Student Success Time Management Chapter 2qDO YOU WANT TO BE AN ACADEMIC SUCCESS?qWHAT MAKES A STUDENT SUCCESSFUL?Source: http:/www.reach.louisville.edu/seminars/ppt/timeManagement.ppt#270,7,HOW TO BE A COLLEGE STUDENTCollege: New ExpectationsnCollege is NOT like being in High SchoolnYou are responsible for the following:qAttending class all the time and being on timeqMaking sure you purchase books for your coursesqCompleting assignments on timeqConducting yourself respectfully and treating others respectfully, in and out of the classroomqAsking questions when you dont understand or need further assistanceqKnowing your rights and responsibilities as a college studentn1. Assess your prioritiesn2. Get print-out of your schedulen3. Know important deadlinesn4. Make a scheduled appointment to see a counselor to do an educational plann5. Take advantage of resources and servicesn6. Get to know your instructorsn7. Monitor your progress during the semestern8. Interact with classmates, form study groupsn9. Get involved on campusn10. Get a printout of your grades once semester ends10 Tips for SuccessStudent SuccessnTime-management qThe choices about how you spend your time are importantqHow can you plan your schedule and manage your time?qAsk yourself the following questions:TIMEMANAGEMENTHow to manage classes, work, and friends successfullyTime Managementn1. How many hours a week will you be working?n2. How many units do you plan on enrolling?n3. How many hours a week do you plan on studying?n4. What other priorities take up time in your schedule?Time ManagementqIF YOU WORKTAKE NO MORE THANn40 hours/wk6 credit hoursn30 hours/wk9 credit hoursn20 hours/wk12 credit hoursn5-15 hours/wk14-16 credit hoursq1 credit hour equals one hour in class or lab a weekqFor every 1 credit hour of class, plan on studying 2-3 hours for that classq12 credit hours is considered “full-time” enrollmentLearning ObjectivesnUpon completion of this lesson the student will be able to:videntify personal, academic, and career goalsvprioritize items for efficient and effective use of timevbuild study time into the weekly schedulevsay “NO!” to activities/commitments that derail academic plansvwork the schedule as planned.TIME MANAGEMENT QUESTIONNAIRECheck YES or NO for each of the items regarding your management of time. YES NO 1. Do you often find yourself doing things that interfere with your schoolwork simply because you hate to say no to people? 2. Do you feel that you are in charge of your own time by and large? 3. On an average class day do you spend more time with personal grooming than with school work? 4. Do you believe that there is room for improvement in the way you manage time? 5. Do you set and honor priorities? 6. Do you make a list of the things you have to do each day? 7. Do you make constructive use of your time? 8. Do you continue pursuing unprofitable study routines or habits? 9. Do you have a set of goals for the entire semester? 10. Are you still working on an assignment the night before it is due? 11. Do you regularly review for your class even when a test is not imminent?Time Management Questionnaire - 2ANALYSIS1. If you answered “Yes”, break yourself of this practice. Give a higher priority to your schoolwork! Who can you expect to honor your commitment to your schoolwork if you dont?2. If “Yes”, great! Stay in the drivers seat! 3. Personal grooming is very important, but remember that there is a time for everything. Often your grades are a true reflection of the amount of time devoted to study. What you get out of a class correlates highly with what you put into it.4. If “Yes”, use the information in this module to help you make the necessary changes, and make up your mind to make the necessary changes!5. If “Yes”, good! If you dont honor your priorities you cannot expect anyone else to! 6. The busier you are the more important it is for you to make lists. Without a list (or schedule) it is too easy to forget. You are a human, not a computer, so you will forget something at some time!7. It is so easy to procrastinate, so be sure that you can account for your time! 8. If something isnt working it is senseless to continue using it! 9. It is necessary that we know where were going . Goals help us keep our eyes on the prize. 