1. S TUDY S KILLS FOR S TUDENT S UCCESS IN A R EDESIGNED C OURSE AMATYC October 31, 2013 Lynn Marecek MaryAnne Anthony-Smith

2. 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)

3. T AKE A P RO - ACTIVE A PPROACH We can either grumble…. ….OR we can do something about it!

4. O UR 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.

5. W HAT ARE “S TRATEGIES FOR S UCCESS ”? Activities designed to help students develop effective study skills “Meta-cognitive self-assessments” Worksheets Printed worksheets Electronic versions Online Assessment System (OAS) MyMathLab

6. C REATED SO THAT S TUDENTS WILL … Be actively engaged Constantly self-reflect Gain valuable insights Usually ‘get it’ without teacher input Be able to do the activities easily on their own Recognize benefit received from time spent

7. C REATED SO THAT T EACHERS CAN … Use each activity confidently with little preparation Integrate the Strategies into their course without using much class time Grade them easily and quickly

8. T EACHER S UPPORT 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

9. H ISTORY OF THIS P ROJECT Recognized strong need in our lowest level courses Developed pieces over our teaching careers Shared often with other faculty

10. S TRATEGIES FOR S UCCESS 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

11. S TRATEGIES FOR S UCCESS : N EW 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

12. T AKING N OTES P ART I—N OTES FROM R EADING THE T EXT When I take notes from my math e-book,…AlwaysSometimesNever 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.

13. T AKING N OTES P ART II—N OTES FROM O NLINE E XERCISES When I do online exercises, I,…AlwaysSometimesNever 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.

14. K NOW W HERE Y OU S TAND 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

15. E MAIL E TIQUETTE 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

16. T IME MANAGEMENT PART II – MANAGING YOUR SCHEDULE FOR THE TERM Time management goals Plan time for classes, homework, and studying Meet all commitments Avoid scheduling conflicts Identify times available for doctor’s appointments, etc. Part 1 – managing your schedule for the week 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

17. HELP! Getting Help Location, contact information, hours of operation for each resource SourceYesNo 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

18. P REPARING TO GET HELP

19. Knowing good help when you find it! The tutor…YesNo 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.

20. E XCUSES ! E XCUSES ! O NLINE H OMEWORK V ERSION 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 room- mate moved out and cancelled the internet.” 3. ”I was stuck on one problem and I couldn’t go on because it took you too long to answer my email.” 4. “I got shut out of the assignment I was working on when the time passed the deadline.” 5. “I kept typing in the right answer but the computer marked me wrong.”

21. H OW 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

22. HOW DO YOU ENVISION USING THEM IN YOUR NON - TRADITIONAL CLASSES ? Small group discussion Feedback

23. 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

24. Y OUR TURN TO B RAINSTORM ! 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?

25. S TRATEGIES FOR S UCCESS 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! Support from Family and Friends Stay on Campus-Stay on Task! Final Exam Prep Grade Check Up Look Back, Look Forward Reward Yourself!

26. T EACHER C OMMENTS “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. ”

27. S TUDENT C OMMENTS 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”

28. Y OUR C ONCERNS What is the biggest concern you have about integrating study skills in your class?

29. F OR MORE INFORMATION marecek_lynn@sac.edu anthony_maryanne@sac.edu