U100 Learning to Learn #1 Strategies for Success in College

1. U100 Learning to Learn #1Strategies for Success in College The academic demands of college requires that students change how they learn. Success on college tests requires that students learn from tests, so they can learn for tests.

2. Traxoline • How did the class do on the 4 questions before they read the Traxoline paragraph? • How did the class do on the 4 questions after reading the paragraph? • So, what do you know about Traxoline? How would you use it? Is it an important part of your life? • Is “learning” about Traxoline similar to how you learned in high school? Can you succeed in college with “Traxoline learning”?

3. Learning from ExperienceCommunication: Theories and Applications • College requires learning at a different level • How did the material from the Communications chapter in your textbook differ from high school? • Was the material more difficult to learn? Was the vocabulary any different? Did you apply the material to your own experience? • Is it fair to require you learning the chapter on your own?

4. Learning from ExperienceCommunications Test #1 - Questions • College tests often demand more that the typical high school exam. • How was this test, and the test questions, different from the test questions you had in high school? • What are the differences between the different test questions (Level I, II, & III)?

5. High School vs. College Tests Time for a little heart-to-heart honesty. Was it possible to pass (even do well) on tests in high school without really studying? Can students get good grades in high school without studying? Can students do well in college without studying? Can they pass their classes? Are students who do not study likely to fail classes, go on probation, and eventually flunk out of college?

6. Adjusting to the SituationWhere, When, and How? • Learning from experience means you have to reflect on what worked and what did not work. In groups discuss these 3 questions about high school and college AND where, when, and how YOU studied for your Comm Test: • Where do you study? • When do you study? • How do you study?

7. Learning to LearnWhere did you Study? In your learning community list all the places you study. Include the location and distractions that might have been present. What are the advantages and disadvantages of the places the members of your group studied ? What would happen if you eliminated the distractions? Study Environment Living Room Bedroom Greenlawn Lounge Potential Distractions TV Music, Computer, Sleep Friends, Noise Solutions Choose when Only in daytime Never good

8. Learning to LearnWhendid you Study? In your learning community discuss the times you usually study. Include the time of day and how close to the test you study. Why do you study then? Do you manage time or does time manage you? What are the advantages and disadvantages of each of your “study plans” for time? What are the biggest problems new college students face concerning Time Management ? Since most college students have problems with time management, what can we suggest they do to improve it ?

9. Learning to LearnHowdo you Study? In your learning community discuss the strategies you usually use to study. Include what you do to learn the material for the test. This might include: • reading the textbook, • reading and re-reading your notes, • highlighting important material, • using flashcards, • outlining, drawing concept maps, • and/or studying with a partner.

10. Daniel Mark’s ProblemHow students prepare for Exams • After reading the handout on Daniel Mark and his problems studying for his Communication Test, describe in your groupDM’s problems related to: • Where DM studies • When DM studies • How DM studies • Distractions for DM

11. Felicia’s ProblemHow students prepare for Exams • After reading the handout on Felicia and her problems studying for her Communication Quiz, describe in your groupher problems related to: • Where Felicia studies • When Felicia studies • How Felicia studies • Distractions for Felicia

12. Daniel Mark and Felicia’s Problems Self-Regulating Behavior If they asked for advice, what would you say? Daniel Mark Does DM spend enough time studying? When does DM study? Does he “manage time” or does time manage him? Where does DM study? Are some locations better than others? Why? What are the distractions in DM’s life? Felicia How productive is the time Felicia spends studying? When does Felicia study? Does she “manage time” or does time manage her? Where does Felicia study? Is her study location a distraction? Why? What are the distractions in Felicia’s life?

13. Principle #1Take Responsibility for your Results Teachers are responsible for teaching, learners are responsible for learning. Teachers may do a poor job of teaching, but you are still responsible for your learning . You may feel better if you blame others or circumstances, but in the end you will be held responsible for your learning.

14. Daniel Mark Blames his Teacher • In your group discuss why you think Daniel Mark blames his teacher for his failure. What are the long term consequences of blaming failure on others? • DM seems to have good intentions to study but has problems with time management and distractions. • What are the key distractions in DM’s college life? • What is your advice to help DM avoid distractions? • How can he better manage his time?

15. Felicia is Lost – Who is Responsible? • It is easy to “blame” Daniel Mark for his problems but what about Felicia? She is depressed and feeling alone and the result is she is having trouble getting motivated. Who is responsible for the poor grades Felicia is getting in school? • Felicia has always been a strong student but now seems lost and unmotivated in school. What are Felicia’s distractions and is it possible for her to control them? • What are the key distractions in Felicia’s life? • Does Felicia experience a different type of distraction than DM? How are her distractions different? Can she control them?

16. Principle #2Changing Your Behavior is Essential Insanity: Doing the same thing over and over and expecting a different result. Blaming your failure on your teacher or bad luck will get you no-where. Sticking to the same game-plan is just as bad. Expert students adjust to the situation and the demands of the task (test, paper,etc.)

17. Should DM & Felicia Change ? Daniel Mark In your group discuss whether you think DM should change how he studies for his tests. If your group thinks he should change, what specifically do you think he should change? How would you convince him to change? Felicia Felicia’s problem is much different. Do you think it is possible for Felicia to survive the semester? If you think she can survive academically, what should she do to survive? What resources would you suggest she use on (or off) campus?

18. Principle #3Know when you Don’t Know Once you have admitted you are responsible and need to change, you are on the right track. But what if you don’t know, you don’t know? Honestly reflecting on your mastery of the material, at the level demanded by the task, is critical to changing how you learn. Many students assume they know the material well enough but do not realize the expectations of the instructor. College is harder than you think. Was the Communication Test more difficult that you thought?

19. Resources for Daniel Mark to Know When He Knows Daniel Mark was always surprised that he did poorly on tests. Do you think he was being honest, or was he just saying he thought he would do well? What could DM do to Know-When-He-Knows? What resources might help? How could he test himself? Is Daniel Mark likely to be unrealistically optimistic about how he will do? What is the consequence?

20. Basic Assumptions & Principles Students are responsible for their learning. Take Responsibility. Expert students adjust their learning to the task. Change is essential. You can’t change if you don’t know you don’t know. Reflection is key.

21. SRL Reflection #1 • Think back to your communications test in U100. Rank order the following reasons for how you did (good or bad) on your tests from 1 to 6: • Where you studied • When you studied • How you studied • How much time you spent studying • How difficult the material was to learn • How difficult the test was • Reflect on your ranking & explain your thinking • Should you change anything for the next test?

22. Self-Regulated Learners “Self-Regulated learning involves the active, goal-directed, self-control of behavior, motivation, and cognition for academic tasks by individual students.” There are 3 dimensions to Self-Regulated Learning: • SR of Observable Behavior • SR of Cognitive Strategies • SR of Motivation and Affect

23. Topic for Next Class Next class we are going to take the next step in SRL: Self-Regulating our Behavior. We’ll look at resources and skills that are important, like taking notes and managing your time. Read Chapter 7 – Records: Listening & Note Taking in your textbook (pp. 166 – 191) We may have a quiz in class so it would be a good idea to read the chapter and have some ideas about listening and note taking. Make 10 GOOD flash cards for next class.