P eers E ngaging as E nergizing R esources

1. Peers Engagingas Energizing Resources Center-based & 0nline Academic Collaborative Helpers Enhancing Success Training Program

2. Peer Coach Training Part II Welcome Back

3. Agenda Part 2 • Goal Development • Coaching Effective Study Strategies • Critical Thinking Skills • Learning Styles Workshop • How Adults Learn

4. Kaizen Activity • Task: • To touch each ground marker with in the boundary in numerical sequence and call it’s number aloud as quickly as possible • You can attempt the task as many times as your team wishes with in the 10 minute time limit. Each attempt will be timed.

5. Rules 1. You have a total of 10 min. to accomplish this task. The ten min. clock began when you started reading this instruction sheet. 2. You can attempt the task as many times as you like, but for each attempt the team members must start behind the line 3. Time for each trial starts as soon as the first team member steps over the start line 4. If more that one person’s feet are inside the boundary at a time, a 10 sec. penalty is added to the time for that attempt 5. If a team member touches the markers out of sequence a 10 second penalty is added. 6.Any part of the body may be used to touch each numbered marker in sequence. 7. No ground makers may be altered 8. All team members must be involved. *** The Team is allowed to ask ONLY THREE clarification questions***

6. Kaizen Questions • Did your team have a plan? If so, what was the plan? • How much time did you spend planning for the 1st attempt? Was this an appropriate allocation of time? • When you tried again, did your team use a different strategy? • How much did you improve from 1st to 2nd trial? Why is this? • One of the requirements was to have everyone involved. How do you think your group worked as a team? Was everyone involved? • Did you use your questions wisely? If you did not ask any questions, why not? • How can you tie this exercise into your academic experiences? Background: KAIZEN is Japanese for gradual and orderly. It is part of the methodology and philosophy of a Japanese company of the same name focused on the problem solving process searching for continuous improvement and is followed by businesses worldwide.

7. Starfish Story

8. Once upon a time, there was a wise woman who used to go to the ocean to do her writing. She had a habit of walking on the beach before she began her work. One day she was walking along the shore. As she looked down the beach, she saw a young man moving like a dancer along the shoreline. She smiled to herself watching someone dance like that on the beach. She began to walk faster to catch up. As she got closer, she saw that the young man wasn't dancing, instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean. As she got closer, she called out, "Good morning! What are you doing?" The young man paused, looked up and replied "Throwing starfish into the ocean." “Oh, why are you throwing starfish into the ocean?“ she asked. "The sun is up and the tide is going out. And if I don't throw them in they'll die.“ he stated in a matter of fact tone. "But young man, don't you realize that there are miles and miles of beach and starfish all along it. You can't possibly make a difference!" she insisted. .

9. The young man listened politely. Then bent down, picked up another starfish and threw it into the sea, past the breaking waves. "It made a difference for that one!" he smiled and continued down the beach stopping to help each starfish he encountered. His response surprised the woman. She didn't know how to reply. She turned away and walked back to the cottage to begin writing. All day long as she wrote, the image of the young man haunted her. Finally, late in the afternoon she realized that she had missed out on the essential nature of the young man's actions. She realized that what the young man was doing was choosing not to be an observer in the universe and make a difference. She went to bed troubled. When the morning came she awoke knowing that she had to do something. She went to the beach and found the young man. And with him she spent the rest of the morning throwing starfish into the ocean We have all been gifted with the ability to make a difference. And if we can, like that young man, become aware of that gift, we gain through the strength of our vision the power to shape the future. And that is your challenge. And that is my challenge. We must each find our starfish and make a difference.

10. Goal Setting

11. Why Effective Goal Setting Works • Goals direct the an individuals attention • Goals help mobilize the individual and group efforts – Get yourself and your unit moving in the same direction • Goals help prolong effort and increase persistence • Goals helps you develop and employ new strategies

12. Road Blocks To Goal Achievement • Lack of skill • Lack of knowledge • Lack of support • Lack of persistence • Failure to take an appropriate risk

13. Key Points • Goal setting is methodical & continuous • Goal plan must be “present in your mind” • Goal setting should be implemented into the counseling process!

14. Coaching Effective Study Strategies

15. What Do you think are some Effective Coaching Techniques When Discussing Study Habits

16. Some Effective Coaching • Talk to the Student to Find Out Their Current Study Habits. • Think About How the Student Learns. • Work With the Student to Come Up With a Plan That Will Work Best For Them.

17. Learning Styles Learning styles Kinesthetic M U L T I - M O D A L Aural/Auditory Read/Write Visual

18. The Basics • Most people have developed a preference for how they learn. • One style is not better than another, and all of approaches to learning can be improved. • Effective learners know how their minds work and are able to adapt their studying strategies to any learning situation.

