Register now to access 7 million high quality study materials (What's Course Hero?) Course Hero is the premier provider of high quality online educational resources. With millions of study documents, online tutors, digital flashcards and free courseware, Course Hero is helping students learn more efficiently and effectively. Whether you're interested in exploring new subjects or mastering key topics for your next exam, Course Hero has the tools you need to achieve your goals.

74 Pages

F11 Day35 Final Review(1)

Course: EDP 310, Fall 2011
School: University of Texas
Rating:

Word Count: 3169

Document Preview

Unformatted Document Excerpt

Coursehero >> Texas >> University of Texas >> EDP 310

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

will Where you go from here? EDP 310 Individual Learning Skills Final exam When: Dec. 9 (Friday). 7 9 pm Where: Student Activity Center Room 1.402 (Large auditorium on the first floor) Need any accommodations? Test-taking strategies Overlearn Prepare thoroughly Write down your name and Bubble correctly Read questions very carefully Try to find the purpose of the question and figure out the instructors' intent Be very careful about MOST/ BEST/ LEAST/ NOT, etc. Circle them. Wait! Before you leave, check all the answers again! Gregory Gym Enter Auditorium Here Checking points Extra credit By 11:59 pm today to send me a video clip from YouTube which is relevant to the course content Any late assignments? Mandatory office hour meeting? objectives Review for the final exam Please, remember this is not everything you should know for the final. You may utilize the learning objectives, the LASSI modules, your note, a peer's note, PPTs, assigned readings. I know... almost everything! You will see lots of integration items. Wrap-up! How have you been doing throughout this semester? Where do you go from here? Course evaluation Instructor: Ji-Eun Lee Unique # 10265 Course: EDP 310 Date: December 2, 2011 The 4 characteristics of a strategic learner Know how to set goals Actively manage their own learning And take responsibility for reaching those goals Use effective strategies by monitoring progress towards those goals and know how to use them efficiently "I've failed over and over again in my life and that is why I succeed." ~Michael Jordan Basketball Legend Learn from their mistakes Slavin, 2006 Long-term Memory Retrieval External Stimulus Sensory Register Initial Processing Rehearsal and coding Forgotten Working or Short-term Memory Forgotten Repetition In fo rm a tio n P ro c e s s ing S tra te g ie s R e h e a rs a l Firs tLe tte r Me th o d o f Lo c i Link Method Story Method Ela b o ra tio n Associate old with new Visualize it Paraphrase and Summarize Create Analogies Apply it Teach it to Someone Else O rg a niza tio n Divid e it up Find th e Hie ra rc h y C la s s ify & C a te g o rize Dia g ra m & O utline Rhymes & Tunes Fluent: Think "being fluent in INP strategies"; the more strategies you know, the more fluent you are in this language Think "stretching across all CATegories"; you know strategies in all 3 categories Flexible: R E O Fluent - knowing many of the same type of strategies Example: My Fluency Score = 6 Strategies I use all the Strategies I use time Mnemonics R R sometimes E Strategies I use only rarely ideas Summarize the main *FirstLetter Method *Story Method Make a mental picture E R E Use a familiar tune and make up a song with the important facts Creating Analogies Flexible - knowing different types of strategies My Flexibility Score = 3 Example: Strategies I use all the Strategies I use time Mnemonics Strategies I use only rarely ideas sometimes R R E *FirstLetter Method Make up a song already know E Make a mental picture E Summarize the main Connect new info. to what I O Diagram the info. Knowing a number of strategies (fluency) in a number of different categories (flexibility) will enable you to be a strategic learner. Why Self-Test? There are two reasons Allows you to identify concepts that you are having trouble understanding or remembering Allows you to be pro-active; you can work to solve your problems before it's too late! General Self-Testing Strategies Paraphrasing Self-questioning Applying ideas to your own life Using pre-questions or objectives Establish Sub-goals Teach the material to someone else Make Your Goals Useful (1) Specific and (2) Measurable need to know exactly what success will look like I will get a 1600 or 2400 on my SATs. I will lose 10 pounds in a week. I will get a job upon graduation. (3) Challenging and (4) Realistic not too hard or too easy (5) Stated Start and (6) Completion Date timeline helps you check your progress Types of Triggering Events Unconfirmed Expectations Information leaves us hanging our guessing Ideas may not be fully developed or may contradict what we think we already know Strategies Check for internal consistency Check for external consistency Unfamiliar Information Something we don't know or haven't seen before Strategies Ignore the obstacle and go on Reread the current sentence Reread the previous context Adjust your reading speed Form a tentative (temporary) hypothesis Go to an expert source dictionary, professor Triggering Events - Review Unconfirmed expectations Checking for internal consistency Checking for external consistency Unfamiliar information Reread Form a tentative