PROFESIONALISME GURU- 9 STRATEGIES FOR INCREASING STUDENT SUCCESS

8/14/2019 PROFESIONALISME GURU- 9 STRATEGIES FOR INCREASING STUDENT SUCCESS

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9 Strategies for9 Strategies for

Increasing StudentIncreasing StudentSuccessSuccess


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What research says Success in most domains in life has more to dowith how effectively people understand theirstrengths and needs, and how strategically theyuse their capacities and abilities to achieve their

goals, rather than the abilities themselves. All students can learn and succeed, but not all on

the same day in the same way. William G. Spady, Outcome-based educational reformist


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1. Clarify class expectations

Begin c ass wit adiscussion of class structure an

Review expectations and plansas an instructor Obviously, follow through is

essential Revisit expectations throughout

the academic ear
http://../Documents%20and%20Settings/User/Local%20Settings/Documents%20and%20Settings/User/Local%20Settings/Temporary%20Internet%20Files/OLK2/Jewish%20History/Lesson%20Plans/1st%20Semester/Introduction.ppthttp://serendip.brynmawr.edu/local/Diversdiscov/Expectations.htmlhttp://serendip.brynmawr.edu/local/Diversdiscov/Expectations.htmlhttp://../Documents%20and%20Settings/User/Local%20Settings/Documents%20and%20Settings/User/Local%20Settings/Temporary%20Internet%20Files/OLK2/Jewish%20History/Lesson%20Plans/1st%20Semester/Introduction.ppt


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2. Identify strategies ofacademically successful vs.

unsuccessful students


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Strategies contd

Successful Actively engaged in

learning

Information is wellorganized

Frequent, active review Objective: High

expectations

Practice patience withthe learning process and

your progress Use multiple methods

for learning

Think about what islearned from the bigpicture perspective

Unsuccessful Superficial / surface

learning Random information

gathering

Seldom review Low expectations Frustrated after initial

failure Focus on 1 or 2 methods

of learning

Poor test taking skills Lack focus


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3. Sensitize students towards

different learning styles1. Visual / Verbal2. Visual / Nonverbal

3. Tactile / Kinesthetic4. Auditory / Verbal

VARK questionnaire
http://www.vark-learn.com/english/page.asp?p=questionnairehttp://www.vark-learn.com/english/page.asp?p=questionnaire


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Visual / Verbal Learns best when: Information is

presented visuallyand in a written

language format Benefits from:

Board / projectoruse

Lecture outline

Textbooks and classnotes

Ability to visualizeinformation

Strategies: Emphasis Words over

visuals Color code new

information Record sentences /

phrases that summarizekey information

Flashcards

Use detailed, sequentialexplanations in place ofdiagrams, mathematical ortechnical information

Re-type key ideas into acomputer, using the print-outs for visual review


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Visual / Nonverbal Learns best when: Information is

presented visually

and in a picture ordesign format

Benefits from: Visual aids

Pictures anddiagrams intextbooks

Ability to visualizepictures and

diagrams

Strategies: Emphasis Visuals over

words Flashcards of key

information, includingsymbols and pictures Color code new

information Use tables, charts or

spreadsheets to organize

mathematical or technicalinformation Re-type key information

into a computer, using theprint-outs for visualreview


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www.nv.cc.va.us/home/ nvhodgm/Nadsfl99/sld011.htm


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Tactile / Kinesthetic Learns best when: Physically engaged in

hands on activities

Benefits from: Lab settings When physically

active in the learningenvironment

Strategies: Emphasis Physical activity

to stimulate learning Walk / move whenever

possible Sit near the front of the

room Take notes throughout the

class period Make learning tangible

Color code new information Re-type key informationfrom notes and textbookinto a computer to reinforcelearning through the senseof touch

Listen to tapes while walking/ exercising


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Auditory / Verbal Learns best when: Information is

presented orally

Benefits from: Listening to lectures

and participating ingroup discussions

Obtaining

information fromaudio tape

Strategies: Study with a buddy or

group

Talk aloud to aid recall Record class lectures

or create your own

Speak throughmathematical or

technical information


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4. Teach Preparedness /

Organizational skills Emphasize punctuality

Keep a date book / schedule Remain up to date with

assignments

Materials checklist Set task priorities


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Preparedness contd Use a daily to do list

Schedule according to energy

Organize materials

Avoid wasteful activities

Value every minute Carry pocket work

Until you value yourselfyou will not value yourtime. Until you value

your time, you will notdo anything with it. M.