19. Identifying Your Learning Preference • VARK Learning Styles Self-Assessment Questionnaire • TAKE ASSESSMENT • http://www.vark-learn.com/english/page.asp?p=questionnaire • What were your results? • Your VARK preferences can be used to help you develop additional, effective strategies for learning related to how you: • take in information; • study information for effective learning; and • study for performing well on an examination. • Visual Study Strategies (V)Aural/Auditory Study Strategies (A)Read/write Study Strategies (R)Kinesthetic Study Strategies (K)Multimodal Study Strategies (MM)

20. Characteristics of Visual Learners VISUAL Visual learners tend to: • Have a keen sense of aesthetics, visual media and art. • Easily remember information presented in pictures or diagrams. • Have strong visualization skills. They can look up and “see” the information invisibly written or drawn. • Make “movies in their minds” of information they are reading. Their movies are often vivid and detailed. • Have very strong visual-spatial understanding of things such as sizes, textures, angles and three-dimensional depths. • Pay close attention to the body language of others (facial expressions, eyes, stance, etc.).

21. Visual learners: • learn best when information is presented visually and in a picture or design format. • In a classroom setting, benefit from instructors who use visual aids such as film, video, maps and charts. • benefit from information obtained from the pictures and diagrams in textbooks. • When trying to remember something, can often visualize a picture of it in their mind. • have an artistic side that enjoys activities having to do with visual art and design. Visual

22. Study Tips for Visual Learners • Convert information into visual study tools (diagrams, maps, charts) • Copy & write new info - see it in your own writing. • Visualize & make movies as you read and study. • Use nonverbal clue’s by instructors to provide you with important information. • When learning mathematical or technical information, make charts to organize the information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence. • Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help you to understand and retain course material. Use spreadsheet and database software to further organize material that needs to be learned. • Use "color coding" of new information in your textbook or notes. Mark up the margins of your textbook with key words, symbols, and diagrams and use highlighter pens of contrasting colors to "color code" the information.

23. Characteristics of Aural/Auditory Learners AURAL/ AUDITORY Aural/Auditory learners tend to: • Remember quite accurately details of important information heard during conversations or lectures. • Have strong language skills, which include a well-developed vocabulary and an appreciation for words. • Have strong oral communication skills. They can carry interesting conversations and can articulate their ideas clearly. • Have a “fine tuned ear” auditory may lead to learning a foreign language more easily. • Often have musical talents, can hear tones, rhythms, and individual notes.

24. Aural/Auditory learners: • Tend to find when trying to remember something, • can often "hear" the way someone told you the information, or the way you previously repeated it out loud. • learn best when interacting with others in a listening/ speaking exchange. Aural/Auditory

25. Study Tips for Auditory Learners • Discuss/study with friends. Join a study group to assist you in learning course material. Or, work with a "study buddy" on an ongoing basis. If not possible, talk out loud and recite information your are learning. • You can retain and understand information better by teaching another person, or conversing with an instructor. • Record information and listen to it. You may benefit from using a recording device to make audio files to listen to later. Use computerized technology – Text to Speech in Word, Audacity, etc. • When learning mathematical or technical information, "talk your way" through the new information. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or with a study partner. • Try games or interaction activities that provide the sounds of words being spoken. • Add rhythms or tunes to your learning.

26. Characteristics of Kinesthetic Learners KINESTHETIC Kinesthetic learners tend to: • Work well with their hands and may be good at repairing work, sculpting, art or working with various tools. • Often have well coordinated and have a strong sense of timing and body movement. • Learn with movement = often do well as performers: athletes, actors, or dancers. • Often wiggle, tap feet or move their legs when seated. • Have been often labeled “hyperactive” as children.

27. Kinesthetic learners: • learn best when physically engaged in a "hands on" activity. • In the classroom, they benefit from a lab setting where you can manipulate materials to learn new information. • learn best when you can be physically active in the learning environment. • benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside the classroom. Kinesthetic

28. Study Tips for Kinesthetic Learners • Take notes as you read – text and/or graphic organizers. • Pace as you study. When studying, walk back and forth with textbook, notes, or flashcards in hand and read the information out loud. • Make large-sized study tools – flipcharts, chalk/white boards. When reviewing new information, copy key points onto a chalkboard, easel board, or other large writing surface. • Learn by doing. Think of ways to make your learning tangible, i.e. something you can put your hands on. For example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a museum, historical site, or job site) to gain first-hand experience of your subject matter. • Use your hands and your fine motor skills. Study with pen/pencil in hand. • Use exaggerated movement for emphasis and expression. • Use case studies, examples and applications.

29. Characteristics of Read/Write Learners READ/ WRITE Read/Write learners tend to: • Like lists and words to keep ideas and “To Do” items straight. • Remember information displayed as words. • Emphasize text-based input and output - reading and writing in all its forms. • Prefer PowerPoint, the Internet, lists, filofaxes, dictionaries, thesauri, quotations and words, words, words...

30. Read/Write Read/Write learners: • learn best when information is presented visually and in a written language format. • In a classroom setting, they benefit from instructors who use the blackboard (or PowerPoint, overhead projector, etc.) to list the essential points of a lecture, or provide an outline to follow along with during lecture. • benefit from information obtained from textbooks and class notes. • often see the text "in your mind's eye" when trying to remember something

31. Study Tips for Read/Write Learners • Use a word processor – take notes as you read. Rewrite the ideas and principles into other words. • Use dictionaries and/or make flashcards to remember key vocabulary. • Write out the words again and again. Read your notes (silently) again and again. • When learning information presented in diagrams or illustrations, write out explanations for the information. Organize any diagrams, graphs ... into statements, e.g. "The trend is..." • When learning mathematical or technical information, write out in sentences and key phrases your understanding of the material. When a problem involves a sequence of steps, write out in detail how to do each step.