hypothesis Go to an expert T h e Mo d e l o f S tra te g ic Le a rning Skill Learner Will SelfRegulation Mic ro le ve l Ma c ro le ve l Systematic Approach T h e Mo d e l o f S tra te g ic Le a rning Skill 5 types of Knowledge Learner Will SelfRegulation Systematic Approach Self Subject Matter Academic Env. Future Context Knowledge of... Self Learning Strategies Subject Matter Acad. Environment Future Context Learning Strategies Knowledge of Self Knowledge of self as a learner; knowing about ourselves can help us allocate our personal resources (strengths, skills, challenges) more effectively "If you do not tell the truth about yourself, you cannot tell it about other people." ~Virgina Woolf Knowledge of Subject Matter What kind of prior knowledge do you have? Consider the memory continuum Example: Alice is taking Intro to Psychology. She is a Business major and this is her first Psych course. Jasper is taking Advanced Seminar in Motivational Theory. He took Intro to Psychology last semester. Who will experience the greater academic challenge? Why? Knowledge of Learning Strategies What you know about making new information meaningful so that you can understand and remember it. Flexibility & Fluency Examples: Outlining Infor matio n Pro Paraphrasing cess ing Summarizing Making flashcards Establishing subgoals Studying in groups or with partners Diagramming or creating other types of graphics g Teaching the material to someone else tin es Selfquestioning f- T l Se Comparing/contrasting Drawing inferences Applying new knowledge to your life Knowledge of the Academic Environment Awareness of how factors in your life affect your learning/ studying Approaching learning experiences with curiosity Identifying resources Understanding limitations How do the things you can't control affect you? Teacher beliefs/Expectations Assigned learning activity (Nature of the task) Available resources Social context and support Knowledge of Future Contexts Your understanding of how your learning could be useful for you in the future Think about your personal, social, academic, and work/occupational goals and how what you are learning might help you achieve those goals in various future contexts Cultivates motivation for courses and assignments which seem disconnected from interests or goals Self-Regulation Micro level specific processes limited to specific tasks Examples Macro level broad, multi-step processes applied over time Examples comprehension monitoring when you read stress management when taking a test monitoring breathing while swimming managing your time using the Systematic Approach training to become an Olympic swimmer What's the difference between Formatively Evaluating and Summatively Evaluating? Motivation vs. Attitude Attitude=your mindset and general outlook toward succeeding in college (broader, focused on content) ex) I think college is important for my future. ex) Individual learning skill courses are boring. Motivation=your willingness, diligence, and selfdiscipline (more specific, focused on doing) ex) I attend classes because I think it is really important Beliefs Enablinghelp us work toward accomplishing our goals Selfsabotagingdiscourage us from working at a learning activity because we are convinced or worried that we really can't do it Belief content, however, is neutral People who harbor enabling beliefs are: more strategic in studying, persist longer in the face of challenges, use more effective learning strategies, more encouraged to complete tasks Selfefficacy Defined: An important category of enabling/ selfsabotaging beliefs; it refers to how efficacious (successful) we think we can be in a specific situation It is your belief or CONFIDENCE that you can succeed at a specific task Example: "I feel good about my understanding of Spanish verb tenses." or "I feel like I am going to win my upcoming swim meet." Selfefficacy = High expectations = Positive mindset Selfefficacy = Low expectations = Selfsabotage 4 factors influencing selfefficacy 1. Past experiences and failures with similar tasks Coping mechanisms? What are the dangers of vicarious experience? Examples? What are the dangers of verbal persuasion? 2. Vicarious experienceobserving how successful others are at performing the task 3. Verbal persuasionthe influence of what others say to us 4. Physiological/affective states Self-Efficacy's Effects HIGH Self-Efficacy LOW Self-Efficacy easy activities little effort (why bother?) easily give up stick to more rehearsal strategies thinking "I can't really make much sense of this material anyway." procrastinate Choice of Activity Effort challenging activities lots of effort when the going gets tough Perseverance willing to stick with it Use of Strategies select best strategies for the task good time management Planfulness Attribution Beliefs the reasons you have for why you were successful or not in the past How do you finish these sentences Let's Brainstorm What are all the things you can think of that might affect your performance on a test? "I did well on that because..." or "I did not do well on that because..." Motivation Attributions: refer to our reasons or explanations for why something occurs or why we have or have not successfully completed an academic task Internal/External: Do our attributions refer to things that are internal to us or external to us? Controllable/Uncontrollable: Do our reasons refer to things that we can control or things that we can't control? Characteristics of Attributions External (in the learning environment) study environment teacher innate ability nature of the test luck Internal (within you) acquired ability effort Controllable Uncontrollabl e Goal Setting categories: Four personal, academic, social, work/occupational Personal-relates only to you, not your social relationships, school, or work Example: Wanting to lose weight Academic-relates to you as a college student Example: Attend every class Social-focuses on you and your relationships with other people Example: Spend more time with friends Example: Get a high paying job upon graduation Work/Occupational-relates to your future jobs or careers Achievement Goal Orientations Mastery goals-pursue competence by developing and improving their ability; engaged in a task for the purpose of learning Performance goals-pursue competence by demonstrating their ability; engaged in a task for the purpose of outperforming others 2 types of performance goals: approach and avoidance Mastery v. Performance Orientation Mastery Intrinsic motivation Adaptive learning patterns More like to use elaborate learning strategies Show high performance Greater persistence Performance Extrinsic motivation Maladaptive learning patterns Use superficial learning strategies Show lower levels of performance More likely to withdraw T h e Mo d e l o f S tra te g ic Le a rning Academic Environment Resources Teacher Beliefs & Expectations Nature of the Academic Task Social Context & Support -Help Seeking Help-Seeking The degree to which you seek academic help. AND how strategic you are when seeking help. 3 types of help-seeking behaviors Avoidant Help-Seeking Executive Help-Seeking Instrumental Help-Seeking Could you see any relationship between types of HS and 3 kinds of AGO? Avoidant Help-Seeking Executive Help-Seeking Instrumental Help-Seeking Mastery Goal Orientation Performance approach Performance avoidance Time Macro level-time management is an ongoing process of planning, implementing, and evaluating PLANNING Example: Create a master calendar or "to-do list" IMPLEMENTING EVALUATING Making corrections to schedule and learn from mistakes Example: Based on your last test grade, you may realize studying chemistry for 3 hours a week is insufficient and need to adjust your schedule to accommodate a 6 hour study session Micro level management- a moment to moment monitoring of time utilizing awareness, reflection, and control AWARENESS Example-You have a lot of homework due tomorrow and it's taking longer than expected, but you have social plans in a few hours Finding solutions for arising issues Make a decision; implement your solution REFLECTION CONTROL Time Management Strategies Using a Master Calendar Using a To-Do List Establishing a Routine Set Useful Goals Study on the Run Just Say "No" (to time wasters, "expensive" people, and drugs) Cost/ Benefit Analysis Procrastination Reasons For Procrastination Perfectionism Inappropriate commitments Perception of the job as being too big Belief that you work better under pressure Procrastination Reasons For Procrastination Perfectionism Inappropriate commitments Perception of the job as being too big Belief that you work better under pressure Procrastination Elimination Strategies Reinforcement Reminders Bits and Pieces Five-minute Plan Face the Music Study Aids The study aids you choose should be based on your _______ Example ~ GOALS reading a chapter that will be covered on an exam vs. reading a supplemental article that a professor recommended Resources Libraries Tutoring centers Study groups Labs Additional readings Office hours Notes from peers Learning Skills Centers Writing Center Career Exploration Center What types of Study Aids are there? notes charts graphs summaries outlines highlighting/underlining flashcards graphic organizers study groups Which Study Aids have you tried? What type of Study Aids work best for you? When to use Study Aids BEFORE DURING Students should use study aids ________ , ________ , and ________ reading. AFTE Purpose of using pre-reading study aids: activate prior knowledge - allowing us to make connections between new info and things we already know helps us identify the main ideas and relationships among the different topics R Bloom's Taxonomy Knowledge: Define, label, match Comprehension: Explain, illustrate, summarize Application: Apply, predict, solve Analysis: Analyze, discriminate, determine Synthesis: Integrate, combine, propose Evaluation: Appraise, contrast, assess 3 parts to test-taking Preparing before the test (studying, reviewing) Taking the test Post-test strategies Pre-test taking strategies Test prep includes 1) knowing about the type of test you will be taking, 2) knowing about and selecting appropriate study methods, and (Notes/PPT/Learning objectives) : Most successful students check the learning objectives first and try to come up with answers to each objective. 3) learning the material in a way that will facilitate remembering the material and using it at a later time. During the test strategies Pace yourself Keep a positive attitude Decide what's worth the most points and start there (essays v. multiple choice) It's okay to ask professors about the format of your exam and how much items will be worth Read questions CAREFULLY (Tell "describe," "name," and "define") Start with what you know and build confidence Essay questions Read very carefully (Requirements?) Bring up the main points you have to write (Brainstorming, jotting down in the margin, outlining and planning) Definitions/ key terms Write any ideas related to the question in the margin if you are stuck Multiple Choice Read the questions and try to respond without consulting the answer choices Cross out multiple choice response distracters Finally, make sure you have bubbled in your answers correctly. Post-test taking strategies Listen to and heed exam feedback Visit office hours if you are unclear on anything Notice if the mistakes you made seem to be a pattern for you and ACT ON THEM Keep your cool when discussing exam grades with professors and TAs! Concentration Concentration=Limited amount of capacity!!! We can only concentrate on a limited number of things at once and we can hold only +/ 7 chunks of information in our shortterm memory at once This is why cramming for a test isn't the most effective study method The Role of Attention roommate reading TV attention CONCENTRATIO N Processing capacity versus distractions Environment, attention, concentration What might be some things that could distract you when you are trying to complete a reading assignment? Directing attention, maintaining or redirecting concentration It's not hard to begin, but it requires active effort to maintain Falls under self-regulation in the Model of Strategic Learning Remember, any time we are trying to manage our own learning in pursuit of some goal, there are 3 steps for self-regulation (ARC) 1. Awareness 2. Reflection 3. Control Concentration and goals Sometimes we have trouble convincing ourselves that what we are studying is important or interesting. Having a hard time concentrating? Develop an interest in what you are studying Set a goal Setting a goal helps define what we want to get done and determines when we have achieved it. Model of strategic learning Concentration is under self-regulation; let's look at the integration of the model concepts WILL + SELF-REGULATION How is your concentration affected in class for which you have a goal of earning an "A" versus a class that you simply want to pass? How will only having 2 hours to study affect your concentration versus having 2 days to study? If you have poor note-taking strategies and are experiencing trouble selecting main ideas in a lecture, how will your concentration in class be affected? ACADEMIC ENVIRONMENT + SELF-REGULATION SKILL + SELF-REGULATION Reading is a constructive process... AUTHOR READER Prior knowledge Expectations Opinions and biases Target audience Level of complexity Format Text features TEXT Goals Learning Strategies Concentration Comprehension Monitoring Prior knowledge Expectations Opinions and biases When we read, it is the INTERACTION among the author, reader, and text. Reading Strategies Overview Pre-reading be intentional During reading monitor your comprehension Post-reading check your understanding Reading Strategies Pre-reading strategies Provide an effective way to activate the knowledge and make the reading more meaningful Help you determine your goal for the reading or listening task For example, skimming a chapter is useful because it increases your prior knowledge, especially in the case of completely new information exposure. It helps us decide which strategies we will need to supplement our learning, questions we may have, or resource we may need. Other options: Perusing syllabus for purpose, Establish your own goal for the reading assignment, Develop questions to be answered while reading During Reading Strategies Look for main ideas and supporting details Ask yourself questions to check for understanding Use a highlighter Take notes in outline form Use strategies for acquiring knowledge (e.g., paraphrasing, summarizing). Reading StrategiesAfter Reading You forget approximately 90% of new material within the space of 24 hours Summarize what you have read in your own words Identify the main idea of the assignment and at least three supporting points Try to answer, "How does this fit with what I already know?" and, "How does this change what I thought I knew?" See if your pre-reading questions were answered Write some "typical" test questions See what comes next in the syllabus Teach the information to someone else Think of questions that the chapter doesn't answer. Introduction to note-taking Note-taking = Skill component of the MSL, but it is influenced by all of the topics that have already been covered Ex.: How do the academic environment, goals, and concentration relate to notetaking? There is no single correct way of taking notes It might initially seem harder to adopt new methods of note-taking, but (similar to everything else we have learned) it will ultimately be easier for you HOW DOES THIS RELATE TO CONCENTRATION? Selecting Main Ideas SMI Definition: Identifying important information for reaching your learning goals Important for what? 3 factors can help you identify main ideas The nature of the academic task Your instructor's expectations Your individual goals Any questions? You guys did a really wonderful job throughout the semester! Thank you so much!

Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

5 Types of Knowledge in Your Courses-4