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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.ppt8/14/2019 PROFESIONALISME GURU- 9 STRATEGIES FOR INCREASING STUDENT SUCCESS
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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=questionnaire8/14/2019 PROFESIONALISME GURU- 9 STRATEGIES FOR INCREASING STUDENT SUCCESS
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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.htmTop Related