STUDY SKILLS FOR STUDENT SUCCESS
IN A REDESIGNED COURSE
CMC3-South
March 1, 2014
Lynn Marecek
MaryAnne Anthony-Smith
WHAT DOES IT TAKE TO SUCCEED IN
COLLEGE?
 What
study skills are necessary for
success in ‘traditional’ classes?
(blue card)
 What
unique study skills are necessary
for success in redesigned courses?
(pink card)
TAKE A PRO-ACTIVE APPROACH
We can either grumble….
….OR we can do something about it!
OUR CHARGE IS TO DO SOMETHING!

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.
California Basic Skills Initiative

Developmental courses/programs implement
effective curricula and practices for development of
study skills.
WHAT ARE
“STRATEGIES FOR SUCCESS”?
 Activities
designed to help students develop
effective study skills

“Meta-cognitive self-assessments”
 Worksheets
Printed worksheets
 Electronic versions

Online Assessment System (OAS)
 MyMathLab

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
CREATED SO THAT TEACHERS CAN…
 Use
each activity confidently with little
preparation
 Integrate
the Strategies into their
course without using much class time
 Grade
them easily and quickly
TEACHER SUPPORT
 Teacher

Manual available electronically
Teacher page for each Strategy
rationale
 directions for use
 suggestions for timing in the course

 Teachers
can seamlessly incorporate
study skills in classes
 Videos
are available to introduce each
activity
GOALS
GOALS
Video is available to introduce the activity
to students working in an online homework
environment
HISTORY OF THIS PROJECT
 Recognized
strong need in our lowest level
courses
 Developed
 Shared
pieces over our teaching careers
often with other faculty
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 Elementary Algebra
texts
 Suggested schedule of use


Intermediate Algebra (Math 081)

Directed Learning Activities in Math Center
STRATEGIES FOR SUCCESS:
NEW ACTIVITIES
Taking Notes Part I—Notes from Reading the Text
 Taking Notes Part II—Notes from Online Exercises
 Know Where You Stand
 Email Etiquette
 Time Management Part II—Managing Your
Schedule for the Term
 Help!
 Preparing to Get Help
 Excuses! Excuses! Online Homework Version

TAKING NOTES PART I—NOTES
FROM READING THE TEXT
When I take notes from my math e-book,…
a) I take notes on paper so that I can use
them without going back to the e-book.
b) I label my notes with the section number
and title at the top of the page to help me
keep organized.
c) I use the ‘highlight’ feature of the e-book
so it is easy to find important concepts
and ideas.
d) I write important concepts and ideas to
remind me of the topics covered.
e) I copy the definitions and formulas so
that I can refer to them when doing the
exercises.
f) I list the steps of important procedures.
g) I work examples to make sure I
understand all the steps.
h) I label examples with the section
number and problem number so I know
where they came from.
i) I note places where I don’t fully
understand so I can ask my instructor.
j) I use the ‘pushpin’ feature of the e-book
to note place I want to return to.
k) I list page numbers of portions I want to
re-read to help me find them easily.
l) I make comments to remind me of how
new concepts relate to concepts I have
already learned.
Always
Sometimes
Never
TAKING NOTES PART II—NOTES
FROM ONLINE EXERCISES
When I do online exercises, I,…
a) copy the problem onto my paper so that I can refer to
it later.
b) label each problem with section and problem number
so that I know where it came from.
c) note which section objective the exercise relates to so
that I know how the exercise fits into the big picture.
d) write all my work neatly so that I can review it when
I do a similar exercise or when I study for the test.
e) file my homework papers in a folder or notebook so
that I know where to find them.
f) keep my homework papers for each chapter (or unit)
for future reference, at least until I have finished the
test for that chapter.
Always
Sometimes
Never
KNOW WHERE YOU STAND

