success in a Redesigned Course

1. Study Skills for Student Success in a Redesigned Course CMC3-South March 1, 2014 Lynn Marecek MaryAnne Anthony-Smith

2. what does it take to succeed in college? • What study skills are necessary for success in ‘traditional’ classes? (blue card) • What unique study skills are necessary for success in redesigned courses? (pink card)

3. Take a Pro-active Approach We can either grumble…. ….OR we can do something about it!

4. Our charge is to DO something! • AMATYC Standards • The curriculum of developmental mathematics programs should…develop students’ study skills…to enable them to be successful in other courses and in their careers. • California Basic Skills Initiative • Developmental courses/programs implement effective curricula and practices for development of study skills.

5. What are “Strategies for Success”? • Activities designed to help students develop effective study skills • “Meta-cognitive self-assessments” • Worksheets • Printed worksheets • Electronic versions • Online Assessment System (OAS) • MyMathLab

6. Created so that Students will… • Be actively engaged • Constantly self-reflect • Gain valuable insights • Usually ‘get it’ without teacher input • Be able to do the activities easily on their own • Recognize benefit received from time spent

7. Created so that Teachers can… • Use each activity confidently with little preparation • Integrate the Strategies into their course without using much class time • Grade them easily and quickly

8. Teacher Support • Teacher Manual available electronically • Teacher page for each Strategy • rationale • directions for use • suggestions for timing in the course • Teachers can seamlessly incorporate study skills in classes • Videos are available to introduce each activity

9. Goals

10. Goals Video is available to introduce the activity to students working in an online homework environment

11. History of this Project • Recognized strong need in our lowest level courses • Developed pieces over our teaching careers • Shared often with other faculty

12. Strategies for Success • Integral part of our developmental mathematics courses at SAC • Prealgebra (Math N48) • Integrated throughout our Foundations of Algebra manuscript • Every exercise set starts with a Strategy for Success – part of every homework assignment • Elementary Algebra (Math 060) • Strategies for Success bundled with Elementary Algebra texts • Suggested schedule of use • Intermediate Algebra (Math 081) • Directed Learning Activities in Math Center

13. Strategies for Success:New activities • Taking Notes Part I—Notes from Reading the Text • Taking Notes Part II—Notes from Online Exercises • Know Where You Stand • Email Etiquette • Time Management Part II—Managing Your Schedule for the Term • Help! • Preparing to Get Help • Excuses! Excuses! Online Homework Version

14. Taking Notes Part I—Notes from Reading the Text

15. Taking Notes Part II—Notes from Online Exercises

16. Know Where You Stand • Accessing your recorded grade • Do you know your current grade in this course? • Is your current grade for this course available online? • How often do you have access to your updated grade? Is it available 24/7, weekly, at your instructor’s choice, or some other time frame? • Describe step-by-step the process you would follow to access your grade, as if you are telling your classmate how to do it. • Tracking your grades • Analyzing your grade

17. Email Etiquette • Your email address • “Do you think your email address presents a professional image of yourself as a successful college student? Why or why not?” • Emailing your instructor • Appropriate greetings • What the message should/should not include • Submitting assignments via email • Organizing your emails

18. Time management part II – managing your schedule for the term • Time management goals • Plan time for classes, homework, and studying • Meet all commitments • Avoid scheduling conflicts • Identify times available for doctor’s appointments, etc. • Part 1 – managing your schedule for the week • Classes, job, basic needs, family duties, study time • Part 2 – managing your schedule for the term • Holidays and breaks (reference college’s academic calendar) • Due dates for assignments, projects, etc. • Dates of scheduled tests and final exams • Registration for next term • Life events

19. HELP! • Getting Help • Location, contact information, hours of operation for each resource

20. Preparing to get help

21. Preparing to get help • Knowing good help when you find it!

22. Excuses! Excuses! Online Homework Version For each excuse listed below: (a) explain why this is not a valid excuse. (b) describe what a successful student would do in this situation. • “I tried to complete the assignment, but the computer wouldn’t let me access it!!” • “I can’t do any more online homework because my room-mate moved out and cancelled the internet.” • ”I was stuck on one problem and I couldn’t go on because it took you too long to answer my email.” • “I got shut out of the assignment I was working on when the time passed the deadline.” • “I kept typing in the right answer but the computer marked me wrong.”

23. How have we used them in our traditional classes? • In-class activities • Warm-ups • ‘Ticket out the door’ • ‘Sandwich’ around breaktime • Group activities • Homework • Debrief in class • Directed Learning Activities (DLAs) • One per week • Online - electronic format makes teacher feedback easy • Grading? • For completion

24. how do you envision using them in your non-traditional classes? • Small group discussion • Feedback

25. strategies for success - do they make a difference? • SAC Spring 2011 data • Prealgebra, Elementary Algebra, Intermediate Algebra • 14 sections taught by PLC participants • 51 sections taught by other instructors • Total n= 2375 students • Increased success rates and decreased withdrawal rates • Success rates 16% higher • Withdrawal rates 31% lower

26. Your turn to Brainstorm! • Think about your students. What is one behavior or study skill you would like them to improve?

27. Your turn to Brainstorm! • Think about your students. What is one behavior or study skill you would like them to improve? • What kind of activity might you design to address this? How could you get students to reflect on their behavior and recognize the need for improvement?

28. Strategies for Success • Syllabus Search • Notebook Preparation • Reading the Textbook • Autobiography • On Time and Ready to Go! • Test Preparation • Test Stress Reduction • Test Taking Skills • Post Test Check Up • Test Analysis • Successful Student Behavior • Textbook Tour • Time Management • Homework Skills • Mid-Term Check up • Attendance • Study Group • Goals • Thoughts in Charge • Neutralize Negative Thoughts • Intervention Strategies for Negative Thoughts • Can you Hear Me Now? • A Gift to Yourself • Math Plan • The End is in Sight • Excuses! Excuses! • Support from Family and Friends • Stay on Campus-Stay on Task! • Final Exam Prep • Grade Check Up • Look Back, Look Forward • Reward Yourself!

29. Teacher Comments • “Students [had] ‘aha’ moments where they realized they had more control over their education than they thought.” • “I knew what some of their “issues” were and how I could best help them in class” • “Even did some in my other classes because I liked them so much. ”

30. Student Comments What was the best part of these activities? • “They help you think about what you really want and why we are here” • “It helped me understand my weaknesses and my strengths” • “You get to see how you work & what things can be done differently to get you to better yourself” • “That you believe in yourself that you really can pass this class”

31. Your Concerns What is the biggest concern you have about integrating study skills in your class?

32. For more information • marecek_lynn@sac.edu • anthony_maryanne@sac.edu