Scott Peck


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5. Improve note taking skills Stats to consider: Students forget 80% of what

they see and hear in class ifthey dont take notes

Teachers can speak at a pace

that is 5 to 6 times fasterthan students can write Hear 500 words per minute

Write 30 words per minute


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Note taking contd Sit in the front of class

Be consistent

It is impossible to recordeverything that a lecturer says

Write only key memory jogs Avoid complete sentences

Use abbreviations where possible


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Note taking contd Process informationsystematically

As it is taught Label possible test questions

Adapt the material to your own

learning style Questions? Ask immediately


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Note taking contd Listen for key phrases: First, Second

In other words Listen closely On the other hand

Alternatively However Remember

In conclusion


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Note taking contd Listen intently during the last

minute

Teachers running out of time needs to cram

Highlight / recap key points


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6. Use memory enhancers Key = Create meaning More likely to remember

Develop an interest, inherent orexternal, in the topic

Listen with an intent to remember

Enhance your backgroundinformation


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7. Strengthen Review Habits Avoid distractions when studying Preferably during daylight hours

Establish specific review times Create summary sheets, flash

cards, and practice tests

Highlight


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Review Habits contd Find a study partner in each class Review routinely

Prepare in advance of each class As if there will be a pop quiz


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8. Enhance test taking skills Before beginning thetest:

Read the directionscarefully

Preview the test, notingthe point value of eachquestion

Calculate proper timeallocation

Time vs. # of Qs Point value

Make quick notes offorgettable items

Outline answers to essays


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Test taking skills contd While taking the test: Answer the easy questions first;

build confidence and momentum Return to the difficult questions

at the end

Answer every question Ask for clarification when needed


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Test taking skills contd While taking the test contd: Use the instructors point of view

Use the margin for elaborationwhen uncertainty remains Opportunity for partial credit


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Test taking skills contd While taking the test contd: Identify key words in difficult

questions; promotes stronger focus Rephrase difficult questions

Use all of the time allotted; rework

the questions if possible


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Test taking skills contd After the test Review the test with the teacher

Focus on weakest areas Where did I go wrong?

How might I avoid similar issues in thefuture?

File away test for future review


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9. Assign HW fairly Make assignments clear andappropriate

Not too hard, tedious, or viewed as

busy work Provide homework accommodations,

resources Teach Study Skills Use an assignment planner Maintain strong home / school

communication


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Sources / Resources Strategies - http://www.ucc.vt.edu/lynch/SSStrategies2.htm Learning styles - http://www.metamath.com/lsweb/fourls.htm

Multiple Intelligences -http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3

Preparedness -http://www.mtsu.edu/~studskl/sucstu.html

Memory enhancers - http://www.mtsu.edu/~studskl/mem.html

Curve of Forgetting 1) http://

www.flashfact.com/images/curve_of_forgetting.jpg

2) http://monitor.admin.musc.edu/~cfs/forgetting/COF.jpg Time Management -

http://www.mtsu.edu/~studskl/tmt_files/frame.htm

Study Skill Checklist - http://www.ucc.vt.edu/stdysk/checklis.html

Test taking - http://www.mtsu.edu/~studskl/teststrat.html

HW -
http://www.ucc.vt.edu/lynch/SSStrategies2.htmhttp://www.metamath.com/lsweb/fourls.htmhttp://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htmhttp://www.mtsu.edu/~studskl/sucstu.htmlhttp://www.mtsu.edu/~studskl/mem.htmlhttp://www.flashfact.com/images/curve_of_forgetting.jpghttp://www.flashfact.com/images/curve_of_forgetting.jpghttp://monitor.admin.musc.edu/~cfs/forgetting/COF.jpghttp://www.mtsu.edu/~studskl/tmt_files/frame.htmhttp://www.ucc.vt.edu/stdysk/checklis.htmlhttp://www.mtsu.edu/~studskl/teststrat.htmlhttp://www.mtsu.edu/~studskl/teststrat.htmlhttp://www.ucc.vt.edu/stdysk/checklis.htmlhttp://www.mtsu.edu/~studskl/tmt_files/frame.htmhttp://monitor.admin.musc.edu/~cfs/forgetting/COF.jpghttp://monitor.admin.musc.edu/~cfs/forgetting/COF.jpghttp://www.flashfact.com/images/curve_of_forgetting.jpghttp://www.flashfact.com/images/curve_of_forgetting.jpghttp://www.mtsu.edu/~studskl/mem.htmlhttp://www.mtsu.edu/~studskl/mem.htmlhttp://www.mtsu.edu/~studskl/sucstu.htmlhttp://www.mtsu.edu/~studskl/sucstu.htmlhttp://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htmhttp://www.metamath.com/lsweb/fourls.htmhttp://www.ucc.vt.edu/lynch/SSStrategies2.htm

PROFESIONALISME GURU- 9 STRATEGIES FOR INCREASING STUDENT SUCCESS

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