This Document Contains Chapters 1 to 2 P.O.W.E.R. Learning Instructor Manual (K. Surman) Chapter 1: Becoming an Expert Student This resource for Chapter 1 contains the following: 1. Learning outcomes 2. Messages to the student and to the instructor 3. Ideas and concepts 4. Clarifying questions and discussion prompts 5. Using the P.O.W.E.R. learning process in your instruction 6. Activities and assignments for the classroom or online 7. Extending the course content beyond the classroom 8. Additional activities and assignments 1. Learning Outcomes LO 1.1 Discuss the benefits of a post-secondary education. LO 1.2 List the skills, attitudes, and behaviours valued by Canadian employers. LO 1.3 Identify the basic principles of P.O.W.E.R. Learning and the ways in which expert students use P.O.W.E.R. Learning to set goals and achieve academic success. LO 1.4 Compare and contrast learning styles, striving styles, and multiple intelligences. Identify your own styles, and reflect on how they relate to your academic success. 2. Messages 2.1 To the student You are creating the foundation on which your academic career will depend. Make this foundation strong and broad enough to support a diverse and demanding college or university experience as well as to establish a process you will use throughout your life. There are greater expectations of a person who has received a post-secondary education. You will be looked to for leadership in your work. You will be sought out to facilitate difficult conversations. You will be considered the change agent in your community. Learning is a personal journey. How you process information and what you choose to spend time learning is based on individual preferences and past experiences. A successful learner will learn “because of and in spite of” the teaching styles of instructors, the physical environment, or other circumstances. The more you know about yourself–your strengths and weaknesses–the more you can strategically go about the process of becoming a better person. Your self-esteem will grow as you come to trust yourself as a confident and competent learner who can successfully negotiate diverse classrooms and instructors. This flexibility is a vital skill for navigating through the even more complicated world that awaits you beyond college or university. Embrace all of these expectations and challenges as you engage in your education. 2.2 To the instructor We invite you to explore these lessons with your students. Answer the questions provided by each chapter from your unique perspective as course facilitator. The P.O.W.E.R. Learning process outlined by Bob Feldman and Danica Lavoie can enhance the skills and knowledge that you already bring to the classroom experience. Learning to teach can be as tough as learning to learn. Chapter 1 encourages students to assess their strengths and weaknesses particularly as these characteristics influence success in the academic environment. Learning styles, multiple intelligences, and striving styles are covered in this chapter. Students are often fascinated by this information because it validates their individuality. Take this opportunity to link different learning and striving styles to different teaching styles. It is important that you allow time for students to complete the Striving Styles Self-Assessment contained in this chapter because much of the material in this book hinges on the application of these striving styles to various aspects of student success. Moreover, in this chapter, the concept of P.O.W.E.R. Learning is defined, and the process is outlined. Encourage your students to make a commitment to use this process now. Re-emphasize the P.O.W.E.R. plan each time you teach a chapter. By the middle of the term, your students will use the process with ease. In addition to exploring these fundamental ideas, the first days of class are vital to begin establishing the following ideas within your class: • your role as the instructor • your expectations of your students • your students’ expectations of the class and you • an awareness of the role of each student within the academic community And so begins your academic journey with your students. A successful instructor is a master weaver. The process of creating an intricate basket or an exquisite tapestry is the same process that happens in each class. Pull one lesson from the first week of class, one comment from a student midway through the semester, one journal entry from the second, anxiety-filled class day, and wisdom from the text–page linking page, chapter linking chapter. Weave the thoughts, words, reflections, and activities together; pull each thread, weave a garment, connect your students and this class to you and one another. 3. Ideas and Concepts Auditory/verbal learning style Body-kinesthetic intelligence Critical thinking Employability skills Evaluation Interpersonal intelligence Intrapersonal intelligence Learning disabilities Learning style Linguistic intelligence Logical-mathematical intelligence Long-term goals Motivation Musical intelligence Naturalist intelligence P.O.W.E.R. Learning Read/write learning style Short-term goals SMART approach to goal setting Spatial intelligence Striving style Tactile/kinesthetic learning style Visual/graphic learning style 4. Clarifying Questions and Discussion Prompts These questions can be used to encourage class discussion, small group work, or individual reflection about the information presented in this chapter. Also, they can be used in some of the activities listed in Part 8 of this IM chapter. • What do you want for your future and how does your post-secondary education support these plans? • What do you already know about yourself, especially how you learn, that can help you obtain your goals? • What do you know about yourself that will hinder you in obtaining your goals? • What do you look for in teachers? What do you look for in classes? • What examples of success and of failure do you have in respect to your academic goals? • Who is in your life that can help you to be academically successful? • How will being successful in your program affect your self-esteem? • What is P.O.W.E.R. Learning? • How can your college or university experience help you to understand the world today as well as prepare you to deal with changes in the world in the future? • How could you apply the SMART approach to a goal in your personal life? • Which of the skills, attitudes, and behaviours valued by Canadian employers do you need to work on? 5. Using the P.O.W.E.R. Learning Process in Your Instruction Whether you are learning to learn or learning to teach, the P.O.W.E.R. Learning process is a useful tool. Here are some ideas for applying this process as an instructor with this chapter. Prepare: Arrive in the classroom 10 minutes early. Make certain the room is arranged properly and is clean. Create a welcoming tone by writing your name on the board. Have nameplates available (the ends of old file folders can be used to create name tents). Bring a marker for writing names on the nameplates. Greet students as they enter. Establish through these actions that “being prepared and on time” is valued. Organize: Decide on one or two questions that you wish students to consider today. Consider using the Boundary Breaking exercise (see Part 8 for more details) during the second or third class once class enrolment has stabilized. Work: During class have students write, speak, and listen. These skills are critical to learning. You can ask them to write a response to one question. They can then share their answer with an individual, a small group, or the whole class. To encourage listening, you should revise their original answers to reflect at least one other piece of information they have heard. Evaluate: Ask students to write or say one thing they learned or share an unanswered question that they have at the end of class. Use this information to understand whether you were successful in getting your point across. Jot down on your syllabus whether you allotted enough time for all that you covered. Give yourself a grade for your effectiveness that day as the instructor. Acknowledge what you believe was on target. Rethink: Use the information and the experience to improve your teaching the next time you meet with the class; shorten the lecture, consider the interests of your students, allow for new directions. TRY IT! Begin a teaching journal. Jot down the ideas that worked and changes you would make the next time you teach this topic. 6. Activities and Assignments for the Classroom or Online The following activities appear in the textbook and are also available through Connect. Therefore, they can be completed during class time using the textbook or using laptops. They can also be completed online as part of a hybrid or online student success course. Try It! 1: Why are you going to college or university? Ask students to identify the reason listed most closely aligns with their reason for attending college or university. Try It! 2: What are your goals? Some of your students will report that they have done goal-setting exercises before. Encourage them to plan anew as they begin your course. Suggest that they consider goals specifically aligned with their reasons for being in school. Also, many students may struggle with writing specific goals. Give them direct feedback on their goals using the SMART approach. Try it! 3: Examining the causes of success and failure Encourage or select student groups that allow for varying viewpoints. This will help reinforce a positive classroom experience and give students valuable exposure to new ideas. Try It! 4: What’s your learning style? Be sure to keep track of your students’ learning styles to assist you as you convey information to them throughout the term. Try It! 5: What’s your Striving Style? This personality assessment, developed by Canadian psychotherapist Dr. Anne Dranitsaris, is referred to throughout the P.O.W.E.R. Learning book. It is important to have your students complete this exercise either in-class or online at the beginning of your course. The assessment will help your students understand how to best approach learning and will be invaluable as they invest in their post-secondary education. Students can be directed to the Connect site or to www.striving-styles.com to access a more in-depth report on their striving styles. As seen in the summaries in Tables 1.1, 1.2, and 1.3, there are several types of learning styles, striving styles, and intelligences. Students should be encouraged to learn and to learn to deal with situations that require them to use less-preferred styles in their education and in their careers. Additionally, the following activities are available online: • Skills Assessment and Portfolio Building Tool (Conference Board of Canada) 7. Extending the Course Content Beyond the Classroom Creating opportunities for learners to become actively involved in the process of thinking, doing, and reflecting is a key role for the instructor. During the first days of class, in addition to supporting the private dialogue between the textbook author and your students, you need to encourage students to share their thoughts with one another and with you, thus extending the conversation into the classroom setting. We believe that you must consciously connect the course content to the individual student’s life, the programs and practices in the broader academic community, and the world in which we live–our global society. Here are some ideas that can carry the conversation beyond the chapter activities. GOAL: To connect the information to the individual student’s life. a) Have students write a reflection card (3-5 sentences) that is turned in at the beginning of each class. This card focuses on a single question such as “What have I observed or accomplished about my educational goals since the last class?” These cards are often called admit/exit cards (see Part 8 for more ideas) and can be used to create a dialogue between the instructor and the student. Additionally, they can be used to check attendance. b) Personal relationships can take on a different texture when students consider how learning styles and striving styles influence choices and priorities. Ask students to reflect on a misunderstanding or conflict with a family member, friend, or colleague at work. Does the information on learning styles or striving styles provide any insight to that situation? GOAL: To connect the information to the programs and practices in the broader academic community. a) Give students 10-15 index cards and ask them to list the skills needed to be successful in college or university (1 skill per card). Ask them to consider their courses, family life, work, and community obligations. After a period of about five minutes, invite them to leave their desks and stand in a circle. Ask one student to state one of his or her skills and put the card with that skill on the floor; ask other students who have cards with the same or a similar skill listed to add their cards to the pile. Continue until all cards have been placed in specific piles. Usually the cards can be divided into 10-15 different piles. This activity allows students to think and write as well as analyze and regroup their ideas. Having the students leave their desks creates valuable movement that keeps students physically and mentally involved in their work. b) Ask your students to create an imaginary study group for a test in either your class or another subject. Given their knowledge about learning and teaching styles (and perhaps striving styles, as well), what abilities need to be present in such a group for it to be successful? What would guarantee that the group would fail? GOAL: To connect to the global society. a) One of the greatest outcomes of a student success course is the communication that you encourage among your students. Several issues must be considered as you invite open discussion among your students and yourself. It is important to create a trust-filled environment that allows for respectful and thoughtful listening to genuine and truthful responses. These skills are needed not only in the classroom, but in all social interaction. The Boundary Breaking exercise (see Part 8) is useful for setting the stage for students to understand how to share personal information and how to respond appropriately. b) Learning styles can be influenced both by culture and gender. For example, ask your students to compare the classroom experience of a Canadian student with that of a Japanese student. How is the room set up? How long do they meet? How is information delivered? What is the level of participation by the students? 8. Additional Activities and Assignments These activities and assignments are listed in order of time required. 8.1 Introducing Preferences (3-4 minutes, in class) 8.2 Admit/Exit Cards (5-10 minutes, out of class) 8.3 Journal Writing, Reflection Cards, and Reaction Cards (10-20 minutes) 8.4 Learning Pyramid (20-30 minutes, in class) 8.5 Forced Choice (20-40 minutes, in class) 8.6 Boundary Breaking (45-60 minutes, in class) 8.7 Group Interaction Courses/Low Ropes Initiatives (3-4 hours, out of class) 8.1 Introducing Preferences There are several ways to introduce students to the idea of learning preferences; most are simple and take very little time. For example, ask your students to clasp their hands together. They should look and see which thumb is on top. Ask them to open their hands and re-clasp them, this time being certain to place the other thumb on top. All of your students will be able to successfully accomplish this but they are likely to say that it isn’t comfortable or isn’t natural. So it is with learning new ways of doing other things. Becoming aware of their existing learning styles and preferences will empower students to understand why it sometimes is awkward or uncomfortable to learn differently than they did in previous learning environments. Perhaps the most important perspective to share with your students is that when the learning is tough, it doesn’t necessarily mean that the student is stupid or the teacher can’t teach. All that it means is that they don’t understand information in the same ways. Students who know about learning styles and preferences are simply better able to expand their repertoire skills than students who don’t know about these ideas. 