32. Life is multimodal. There are seldom instances where one mode is used, or is sufficient. Those who prefer many modes almost equally are of two types. There are those who are context specific who choose a single mode to suit the occasion or situation. There are others who are not satisfied until they have had input (or output) in all of their preferred modes. They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding.

33. http://www.youtube.com/watch?v=vKW5kHYE0Y4&feature=player_embedded#!

34. References & Resources • REFERENCES USED IN THIS PRESENTATION • VARK Learning Styles Questionnaire • http://www.vark-learn.com/english/page.asp?p=questionnaire • ADDITIONAL ONLINE MATERIALS (including other self-assessments) • Online Learning Styles Inventories with Immediate Feedback • Index of Learning Styles Questionnaire • http://www.engr.ncsu.edu/learningstyles/ilsweb.html • A set of 44 two choice questions, covering the following learning styles: Active and Reflective, Sensing and Intuitive, Visual and Verbal, & Sequential and Global • Brain Works’ Downloadable • http://www.jcu.edu.au/tldinfo/learningskills/learningst/ • An interesting exercise (PC users only - 1.1MB) called brain.exe can be downloaded from this site. It will give you some more information about your dominant brain hemisphere. To get out of the program before completing the assessment, use ctrl alt del keys to access Task Manager and stop the program. The esc key does not always work. • C.I.T.E.  Learning Styles Instrument • http://www.wvabe.org/cite.htm

35. References & Resources • CONTINUED… • ADDITIONAL ONLINE MATERIALS (including other self-assessments) continued… • Online Learning Styles Inventories with Immediate Feedback continued • A Learning Style Survey for College • http://www.metamath.com/multiple/multiple_choice_questions.html • A 32 question survey with immediate feedback assessing the following learning styles: • Visual/ Verbal, Visual/ Nonverbal, Tactile/ Kinesthetic, & Auditory/ Verbal • Information about Learning Styles • Learning Styles & Strategies http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

36. References A Six-Step (Tutoring) Session Endicott College Center for Teaching and Learning College Learning Program

37. How Adults Learn

38. Source: http://studentaffairs.webs.com/

39. EVALUATION - Student appraises, assesses, or critiqueson a basis of specific standards and criteria. SYNTHESIS - Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. What are they asking me to do? Applying Bloom’s Taxonomy ANALYSIS - Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. APPLICATION - Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. COMPREHENSION - Student translates, comprehends, or interprets information based on prior learning. KNOWLEDGE - Student recalls or recognizes information, ideas, and principles in the approximate form in which theywere learned.

40. Perry’s Scheme of Scheme of Intellectual and Ethical Development DUALISTIC STUDENTS are those who see the world as a place of absolutes such as right or wrong, true or false. Knowledge is seen as existing absolutely. Dualistic students tend to think of their role in terms of "right" answers and the role of the professor as providing those answers. These students will present judgments and evaluations as if they were self-evident, without the need for substantiation. MULTIPLISTICSTUDENTS recognize that there are multiple perspectives to problems. However, they are unable to evaluate each perspective adequately. A typical multiplistic response might be "We're all entitled to our own opinions," or "We're all good people." Argumentation ends, or is avoided, with the multiplistic attitude. RELATIVISTICSTUDENTS see knowledge as relative to particular frames of reference. They show a capacity for detachment; they look for the "big picture," think about their own thinking, and evaluate their own ideas as well as those of others. Frequently, by seeing alternative perspectives, they have difficulty making a decision. Authorities are seen as people who can and should be questioned. COMMITTED STUDENTS see knowledge as an integrated part of who they are and what they have learned from others. They combine personal experience and reflection as they engage in the learning process. Students at this stage realize that learning is a commitment and it is an ongoing, unfolding, evolving activity

41. Shades of GrayBilly Joel (1988)River of Dreams Shades of grey wherever I go The more I find out the less that I know Black and white is how it should be But shades of grey are all the colors I see … Shades of grey are all that I find When I come to the enemy line Black and white was so easy for me But shades of grey are all the colors I see … Shades of grey wherever I go The more I find our the less that I know Ain’t no rainbow shining on my Shades of grey are all the colors I see

42. DUALISTIC STUDENTS MULTIPLISTICSTUDENTS RELATIVISTICSTUDENTS COMMITTED STUDENTS

48. Learning Theory Resources Belenky, Mary F.; Clinchy, Blythe M.; Goldberger, Nancy R.; & Tarule, Jill M. (1986), Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books). Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston). Perry, William G., Jr. (1981), "Cognitive and Ethical Growth: The Making of Meaning", in Arthur W. Chickering and Associates, The Modern American College (San Francisco: Jossey-Bass): 76-116. See also: http://studentaffairs.webs.com/