Accessing your recorded grade




Do you know your current grade in this course?
Is your current grade for this course available online?
How often do you have access to your updated grade? Is
it available 24/7, weekly, at your instructor’s choice, or
some other time frame?
Describe step-by-step the process you would follow to
access your grade, as if you are telling your classmate
how to do it.
Tracking

your grades
Analyzing your grade
EMAIL ETIQUETTE
 Your

email address
“Do you think your email address presents a
professional image of yourself as a successful college
student? Why or why not?”
 Emailing


your instructor
Appropriate greetings
What the message should/should not include
 Submitting
assignments via email
 Organizing your emails
TIME MANAGEMENT PART II –
MANAGING YOUR SCHEDULE FOR THE TERM

Time management goals





Part 1 – managing your schedule for the week


Plan time for classes, homework, and studying
Meet all commitments
Avoid scheduling conflicts
Identify times available for doctor’s appointments, etc.
Classes, job, basic needs, family duties, study time
Part 2 – managing your schedule for the term





Holidays and breaks (reference college’s academic calendar)
Due dates for assignments, projects, etc.
Dates of scheduled tests and final exams
Registration for next term
Life events
HELP!

Getting Help
Source
Yes
No
a) Teacher
b) Math Center with Computers
c) Drop-in Tutoring Center
d) Tutoring Center by appointment
e) Supplemental Instruction Workshop
f) Classmates
g) Study group
h) Online class discussion board
i) On-line chat room
j) Private tutor
k) Family
l) Friends

Location, contact information, hours of
operation for each resource
PREPARING TO GET HELP
PREPARING TO GET HELP
 Knowing
good help when you find it!
The tutor…
a) asks to see my work on the problem to find out where I got stuck.
b) diagnoses my weakness and difficulties.
c) laughs at my mistakes.
d) models good problem solving strategies so I learn to use them too.
e) asks to see my class notes.
f) asks what method my teacher demonstrated.
g) just gives me the answer.
h) explains the concepts until I understand them.
i) leads me through some examples.
j) has me try problems on my own.
k) does all the work for me.
l) shows me ‘shortcuts’ but doesn’t explain the math behind them.
m) makes sure I understand a problem by asking me to explain how I
did it.
n) builds my confidence.
Yes
No
EXCUSES! EXCUSES!
ONLINE HOMEWORK VERSION
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 tried to complete the assignment, but the computer
wouldn’t let me access it!!”
2.
“I can’t do any more online homework because my roommate moved out and cancelled the internet.”
”I was stuck on one problem and I couldn’t go on because it
took you too long to answer my email.”
“I got shut out of the assignment I was working on when
the time passed the deadline.”
“I kept typing in the right answer but the computer
marked me wrong.”
3.
4.
5.
HOW HAVE WE USED THEM IN OUR
TRADITIONAL CLASSES?
 In-class




activities
Warm-ups
‘Ticket out the door’
‘Sandwich’ around
breaktime
Group activities
 Homework

Debrief in class
 Directed
Learning
Activities (DLAs)


One per week
Online - electronic
format makes
teacher feedback
easy
 Grading?

For completion
HOW DO YOU ENVISION USING
THEM IN YOUR NON-TRADITIONAL
CLASSES?
 Small
group discussion
 Feedback
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


Increased success rates and decreased
withdrawal rates
Success rates 16% higher
 Withdrawal rates 31% lower

YOUR TURN TO BRAINSTORM!
 Think
about your students. What is one
behavior or study skill you would like
them to improve?
YOUR TURN TO BRAINSTORM!
 Think
about your students. What is one
behavior or study skill you would like
them to improve?
 What
kind of activity might you design to
address this? How could you get students
to reflect on their behavior and recognize
the need for improvement?
STRATEGIES FOR SUCCESS
















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
















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!
TEACHER COMMENTS
 “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”
 “Even
did some in my other classes because
I liked them so much. ”
STUDENT COMMENTS
What was the best part of these activities?



“They help you think about what you really want
and why we are here”
“It helped me understand my weaknesses and my
strengths”
“You get to see how you work & what things can be
done differently to get you to better yourself”

“That you believe in yourself that you really can
pass this class”
YOUR CONCERNS
What is the biggest concern you have about
integrating study skills in your class?
FOR MORE INFORMATION

marecek_lynn@sac.edu

anthony_maryanne@sac.edu