8.2 Admit/Exit Cards There are many variations on this idea. Consider which of these ideas appeal to you; mix and match ideas or create your own. Here are some examples: • To be admitted to class, students are told ahead of time that they must arrive with a question about the topic to be discussed that day. The teacher arrives early and collects the card with the question at the door. No card, no admittance. • In the syllabus, students are informed that they must write a 3-5 sentence paragraph responding to the prompt “Since the last class, I have observed or accomplished the following about my educational goals….” The card with this paragraph is due at the beginning of each class period and must include the student’s name and the date. Not only does this promote reflective thinking about learning but also it creates a private conversation between the faculty member and the student. Furthermore, the faculty member can use the cards to determine class attendance and when the cards are returned, the student has a record of his/her attendance as well. • Students are requested to record what they have read since the last class (be it required or for pleasure) and to provide comments about their readings. Placed on a 3 x 5 card, with the student’s name and date, this card is taken up at the beginning of each class. • At the end of each class, students have to provide a card in order to leave. Request your students to do one of the following: write a summary of the day’s lesson write one question that has been left unanswered about the day’s topic make an observation about how today’s lecture applies to another class define a keyword that summarizes the lesson critique the instructor’s teaching critique the student’s participation identify the “muddiest point” from the lecture suggest what the next class topic should or will be 8.3 Journal Writing, Reflection Cards, and Reaction Cards Processing personal experiences through written reflection is an important part of thinking and learning. Most student success course faculty use some form of written communication to keep in touch with students about events and self-discovery. These writings are a way to create a private conversation between you and your students and to assess the integration of experiences in your students’ understanding of your course goals. There are several factors to consider regarding these writings and there are a variety of ways to manage them. Here are a few examples: • Semester long notebooks or blogs with multi-entries (usually weekly) that are evaluated quarterly • End-of-class reaction cards or e-feedback where students spend the last five minutes summarizing the class and the impact or influence that specific information has on the student • A sequence of papers or blog entries guided by assigned topics and assembled in a portfolio • Weekly reaction cards or e-entries that respond to self-discovery and goals It is important that these be evaluated regularly and that personalized feedback be given to the students. 8.4 Learning Pyramid Pair up the students and ask one person from each pair to volunteer to be the teacher–the other will be the learner. Ask each of the teachers to step outside of the room with you. Once outside of the room, you need to provide each of them with a copy of the Learning Pyramid (see below). The task of each teacher is to find a way to teach the information on the page without showing the sheet to the student or using the word pyramid to describe how the information is organized on the sheet. Give your teachers a full five minutes to study the information and determine their strategy for teaching it. You may choose to let them work on a similar strategy together or separately; there is merit in both approaches. During the five-minute preparation period, you may go back in the classroom and discuss something else with the students who are in the classroom. At the end of the preparation period, take up all copies of the pyramid and tell the teachers they have five minutes to teach the information to their students. Inform everyone that at the end of the teaching session, a test will be given to see if the students know the information. When the five minutes is up, ask everyone to recreate the information that was on the sheet. They should share their picture. To process this exercise, ask the following questions: Who was the learner, and who was the teacher? Why? What implication does this have for studying, for teaching, for learning? Source: National Training Laboratories, Bethel, Maine 8.5 Forced Choice “Thinking on your feet” is a skill that is valued in many environments; the Forced Choice exercise allows this to happen naturally. Create a list of 8-10 statements or questions on any topic and label one end of the room as Agree and the other end as Disagree. Pose the statement or question and have the students move to the appropriate side of the room. Allow individuals to explain their choice without creating an opportunity for discussion. Then, quickly move on to the next question. This activity allows students to move around the room, to speak, and to listen. 