STRATEGIES FOR SUCCESS:
INTEGRATING EFFECTIVE STUDY SKILLS INTO
DEVELOPMENTAL MATHEMATICS
MDTP Users Conference
California State University Fullerton
January 2012
Lynn Marecek
MaryAnne Anthony-Smith
Santa Ana College
IF THEY ONLY KNEW………
…WHAT IT TAKES TO BE SUCCESSFUL!
 What
skills do you want your students to
have as they enter your classroom?
TAKE A PRO-ACTIVE APPROACH
 We
can either grumble….
….OR we can do something about it!
 We
believe math content is not 100%
of a developmental math course!
OUR CHARGE IS TO DO SOMETHING!

California Basic Skills Initiative

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Developmental courses/programs implement
effective curricula and practices for development of
study skills.
Developmental education focuses on self-directed
learning, with students engaged in actively assessing
and monitoring their own motivation and learning.
AMATYC Standards

The curriculum of developmental mathematics
programs should…develop students’ study skills…to
enable them to be successful in other courses and in
their careers.
STRATEGIES FOR SUCCESS
 Activities
designed to help students develop
effective study skills

“Meta-cognitive self-assessments”
 Worksheets
with teacher instructions
Printed worksheets
 Electronic versions using Online Assessment
System (OAS)

STRATEGIES FOR SUCCESS

Integral part of our developmental mathematics
courses at SAC

Prealgebra (Math N48)
Integrated throughout our Foundations of Algebra
manuscript
 Every exercise set starts with a Strategy for Success – part
of every homework assignment


Elementary Algebra (Math 060)
Strategies for Success bundled with all Elementary Algebra
texts this semester
 PLC to support teachers
 Suggested schedule of use


Intermediate Algebra (Math 081)

Directed Learning Activities in Math Center
HISTORY OF THIS PROJECT
 Recognized
strong need in our lowest level
courses
 Developed
 Shared
pieces over our teaching careers
often with other faculty
CREATED SO THAT TEACHERS CAN…
 Use
each activity confidently
Needs little preparation
 Gives background information
 Is easy to grade

 Integrate
the Strategies into their
course without using much class time
 Get
feedback, summary, grading easily
using the OAS
TEACHER SUPPORT
 Teacher



page for each Strategy
rationale
directions for use
suggestions for timing in the course
 Teacher
Manual available electronically
at foundationsofalgebra.com
 Teachers
can seamlessly incorporate
study skills in classes


easily
confidently
CREATED SO THAT STUDENTS WILL…
 Be
actively engaged
 Constantly
 Gain
self-reflect
valuable insights
 Usually
‘get it’ without teacher input
 Be
able to do the activities easily on their
own
 Recognize
benefit received from time spent
HOW DO WE USE THEM?

In-class activities
Warm-ups
 ‘Ticket out the door’
 ‘Sandwich’ around breaktime
 Group activities


Homework assignments


Debrief in class
Directed Learning Activities (DLAs)
One per week
 Online - electronic format makes teacher feedback
easy


Grading? for completion
STRATEGIES FOR SUCCESS DO THEY MAKE A DIFFERENCE?

SAC Spring 2011 data

Prealgebra, Elementary Algebra, Intermediate
Algebra
14 sections taught by PLC participants
 51 sections taught by other instructors
 Total n= 2375 students


Success rates higher (A, B, C, Pass)
PLC sections – 53.8%
 Other sections – 46.2%


Withdrawal rates lower
PLC sections – 20.3%
 Other sections – 29.6%

STRATEGIES FOR SUCCESS
SAMPLE ACTIVITIES

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Excuses! Excuses!
On Time and Ready to Go!
Homework Skills
Test Taking Skills
Mid-term Check-up
Test Analysis
Goals
EXCUSES! EXCUSES!
Math teachers hear all sorts of excuses from their students for not
fully completing class assignments. Let’s look at some of the most
common excuses. For each excuse listed below:
(a) explain why this is not a valid excuse.
(b) describe what a successful student would do in this situation.
1) “I don’t have my homework because I was absent.”
2) “I don’t have my homework because I don’t have a book.
3) “I did not finish the assignment. I forgot about it!”
4) “I left my homework paper at home.”
5) “I didn’t do the chapter review/chapter test assignment. Can I do
it after I take the test?”
6) “I was absent—did you do anything important?”
ANNIE’S WAY - EXCUSES! EXCUSES!
ADAPTED FOR A HIGH SCHOOL ENGLISH CLASS
English class, Fallbrook HS
 Situation

Due date of long-term group assignment
 No group had its presentation ready
 Students spent class period writing letters to teacher
explaining their ‘reasons’

Phone call – “Mom! What should I do?”
 Adaptation – next day in class

Annie used ELMO to show selected ‘excuses’
 Class discussion of why each excuse was not valid
and what a successful student would do

GROUP WORK
 Each
group has a different activity
On Time and Ready to Go!
 Homework Skills
 Test Taking Skills
 Mid-term Check-up

 Each
person in the group–think about how
your ‘typical student’ would answer the
questions
GROUP DISCUSSION
 Describe
 What
your activity.
did you like best about the activity?
 How
might you adapt this activity for your
class?
 Other
comments?
TWO MORE STRATEGIES
FIRST…
 Test
Analysis

Students analyze causes of point loss

3 causes

Unprepared

Concept error

Careless error

“What does this tell you about yourself?”

How to ‘fix’ it
TWO MORE STRATEGIES
SECOND…
 Goals

With ‘To the Instructor’ page
Rationale
 Timing
 Anticipated effects on students
 Splitting the worksheet


Addresses motivation

Anticipate barriers, plan for overcoming them

Provides good opportunity to highlight Student
Services
ADDITIONAL USES
 Higher
level courses
 Directed
Learning Activities
 Assessing
 Focusing
Student Learning Outcomes
student responsibilities
TEACHER COMMENTS

“These activities really set the students up for
success.”

“Students [had] ‘aha’ moments where they realized
they had more control over their education than they
thought.”

“I knew what some of their “issues” were and how I
could best help them in class”
TEACHER COMMENTS

“… are vital for students just beginning their study
of math.”

“Even did some in my other classes because I liked
them so much. ”

“It gave me insight into my students”

“I definitely plan to use these next semester.”
STUDENT COMMENTS
What was the best part of these activities?

“These study skills are great! Not only for math but for
all other classes”



“You had a chance to really challenge your goals and
achieve your dreams”
“They help you think about what you really want and
why we are here”
“It helped me understand my weaknesses and my
strengths”
STUDENT COMMENTS
……. the best part of these activities?

“You get to see how you work & what things can be
done differently to get you to better yourself”

“They helped my brain to work better, smarter”

“It made us realize it by writing it down”

“It prepared you ahead of time”

“It helps you evaluate yourself”

“Setting a positive mind-frame for life”
STUDENT COMMENTS
….. the best part of these activities?

“Being able to work with other people”

“Shows you what you need to improve on”

“That you believe in yourself that you really can pass
this class”

“They help you understand”

“Helped more on the homework”

“It helped get me ready for the test”

“That you were concerned, cared”
STUDENT COMMENTS
What was the worst part of these activities?

“Sometimes, I couldn’t get the answer”

“I didn’t like them because I had to work”

“Time consuming but made me think.”

“Maybe study too much”
STRATEGIES FOR SUCCESS
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Syllabus Search
Notebook Preparation
Reading the Textbook
Autobiography
On Time and Ready to Go!
Test Preparation
Test Stress Reduction
Test Taking Skills
Post Test Check Up
Test Analysis
Successful Student Behavior
Textbook Tour
Time Management
Homework Skills
Mid-Term Check up
Attendance
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Study Group
Goals
Thoughts in Charge
Neutralize Negative Thoughts
Intervention Strategies for Negative
Thoughts
Can you Hear Me Now?
A Gift to Yourself
Math Plan
The End is in Sight
Excuses! Excuses!
Support from Family and Friends
Stay on Campus-Stay on Task!
Final Exam Prep
Grade Check Up
Look Back, Look Forward
Reward Yourself!
YOUR TURN

What is the biggest concern you have about
integrating study skills in your class?
TIME TO COMMIT!

Which Strategy for Success will you try first?
TEACHER RESOURCES
For more information email:
marecek_lynn@sac.edu
anthony_maryanne@sac.edu
Go to:
www.foundationsofalgebra.com
www.pearsonhighered.com