ASSESSING OR CHANGING STUDY BEHAVIORPRESENTED BY: SANDRA NELSON
SPRING 2014
PART 1INTRODUCTION
DEFINITION
In their study, “A History of Study Skills: Not Hot, But Not Forgotten,” Richardson, Robnolt, and Rhodes draw from three definitions of study skills:
Miriam-Webster’s Online Dictionary (2007) – “application of the mental faculties to the acquisition of knowledge”
Harris and Hodges (1995) – “techniques and strategies that help a person read or listen for specific purposes with the intent to remember”
Gettinger and Seibert (2002) – “A strategy is an individual's comprehensive approach to a task; it includes how a person thinks and acts when planning and evaluating his or her study behavior”
HISTORY
1900-1969
library skills
note taking
reading widely
subjects of interest
effective studying while reading
Post-1970
motivation and affect
activities described
metacognition
programs described
assessments created
the use of study skills in electronic environments
(Richardson, Robnolt, and Rhodes)
OUR MISSION
Tutor the student, not the subject/assignment
Self-confidence
Active, self-directed learning
Independence
PART IIASSESSMENT
FORMAL ASSESSMENT
Tests and Questionnaires LASSI (Learning and Study Strategies Inventory)
(Weinstein, Schulte, and Palmer)
Skill
Will
Self-regulation
SBI (Study Behavior Inventory) (Bliss and Mueller)
Short-term Study Behaviors
Long-term Study Behaviors
Academic Confidence
INFORMAL ASSESSMENT
Observations Strengths and weaknesses
Patterns of behavior
Cognitive strategies
Questions Probing
Direct
Student can express own study habits
(“Assessment Tool Types”)
ASSESSING IN SESSIONS
Observations
Does the student come prepared? Prompt
Assignment
Has the student done prior work on the assignment? Patterns in the work
Process student takes to address assignment
How does the student respond to or record new information? Takes notes
Applies suggestions
Questions
Probing Critical thinking
Applying familiar strategies to new situations
Direct Ex. 1: “When do you start studying for a
test?”
Ex. 2: “Do you typically use flash cards (or other study aid) to help you study?”
“Do you do any prewriting/outlining?”
PART IIICHANGE
PERSONAL SUGGESTIONS
What are some study techniques that you find effective? How to you explain them to students? Discuss.
Brainstorming/Outlining
Study Aids
Meeting with Professor
Study Plan
Extra practice and quizzes
MEETING THE STUDENT
Visual
Make use of charts, graphs, diagrams, etc.
Highlight notes in different colors
Reading/Writing
Encourage student to write down information in their own words
Review written materials together
Aural
Explain suggestions verbally
Encourage student to talk through thought process out loud
Kinesthetic (Tactile)
Provide direct suggestions, and let them try them out right there
Work on the computer if possible
While it can be beneficial to offer personal study suggestions to a student, the tutor must remember to meet the student where they are. This means respecting learning preferences and catering to learning styles.
ATTITUDE AND EXPECTATIONS
High expectations from a teacher significantly improves student learning (Rosenthal and Jacobson 1968).
Pygmalion Effect Video
Climate
Input
Response Opportunity
Feedback
PART IVCONCLUSION: MOVING AHEAD
STUDY BEHAVIOR AND TECHNOLOGY
“The age of multiliteracies is helping to reintroduce study skills…Readers must now be ‘information literate,’ that is, able to find and use information in any form, including paper or electronic forms. ‘New Literacies’ emphasize the importance of media other than the paper-based book as ways to gain knowledge” (Richardson, Robnolt, and Rhodes).
ESSENTIAL SKILLS
According to Goett and Foote’s study, “Cultivating Student Research and Study Skills in Web-based Learning Environment,” there are five essential skills pertaining to study behavior in a “web-based learning environment”
Choose appropriate starting points for research
Use search and query engines
Take notes in digital form
Evaluate the quality of online materials
Cite electronic documents
DEVELOPING WEB-BASED SKILLS IN A TUTORING SESSION
Tutors must become familiar with the technology being used to enhance learning
Tutors can demonstrate proper use of the technology within face-to-face sessions Ex. 1: Provide examples of an appropriate search term while conducting research
Ex. 2: Explain why a website may or may not be valid for academic research/assignments
Ex. 3: Show the student program capabilities that may improve study skills (e.g. making a chart or graph)
Tutors can encourage students to participate in synchronous and asynchronous online tutoring sessions to familiarize them with communicating and learning in an online environment
WORKS CITED
"Assessment Tool Types." Map. Scholastic Literacy Place Assessment Handbook Grades 3–5. New York: Scholastic Inc., 2000. 1-2. Scholastic.com. Web. 16 Dec. 2013.
Fleming, Neil. "VARK -- A Guide to Learning Styles." VARK -- A Guide to Learning Styles. Neil Fleming, 2013. Web. 12 Dec. 2013.
Goett, Jennifer A., and Kenneth E. Foote. "Cultivating Student Research And Study Skills In Web-Based Learning Environments." Journal Of Geography In Higher Education24.1 (2000): 92-99. Academic Search Premier. Web. 17 Dec. 2013.
"LASSI (Learning and Study Strategies Inventory)." H & H Publishing. H & H Publishing, 2013. Web. 16 Dec. 2013.
Richardson, Judy S., Valerie J. Robnolt, and Joan A. Rhodes. "A History Of Study Skills: Not Hot, But Not Forgotten." Reading Improvement 47.2 (2010): 111-123. OmniFile Full Text Select (H.W. Wilson). Web. 16 Dec.
2013.
"Study Behavior Inventory." Glendale Community College. Glendale Community College, 3 Feb. 2010. Web. 16 Dec. 2013.
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