COLLEGE STRATEGY PRESENTATION 50 POSSIBLE POINTS / DUE: College - - PDF document

COLLEGE STRATEGY PRESENTATION

50 POSSIBLE POINTS / DUE: College strategies are important ingredients to your college success. Your group will be responsible to present and teach to other classmates on a specific college strategies.

Group Members: 1. 3. 2. 4. Circle one of the following college strategies for your group (no duplicate areas from your classmates): *Learning College Customs *Effective Test Taking

+Effective Goal Setting

*Effective Reading *Effective Memorizing

+Effective Stress Management

*Effective Note Taking *Effective Money Management Effective Presentation *Effective Writing

+Effective Listening

Other: *Effective Studying

+Effective Time Management

Other:

* From you On-Course Textbook: Wise Choices in College. + From your On-Course Textbook: within the chapters.

INSTRUCTION/RULES:

• Minimum of 12 minutes. Maximum of 15 minutes.
• Provide teaching demonstration to the class on a selected college strategy
• Create PowerPoint Presentation and have hard copy for the instructor
• Assess students for understanding of subject (i.e. quiz)
• Attached any handouts/worksheets/print-out given to students
• Complete and submit Note Taking Sheet for each group that presents

GRADING RUBRICS:

ORGANIZATION / FLOW (10 pts)

3-4. Audience cannot understand presentation because there is no sequence of information. 5-6. Audience has difficulty following presentation because student jumps around. 7-8. Student presents information in logical sequence which audience can follow. 9-10. Student presents information in logical, interesting sequence which audience can follow.

ELOCUTION / PRESENTATION (10 pts)

3-4. Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student reads all of report with no eye contact. 5-6. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student

• ccasionally uses eye contact, but still reads most of report.

7-8. Student's voice is clear. Student pronounces most words

• correctly. Most audience members can hear presentation. Student

maintains eye contact most of the time but frequently returns to notes. 9-10. Student uses a clear voice and correct, precise pronunciation

• f terms so that all audience members can hear presentation.

Student maintains eye contact with audience, seldom returning to notes.

NOTE TAKING SHEET (20 pts)

3-4. Notes are partially developed with details related to topics from some groups (points can reflect group and/or individual grade) 5-6. Notes are partially developed with details related to topics from most groups (points can reflect group and/or individual grade) 7-8. Notes are mostly developed with details related to topics from all groups (points can reflect group and/or individual grade) 9-10. Notes are fully developed with details related to topics from all groups (points can reflect group and/or individual grade)

SUBJECT KNOWLEDGE (10 pts)

3-4. Student does not have grasp of information; student cannot answer questions about subject. Inaccurate and shows a surface knowledge only. 5-6. Student is uncomfortable with information and is able to answer

• nly rudimentary questions. Some understanding of subject but

little depth. 7-8. Student is at ease with expected answers to all questions, but fails to elaborate. Mostly accurate and certain areas show depth of thought. 9-10. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Accurate and shows depth of thought.

Points may be deducted for other factors (i.e., time limit, no ppt, etc.)

Note: If any members or group are unable to present on given date, then points may be deducted from group or individual. When an individual misses the group presentation, he/she can receive up to 50% of the group’s grade depending on the work done for the presentation. All presentations will be done in class and may not be made up if missed.

Check List before you present your College Strategy

 Email and saved PowerPoint Presentation to flash drive (Microsoft 2003 or later)  Print out a copy of the PowerPoint Presentation for the professor  Make copies of handout for students (optional)  Make copies of the quiz/test for audience & one for the teacher  Other: ______________________________________________  Other: ______________________________________________

Cornell’s Method of Note Taking (Note Taking Sheet – 20pts)

As other groups are presenting, you (audience members) must take notes using the following Cornell’s Method of note taking. Instruction below:

Section B: “Cue” should be left blank during note taking. You should not write in this area during the lecture, while you are taking notes. The cue column is not created until you review your notes (which, ideally, you do as soon after the lecture as possible, and certainly before the next lecture). As you study the material in your notes, you should devise questions which the notes answer (think "Jeopardy"). These questions are the "cues" that should be written in the cue column. By writing questions, you are forced to think about the lecture material in a way that clarifies meaning, reveals relationships, establishes continuity, and, most importantly, strengthens memory. Section A: This space is where you actually record your notes during the lecture. Pick a note- taking format with which you are comfortable -- there are no hard-and-fast rules for this aspect of the Cornell system. However, you should not attempt to transcribe verbatim every word spoken by the instructor. It is usually not difficult to separate the essential material from the non-

• essential. For instance, if information is written on

the blackboard, it is probably important enough to include in your notes. To avoid missing information during the lecture, you should develop a system of abbreviations you understand, and you should write in telegraphic sentences (where you only include enough words to carry the essential meaning). As you take notes, realize that your emphasis should be on the key ideas, rather than the actual words used to convey those ideas. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. This area should be reserved for a summary of the notes each page. Your summary should be brief -- at most, only a few sentences. The page summary provides a concise review of the important material on the page, useful for later reference. More importantly, in writing a summary, you are forced to view the material in a way that allows you to see how it all fits together, in a general sense. The summary should be helpful in allowing you to see how specific facts fit into the broader landscape.

Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking

Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank during note taking. Section A: Note taking area from lecture or course material. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking