Be st Pr ac tic e s for He lping Stude nts to Stay on T ask Ja - PowerPoint PPT Presentation

Be st Pr ac tic e s for He lping Stude nts to Stay on T ask Ja nua ry 13 th 2017 Je nna F r e nc h, M.S. L e a rning Disa b ility Spe c ia list / DRC Co unse lo r fre nc hj@ smc c d.e du 650-306-3368

T ake a mome nt to think about your stude nts:  Do yo u ha ve stude nts who a re o fte n la te to c la sse s o r o ffic e ho urs?  Do yo u ha ve stude nts who put o ff pro je c ts until the la st minute ?  Do yo u ha ve stude nts who lo se thing s a nd live with pile s o f pa pe rs in the ir b a c kpa c k?  Do yo u ha ve stude nts who miss de a dline s? If you ar e nodding “ye s,” the n you’ve c ome to the r ight plac e .

What ar e the ways in whic h e xe c utive func tioning impac ts stude nts?  Ge ne ra l Diffic ultie s:  Sc ho o l re la te d diffic ultie s:  Pla nning  Org a nizing ma te ria ls a nd se tting sc he dule s  Org a nizing  Mispla c e pa pe rs, re po rts, a nd o the r  Sc he duling sc ho o l ma te ria ls  Co mple ting ta sks a t a ll o r o n de a dline  Diffic ulty ke e ping tra c k o f pe rso na l ite ms  K e e ping the ir pa pe rwo rk o rg a nize d  Se e king he lp  Wo rking in g ro ups

T he Conc e r n and the Re ason T he Conc e rn  F o rg e ts to b ring the rig ht b o o ks a nd supplie s ho me o r to sc ho o l  T he ir de sk, lo c ke r, b a c kpa c k, a nd no te b o o k a re in disa rra y.  T he y fo rg e t de a dline s a nd sc he dule d a c tivitie s. T he Re a son  T he ne uro lo g ic a l pro c e ss  o rg a nize , prio ritize , a nd a na lyze is c a lle d "e xe c utive func tion"  Atte ntion de fic it disor (ADHD) a nd re la te d ne uro b io lo g ic a l  impa ire d e xe c utive de r func tio n skills  Due to a b no rma l do pa mine le ve ls in the fro nta l lo b e o f the b ra in

Re se ar c h Data  70% of stude nts who to o k o ne o r mo re re me dia l re a ding c o urse s in c o lle g e did no t a tta in a c o lle g e de g re e o r c e rtific a te within e ig ht ye a rs o f e nro llme nt. (U.S. De pa rtme nt o f E duc a tio n)  Hig h sc ho o l stude nts a re not taught study skills and time manage me nt skills (Na tio na l Co mmissio n o n E xc e lle nc e in E duc a tio n, 1983).  A la c k o f a tte ntio n to time ma na g e me nt a nd study skills is one of the most oble ms fo r first-ye a r stude nts. (Re thinking Co lle g e fr e que nt c ause s of pr Re a dine ss, Da vid T . Co nle y)

Re se ar c h Data  Stude nts sc o ring lo w o n e xe c utive func tio ning wo uld be ne fit fr om le ar ning te c hnique s to manage time and to r e dir e c t atte ntion and e liminate inte r fe r ing thoughts (Sto ne , 2000).  T ime manage me nt skills have be e n r e late d to ac ade mic ac hie ve me nt (L a hme rs & Zula uf, 2000)  Instr uc tion in time manage me nt c an also be linke d to ac ade mic suc c e ss (Ma na lo , 1996).

Psyc hosoc ial impac t  Ha ve lo w se lf-e ste e m  F ro m frustra ting a nd de mo ra lizing e xpe rie nc e s in the ir e a rlie r sc ho o ling  Ca lle d stupid o r la zy in the pa st, e ve n b y the ir te a c he rs  F re q ue ntly put into c la sse s with "slo w le a rne rs" o r with stude nts who ha d o the r a c a de mic pro b le ms

Pr e ssure on Stude nts What c an pr ofe ssors do?  We fo c us a lo t o n wha t the stude nts c a n do diffe re ntly  Ho w c a n pro fe sso rs he lp the se stude nts?

High Sc hool vs. Colle ge High sc hool Colle ge  Ha ve a n a ide  L e ss in-c la ss time  Give n le ss wo rk to do  Mo re wo rk o utside o f c la ss  E  Gre a t de a l o f fre e do m a nd fle xib ility xte nsio ns g ive n a ll the time  T  E e a c he rs fre q ue ntly struc ture d yo ur xpe c te d to do muc h mo re o f the ir a ssig nme nts g o a l-se tting inde pe nde ntly  Cla sse s fille d yo ur da y

High sc hool vs. Colle ge Ne w Colle ge Stude nts De pe nd on Pr ofe ssors  Stude nts a re surprise d a t the le ve l o f c o urse rig o r o r pa c e  T hink pro fe sso rs will initia te inte ra c tio ns if the re is a pro b le m  T hink pro fe sso rs will c he c k in o n the m

How ar e you c ur r e ntly he lping stude nts with T ime Manage me nt?