10. If “Yes”, work on time management and priorities. Distributed study will prevent this.11. To get the most from a class, review on a regular basis. This helps you better understand and internalize the learning.Simplify Your LifenSay “no” to unnecessary commitments (Family/ friends sometimes ask us to do something without thinking. Learn to say “No” and offer alternatives.)nMake and use lists (Making a list is easy, but following it requires self-discipline. Plan your work and work your plan!)nKeep track of important dates-use a calendar (Humans forget, especially if they lead a busy life! Put things in writing to aid your memory.)nOrganize effectively (Discover what makes you most effective and efficient. Stick with it!)nKeep an open mind to change (When a strategy is not working, change it! Try a different approach!)SIMPLIFY YOUR LIFE - 2nSave time when you run errands by doing several in one trip. An ordered list may help.nAt the start of the semester mark all important dates on a “month-at-a-glance” calendar.nMake appointments as soon as possible after you have your schedule of classes. DO NOT schedule appointments for times youre due in class! Write appointments on your calendar. (Dont depend on mom to make appointments for you. You are now an adult, so assume that responsibility for yourself.)nAlways carry some schoolwork with you to make use of “waiting time” to get in extra study. (Concept cards, your textbook, class notes, etc. are always good tools to have with you.)nBe sure to section off your binder (or use a different notebook) for each course as a means of getting-and staying-organized.nPut things back where they belong as soon as you have finished using them. This is a time saver!(Adapted from Beierlein, James G. and Barbara K. Wade, Navigating Your Future. Boston: Houghton-Mifflin, 2002, p. 58.)HOW TO BE A COLLEGE STUDENTPRIORITIZEClasses and study ARE your job! Develop long- and short-term goals to keep you on track.Develop the habits and mindset of an academic (a REAL student) by planning your time to support your new life.TACKLE YOUR CLASSES LIKE A PROFESSIONALLearn the material.Learn the professor.Learn how to manage your attitude, then do it!TACKLE THE MATERIAL LIKE A UNIVERSITY STUDENT Prepare BEFORE you go to class by reading the textbook and reviewing past notes. Be attentive in class-mentally alert, engaged in “active” learning.Take notes, organize information for review.Review regularly, daily. Distribute study.THINK LIKE A UNIVERSITY STUDENTMake connections between disciplines.Keep up with world events.Think critically.Begin networking with other students, organizations, professors, alumni.LOOK AHEAD TO THE HONOR AND RESPONSIBILITY THAT COMES WITH AN ACADEMIC DEGREEENJOY YOUR LIFE AS A UNIVERSITY STUDENTGet involved in campus life whether you live on campus or commute.Broaden your perspectives; make new friends. Set GoalsAcademic Goals: goals related to your role as a studentExample: What grades do you want/need?Social Goals: goals related to you as a social beingExample: How will you connect to the university community?Career/Work Goals: goals related to your ambitions in the world of workExample: Where do you want to be (job-wise) in 10 years?GOAL SETTINGLook at yourself. What are your short-term academic goals?Jot down 2 or 3 of these on the page that follows.What are some of your social (or personal) goals ?Write these down in the proper place on the following page.What are your career goals? Note these in writing.Now examine your goals. Is there any overlapping? (Note: goals should not be isolated, unrelated to anything else. So you will probably notice some overlapping.) THINKING CRITICALLY ABOUT OUR GOALSLook again at your goals. What behaviors are necessary for their achievement ?Jot these down.Now take a good, critical look at yourself.Do you possess these behaviors?If not, what must you do to succeedto achieve your goals?(I must adopt the needed behaviors that are not presently part of my repertoire.)Use SchedulesSchedules help us organize and plan our time. Schedules also keep us on track by reminding us where we need to be or what we planned to do at a particular time. Schedules help us plan our work and they help us work our plan! They help us reduce the amount of procrastination we engage in!Campus (and other) bookstores sell several different kinds of organizers, some of which are spiral bound, some of which are rather costly, some of which are electronic. It doesnt matter what kind of organizer you have or how much you paid for it. The important thing is that you USE it to plan and manage your time.Use the forms that follow to create your schedule. Record due dates and test datesRecord holidays and vacationsRecord birthdays, social events, appointments, study time, etc. S C H E D U L I N GWhen making your schedule, be sure to . . .Prioritize!THEN . . .Write in class timesWrite in work timesWrite in your social, civic, and religious activitiesWrite in tests and quizzesWrite in study time (this does not mean that you study ONLY at these times, but utilize the stray 10 or 15 minutes you find to study, too!)Write in medical, dental, and other appointmentsIf you like to see a month at a glance on a rather large scale, try using a desk or wall calendar in addition to the electronic organizer or planner/scheduler you carry with you.WHEN MAKING A SCHEDULE, BE SURE TO PrioritizeTo prioritize is to rank in order of importance beginning with most importantnUse your day planner (or the schedule form included in this module)n Beginning with the most important, write in:nClassesnAssignmentsnStudy timenOrganization timenWork responsibilitiesnSocial obligationsnFun timeWHEN MAKING A SCHEDULE, BE SURE TO Plan Study TimenWhenever possible, study during the daynQuickly review material after classnSet small goals & deadlines for big projectsnDistribute work on big projectsspread it outnPlan blocks of time to studynUse “distributed study” (Minimum of 15 minutes per subject EVERY DAY) WEEKLY SCHEDULEName_ Time period: _/_ to _/_ _ HourMonday Tuesday Wednesday Thursday Friday Saturday Sunday Comments 7:00_ 8:00_ 9:00_10:00_ 11:00_12:00_ 1:00_ 2:00_ 3:00_ 4:00_ 5:00_CALENDAR: “A Month at a Glance”NOVEMBER 2007SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 1 2 3 4 5 6 7 8 9 10 11 14 15 16 17 18 12 13 19 20 21 22 23 24 25 26 27 28 29 30 Maximize Out-of-class LearningOut-of-class learning includes:reading the assigned material from the textbook, refining and studying your notes from the lecture, researching the topic for additional information, making graphic organizers to clarify and better understand the information, networking with other students in study groups, etc.nMake margin notes as you readnUse note cards, outlines, visual maps, etc. to note main ideas of each chapternMaintain professor contactnUse study groups or partnersnGet tutoring or other academic supportMaximizing Out-of-Class Learning: Textbook ReadingTo maximize out-of-class reading of textbooks, use the SQ4R strategy.S = SURVEY. Get an overview of the material. Note chapter headings, learningobjectives, outline of chapter, introductory paragraph, summary, post-reading questions. Notice how the author organizes the information, too!Q = QUESTION. Turn headings, sub-headings, etc. into questions which you will seek to find answers for as you read.R = READ. Begin reading section-by-section, seeking answers to the questions youraised before beginning to read. Feel free to mark the text as you read, circling important words or concepts, underlining phrases or definitions,writing notes (annotating) in the margin of the text, and so on. R = WRITE. Cut to the chase by pulling out the important information, the “bare bones”the message the author wants you to get. Annotate in themargin, or take notes on your regular note paper. Note definitions, relationships: cause/effect; compare/contrast; names, dates and events;characteristics, traits, features; theories, formulas; examples, etc.R = RECITE. Use your notes (from the above step) to talk through the information. Make associations and connections to better understand your reading.R = REVIEW. Self-test. What do you need to study more? What do you know well?Use this information to guide your distributed study. STUDY AIDS (for maximizing learning)Margin notes (A.k.a. “annotations”)The Geography of JapanPhysical FeaturesJapan is an archipelago , a grouping of islands in an arch shape, which run from north to south from Hokkaido to, but not including, Taiwan. There are more than 200 islands, 4 major + numerous smaller ones.HokkaidoHonshuthe largest & most important; heart & core of Japan.-ShikokusmallestKyushusouthernmost Honshu Japans capital city, Tokyo, located here. Over 30 mil. people1/4 of Js populationlive here. It has of Japans industries, including the Tokyo Industrial Complex.Kobe-Osaka area has Js industries, and the NagoyaArea has 1/5 of Js indus. productivity.Location J. Located in Pacific O. w/3 major bays w/3 well-protected harbors:Tokyo = Tokyo BayNagoya = Ise BayKobe-Osaka = Kobe BayA Japan: an “archipelago”Def: grouping of islands in “arch” shapeExtends N-S from Hokkaido to Taiwan4 main islands: Hokkaido Honshu Shikoku KyushuHonshu: cap city, Tokyo 30 mil pop. Js industry Kobe-Osaka: Js indus. Nagoya = 1/5Location: Pac. OFeatures: 3 maj. bays w/well-protected harborsTokyo BayIse Bay (Nagoya)Kobe-Osaka BayNote annotationsIn “cue” column;see how they re-duce material tobare essentials“Cues”(Notes in this column)Note headingsNote the markingsUnderlining & bracketing,use of abbreviations and symbolsANNOTATING (Making Margin Notes)Many students find it helpful and time saving to make notes in the margin of their textbook or in the “cue” column of their paper when using the Cornell system of note taking. By doing this the unnecessary