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Strategies for College Success

Strategies for College Success. Bruce W. Tuckman, Ph.D. Strategies-for-Achievement. The Walter E. Dennis LearningCenter (tuckman.5@osu.edu). Second floor of the Younkin Success Center Mission: to help students attain academic success

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Strategies for College Success

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  1. Strategies for College Success Bruce W. Tuckman, Ph.D. Strategies-for-Achievement

  2. The Walter E. Dennis LearningCenter (tuckman.5@osu.edu) • Second floor of the Younkin Success Center • Mission: to help students attain academic success • Enhancing study skillshttp://dennislearningcenter.osu.edu Then click on FIPSE

  3. The Four Strategies for Achievement 1. TAKE REASONABLE RISK 2. Take Responsibility 3. Search the Environment 4. Use Feedback

  4. TAKE REASONABLE RISK • BITE-SIZED PIECES • Break tasks into small, manageable steps • GO FOR GOAL • Set goals that are challenging but attainable

  5. Take Responsibility • THINK POSITIVE • Believe in your own effort and capability • PLAN! • Build a plan

  6. Search the Environment (Just Ask) (Visualize it) 1. Ask Questions 2. Build Models

  7. Use Feedback • KEEP TRACK • Monitor Your Actions TELL YOURSELF • Give Yourself Instructions

  8. TYPICAL STUDENT PROBLEM AREAS 2. Building Confidence/Responsibility 3. Learning from Lecture/Text 4. Test Preparation 5. Managing Your Life • Procrastination

  9. Rationalizations for Procrastinating 1. “I work better under pressure.” 2. “I don't know how to do it.” 3. “I don't want to do it.” 4. “It doesn't matter if I delay.” 5. “I’m not in the mood.” • “I can pull it off at the last minute.”

  10. REAL Reasons for Procrastinating • LACK OF SELF-CONFIDENCE • LOW FRUSTRATION TOLERANCE • HOSTILITY

  11. "BUSTING" Procrastination • Take Reasonable Risk • Make challenging, yet attainable GOALS • Break tasks into BITE-SIZED PIECES • Take Responsibility • THINK POSITIVELY about your ability to get started • PLAN to-do checklist (with reward at the end) • Search the Environment • ASK QUESTIONS • Use Feedback • TELL YOURSELF to get to work (or else!) • KEEP TRACK of how you spend your time

  12. ASKING QUESTIONS TO ACTIVELY READ AND LISTEN Ask Questions to be active! • Information in lectures and textbooks are the "answers" • Be active to find the corresponding "questions" -(Jeopardy!) - to unlock meaning • Your questions as potential test questions

  13. Preparing for Tests • ASK QUESTIONS • Note cards • Q&A outlines • ORGANIZE AND VISUALIZE INFORMATION • CC web charts • skeleton key diagrams • SEARCH THE ENVIRONMENT • Find resources • THINK POSTITVELY • Positive self-talk

  14. You live in a MENTAL world largely of your own making

  15. Managing Your Life • KEEP TRACK of your behavior and the conditions under which it occurs • GO FOR GOAL; set intermediate goals • Create motivating incentives • TELL YOURSELF what to do in a consistent and persistent way • PLAN some slack into your program of self-control (don’t regard a slip as a reason to quit)

  16. DON’T Believe This: EXTERNAL EVENTS act on PERSONAL WEAKNESSES to produce EMOTIONAL AND BEHAVIORAL PROBLEMS

  17. Do Believe This: SELF-REGULATING STRATEGIES enhance PERSONAL ADAPTATION to produce SUCCESSFUL COPING

  18. The Instructional Model: ADAPT • Active Discovery And Participation thru Technology (Tuckman, 2002) • Enables students to use the strategies, receive feedback, and transfer the strategies to other situations

  19. How Does ADAPT Work? • Regular class attendance is required • An instructor is present to provide individualized assistance • New content is provided in the course textbook: Tuckman, Abry, & Smith (2002).Learning & Motivation Strategies: Your Guide to Success • Class time is spent doing assignments on computers

  20. Critical Instructional Features • Provide structure (to help students TAKE RESPONSIBILITY) • Deadlines • Clear expectations • Performance requirements • Grading rubrics • Provide opportunities to practice, perform, receive and USE FEEDBACK • Break everything down into BITE-SIZED PIECES to present REASONABLE RISK • ASK QUESTIONS of students • Encourage students to ask questions of themselves, as well

  21. GPA Results for Course Takers vs Matched Non-Takers

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