T ime Manage me nt Skills Assig nme nts  Cle a rly writte n e xpe c ta tio ns o f a ll a ssig nme nts  I n sylla b us a nd in pe rso n  I nc lude a n e xa mple o f the a ssig nme nt  I nc lude a c a le nda r ve rsio n o f the due da te s  Re mind a b o ut upc o ming due da te s  Se nd e ma il re minde rs the we e k b e fo re  T ime fo r q ue stio ns a b o ut upc o ming a ssig nme nts, so e ve ryo ne c a n he a r  Give the a ssig nme nt wa y in a dva nc e

T ime Manage me nt Skills Cale ndar s/ Stude nt Planne r s  E nc o ura g e stude nts to put in the ir pla nne r:  due da te s o f pro je c ts  te sts  c la ss trips  o the r impo rta nt a c tivitie s a nd e ve nts  Assist stude nts, sho w the m so me ide a s  E xtra c re dit if stude nts sho w yo u a fille d o ut c a le nda r  Ro utine ly a sk pa rtne rs se a te d to g e the r to c he c k e a c h o the r’ s pla nne r/ c a le nda r tha t e ve rything is a c c ura te ly re c o rde d.  K e e p a ma ste r mo nthly c a le nda r po ste d in the c la ssro o m o r we b site  Pro vide stude nts with a sing le - o r do ub le -pa g e mo nthly c a le nda r fo r impo rta nt da te s the y c a n se e a t a g la nc e

T ime Manage me nt Skills Sylla bus  I nc lude AL L a ssig nme nts, pa g e numb e rs, due da te s, e tc .  Pre se nte d it b o th ve rb a lly a nd visua lly  Cre a te a “to do ” list fo r stude nts tha t c a n e a sily b e c he c ke d o ff whe n c o mple te d  Hig hlig ht a ll the due da te s in o ne c o lo r. Ma ke the due da te s stic k o ut  Give e xa mple s o f ho w lo ng it ma y ta ke so me stude nts, fe w da ys o r fe w ho urs  “T he r e is the DRC, this se r vic e is fo r stude nts with disabilitie s to ge t ac ade mic ac c o mmo datio ns. Any stude nt who had an IE P/ 504 plan o r atte nde d the r e so ur c e r o o m might qualify fo r the se se r vic e s. E xample o f so me ac c o mmo datio ns ar e e xtr a time o n e xams, and no te taking suppo r t. T he y also pr o vide L e ar ning Disability te sting fo r stude nts who ar e inte r e ste d in be ing te ste d.”  I nc lude e xa mple o f so me a ssig nme nts

T ime Manage me nt Skills Sc he dule s  Se nd a n E ma il 2 we e ks Be fo re Cla ss Sta rts  Atta c h sylla b us  Allo ws the m to se e wha t tha t c la ss is like , a nd b ring q ue stio ns to the 1st c la ss  Re mind the m to g e t the b o o k a nd a ny o the r supplie s  E xpla in c o urse c o nte nt a nd re q uire me nts c le a rly  Po int o ut a ny c ha ng e s in the sc he dule  E ma il  Write o n the Bo a rd  Sa y it, o ve r a nd o ve r

T ime Manage me nt Skills L ong- T e r m Pr oje c ts  Ma ke sure stude nts ha ve a c c e ss to  Pro vide : ne e de d ma te ria ls  ha ndo ut e xpla ining pro je c t g uide line s  Che c k in a b o ut it  its time line  T e xtb o o k no t in the b o o ksto re  sc o ring rub ric  We b site no t wo rking  Do n’ t o wn a c o mpute r – re fe r to the T L C  Bre a king pro je c ts into sma lle r, pro g ra m ma na g e a b le inc re me nts  Assig n se pa ra te due da te s fo r sta g e s o f  Po st tho se due da te s a nd fre q ue ntly the pro je c t re fe r to the m a s re minde rs  (g e tting a to pic a ppro ve d, o utline sub mitte d, re se a rc h no te s/ re so urc e s liste d, turning in first dra ft, e tc .).  Ca n mo nito r pro g re ss

T ime Manage me nt Skills  E stablish an E ffic ie nt Syste m for gr ading  I f o nline , sho w wha t e a c h is g ra de . Po st the g ra de  Ho w muc h is a n a ssig nme nt wo rth?  I f the y misse d a fe w, whic h sho uld the y fo c us o n to ma king up?  T he Powe r of Inc omple te s  T o do list  Mo de ling : E sta b lish da ily a list o f to pic s/ a c tivitie s  Che c k o ff whe n do ne  Ma ke a T o Do L ist in sylla b us  Pr aise and Positive r e infor c e me nt  Use fre q ue nt pra ise a nd po sitive re info rc e me nt

POP QUIZ Wha t is o ne thing yo u c a n do to he lp stude nts with time ma na g e me nt? Disc uss with a pa rtne r…

Pr oc r astination Why do stude nts pr oc r astinate ?  L ist:  a la c k o f mo tiva tio n  de fic ie nc ie s in se lf-re g ula tio n  e xte rna l lo c us o f c o ntro l  pe rfe c tio nism  fe a r o f fa ilure  lo w se lf-e ffic a c y  lo w se lf-c o nfide nc e  E xa mple : A la st-minute e ma il fro m a stude nt with a q ue stio n  Ove ra ll - I t ha ppe ns  Mig ht b e the ir style

Pr oc r astination Study  F a c ulty re se a rc he rs a ske d 200 stude nts  Ab o ut a n impo rta nt a ssig nme nt fro m the pre vio us se me ste r  Ave ra g e Amo unt o f T ime Give n to Co mple te  6.5 we e ks  Stude nts we re a ske d ho w ma ny da ys b e fo re the due da te the y sta rte d the a ssig nme nt  Me dia n Re spo nse  thre e we e ks  On a ve ra g e , stude nts use d a bout ha lf the a va ila ble time to c omple te the a ssig nme nt