information is weeded out and necessary information is condensed, organized and labeled for ease of recall and efficient effective study.Early Jazz Styles* jazz: distinctly Amer. form of music w/Jazz, one of the few distinctly American types of music, was derived from a many influences:variety of sources. Its rhythms were strongly influenced by the complex rhythms=W. Africarhythms of West Africa. Its basic harmonic structure was taken from the harmonies=EuropeanEuropean tradition. And many aspects of its melody and harmony were melody & harmony = 19th c. Amer. folkadapted from nineteenth century American folk music, especially from music; African-Amer. work songs,African-American work songs, field hollers, the blues, military marches, dance field hollers, the blues, military marches,tunes, and the popular songs and minstrel show music. Several types of dance tunes, minstrel show music, etc.,religious music also contributed to its birth. Other types of religious music, incl. Eur. church melodies & Amer. spiritualsincluding European church melodies and American spirituals, were alsoinfluential.Created by. . . The creators of jazz were mainly African-Americans, though there are many African-American musiciansnoted white jazz musicians. The first important center for jazz was the notoriousnoted white musiciansred-light district of New Orleans called Storyville. There at the beginning of the in Storyville, New Ors “Red Light”twentieth century, musicians such as the composer-pianist “Jelly Roll” Mortondistrict(1885-1941) worked together to transpose the ragtime style into what came to be including . . .known as jazz, by blending it with elements of popular music and the blues. Jelly Roll MortonAmong the outstanding musicians heard in Storyville were players such as Buddy Buddy Bolden Bolden (1877-1931), Joe “King” Oliver (1885-1938) and the young Louis Louis ArmstrongArmstrong (1900-1971). At first they simply called their style ragtime played “hot”.in the early 1900sWhen Storyville was closed down in 1917 by the federal government, . . . . . . . .*Excerpted from Jeanne Shay Schumm and Shawn Post, Executive Learning . Upper Saddle River, NJ: Prentice Hall, 1997.Def.MAXIMIZING OUT-OF-CLASS LEARNING: REHEARSINGREHEARSING = THE WAYS WE PRACTICE INFORMATION FOR PERMANANCE OF LEARNING, STORAGE IN OUR LONG TERM MEMORY.There are several strategies we use to help clarify and get information we need into long term memory.These are divided into 2 categories: (1) Primary Rehearsal Strategies and (2) Secondary Rehearsal StrategiesPrimary strategies are the most effective. They employ several different senses which aid retention and appeal to all learning modalities.Concept MappingConcept CardsTimelinesCharting: especially compare/contrast and cause/effectQuestion/AnswerSecondary strategies are back ups to primary strategies. They are not as effective as the primary strategies, but they can help us better understand the material.(Informal) OutliningSummarizingPreparing Study GuidesConcept CardsExcellent for distributed study because they are so easy to carry around!Excellent for test preparation, too, because of their portability as well asnature. In the illustration below the back of the card is graphic. Front of card Back of cardIdentify the 6 levels of thinking according to Blooms TaxonomyKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationConcept MappingConcept mapping is a form of graphic organization which enables you to “see” relationships, patterns, etc. important to the understanding, clarification, and retention of a concept. When mapping, be sure to “keep it simple” so as not to defeat your purpose. Design is secondary to organization and consistency when mapping. 3 Memory Processes1. Encoding2. Storage3. RetrievalTaking info in: sensory perceptionFiling info awayTitle: The Psychology of MemoryBlooms Taxonomythe 6 levels of ThinkingKnowledgeComprehensionApplicationAnalysis SynthesisEvaluationTaking info out of storageTimelinesTimelines are particularly good at organizing chronological material such as information from a History class. Even when specific dates are not important, the sequential chain of events and time periods are of importance!Timelines may be either horizontal or vertical. The “design” is secondary to organization.Important Events in the Life of Beethoven1770: Beethoven born in Bonn, Germany1781: Beethoven becomes assistant to court organist1782: Published several piano compositions1786: Goes to Vienna to improvise for Mozart1788: Court organist and violinist; becomes legal guardian to 2 younger brothers1791: Studies in Vienna w/Haydn; receives public praise and a strong sense of identity1799: Beethoven begins losing his hearing; avoids most all social gatherings for 2 years 1802: Writes “Heiligenstadt testament”, a letter to his brothers expressing his depth of despair b/c his deafness 1803-04: Victory over despair Composed the “Third Symphony (Eroica)” 1812: Met the German poet, Goethelasting friendship formed 1814: At age 44, forced by deafness to stop playing in public“The Stormy Sixties”1960: JFK elected PresidentCrisis in LaosSit-Ins beginBirth control pill marketed1962: John Glenn orbits earthCuban missile crisisMLKs “Letter from a Birmingham Jail”Harringtons The Other America1961:Bay of Pigs invasionPeace Corps formedBerlin Wall erectedVienna summitSNCC formedChartingCharts are an excellent means of keeping track of relationships indicated in lectures as well as in textbooks. Causes and their effects, and compare and contrast relationships are most commonly indicated with this visual aid which reduces information to the bare essentials.THEORIES OF MEMORY SYSTEMThere are 2 mem. Systems: Emphasizes different memory processes:(1) Short-term Memory (STM)- -Memory is limited b/c of the way it is processed; the Stores info for only several seconds; has a very way we process determines how well something is limited capacityholds only 7+/- new pieces of remembered info; keep info in STM through rehearsal -3 levelslowest process shape(2) Long-term Memory (LTM) holds info for long periods of time; info can last for months or process letters or sounds decades; is transferred from STM by rehearsal; can have retrieval problems getting info out of LTM highest process meaning -Rehearsal helps process info to deeper levels: Maintenance rehearsalrole repetition Elaborative rehearsalassociating what you want to remember w/somethingmeaningfulMajor Similarity Both use rehearsal in some wayMajor Difference Parts vs. processesDuplex Theory Levels-of-Processing Theory12312Maximize Out-of-Class Learning: StudyingWhen we study in an efficient and effective manner we prove that we are good managers of our time.Distribute your study15 minutes a day every day MINIMUM!Use the 5Rs (or another effective system).R1 = Record = take notes in classR2 = Reduce = weed out, cut out unnecessary words to get the speakers (or writers) message R3 = Recite = talk through your reduced notes. Are you getting the message? Are you seeing the picture? Make sense of the information as you talk to yourself.R4 = Reflect = think back on the information. How does it relate to prior information? What is the connection between this information and what was presented in History? Sociology?R5 = Review = prepare for an exam. What do you know well? What do you need to practice more?Note: Steps 2-5 above are done outside of class. Hence, maximizing out-of-class learning is based on in-class presentation.Maximize In-class LearningWhen you maximize out of class learning, you put yourself in a position to maximize in-class learning. SO . . .nKeep up with all reading assignmentsnTake selective, complete notes; use them!nRefine and review notes before and after classnStay caught up and avoid playing catch upnPrepare for a test every FridaynOrganize and study! Use proven study strategies such as distributed study and the 5 Rs of study (as presented on a previous slide)Schedule Time for YOU!The life of a college student is a BUSY life. Keep healthy, happy, and relatively stress-free by scheduling time for yourself!nExercisenEat healthy foodsnSLEEP! ( Dont overdo it!)nCultivate friendshipsnStay connected to familynStay connected to community, church, or other organizationsFinal WordsnKeep track of your time by examining how you spend it.nFocus on your priorities but keep your goals in mind.nPlanning your work is important, but be sure to “work your plan”!nBe sure to utilize rehearsal strategies as well as a study system to get the most from in-class and out-of-class timenDistribute your study! Regular short study sessions have proven to be much more effective than “cramming” sessions!nWork to achieve your goals. Change strategies if and when necessary.nMinimize stress by making sure you have time for yourself!RESOURCEShttp:/www.reach.louisville.edu/seminars/ppt/timeManagement.ppthttp:/alameda.peralta.edu/Projects/20494/F07_ORIENTATION_online2.ppthttp:/www.uwmc.uwc.edu/freshman_seminar/refrnce.htmlhttp:/sarc.sdes.ucf.edu/http:/www.bucks.edu/specpop/Actfrm.htm#testhttp:/www.d.um.edu/kmc/student/loon/acad/strat/time_man_princ.htmlhttp:/www.timemanagementhelp.com/college.htmhttp:/www.selfhelpzone.com/time-management/students-time-management-in-the-abode-of-collegehttp:/www.time-management-guide.com/student-time-management.htmlhttp:/www.acollegeguide.com/time-management.htmlhttp:/www.reach.louisville.edu