8.6 Boundary Breaking One of the most important steps to building community is to encourage individuals to listen to one another. Most individuals are hesitant to share personal information upon first meeting in a group. This response is not only natural but prudent. It is wise to be thoughtful about what and how much to reveal until a certain level of trust has been reached. Over time, most classes often develop a sense of community but sometimes it is critical to accelerate this process in order to promote academic success. This exercise speeds up the process of students and faculty becoming aware of one another because the questions promote more than a superficial conversation. Listening is basic to learning. This exercise practises and reinforces this skill. Past students and faculty have reported that the questions provoke thought and encourage personal sharing without becoming too personal for sharing with peers and teachers. Facilitation: The teacher works best as the leader of this exercise. It is important that the teacher participate fully in the experience. Time: Plan to do this exercise early in the semester; the second or third class period is generally best. Setting: All persons should be in view of all group members. A circle works best. Sitting in desks is okay but the informality of setting on the floor works very well. (Should a participant have a physical disability that prevents him/her from sitting on the floor, have everyone sit at the disabled person’s level.) Close the classroom door to create a sense of privacy. Form the circle as tightly as possible. It is not recommended to do this activity outdoors because the sense of privacy may be lost, and answers may be more difficult to hear. Nametags that are large enough to read from each point in the circle are strongly recommended. Group Size: This exercise works best when everyone in the class participates together. Ideally, student success classes are 20 or fewer students. Experience shows that it can work with as many as 25 students before considering breaking the class into two smaller groups. Special Instructions: The teacher must present a serious face in introducing and conducting Boundary Breaking. Be especially careful of side conversations and jokes. Don’t be afraid to share information about yourself. It is important that the teacher encourage students to give honest answers, to express sincere feelings, and to respect the thoughts and feelings of others. One joker will ruin this experience for all. Laughs and funny answers (when truthful and sincere) are delightful and natural expressions. These can also be defense mechanisms that hide us from others. It is important for students to interpret the question and not for you to it for them. (This sets the tone for good teaching as well because it encourages students to see how there can be more than one “right answer” to a question.) Ask students who speak softly to repeat their answer so all can hear. Read these instructions to participants. Do not explain the questions. Simply read the question again if asked for an explanation. Each person is to answer all questions. You may pass while you think, but we will always come back to you. (Leader may wish to appoint a helper who keeps track of people who pass.) No one is allowed not to answer. ”I don’t know” is not an answer. We are here to listen. We are not here to debate. We are not here to disagree. You may not comment on the answers of others or ask for explanations until the end. The key word is “listen”… “listen”… “listen.” I will read a question, and the person to my right will answer, then the next person and the next, until everyone has answered the question. I will then read another question and the second person to my right will begin. Everyone will have the opportunity to answer first. Don’t repeat the answers of others unless it is truly what you wished to say. (If students say “same as him/her,” ask them to state the answer in their own words.) You may give any answer you wish, but answers must be honest and truthful. I request your sincere thoughts and feelings. Boundary Breaking Questions (may be presented in any order) • What is your favorite “toy” at this point in your life? • What is the title of the last book that you read? • What leisure time activity pleases you most? • What is the ugliest thing you know? • What is the greatest problem in Canada today? • What is the best regular TV program or website? • If you could smash one thing and only one thing, what would you smash? • If you could travel to any place in the world, where would you go first? • What emotion is strongest in you? • What do you think people like in you the most? • What do you think people like in you the least? • Who has most influenced your life? • What would you like to be talented at that you are not at the present time? • Which advertisement bothers you the most? • What color is love if you had to paint love? • What one day in your life would you like to live over? • What delights you most about being at ___________[name of your institution]? • What is your strongest fear about being a college or university student? • If you were shipwrecked on a desert island, what one item would you most want to take? (You cannot take electronic entertainment or devices, e.g. cell phone, TV, or a friend.) • If you could have a dinner conversation with anyone alive, who would it be? • If you could build one thing, what would you build? Synthesis Question Set Have the students answer these questions to conclude this exercise. • What answer (yours or someone else’s) surprised you most? • The answer I want to know more about is ______________. • This group ____________________[complete the sentence]. • I promise this group _____________[complete the sentence]. • Now, I feel ____________________[complete the sentence]. The leader should thank the group as an ending to this exercise. Groups often physically relax during the activity and the leader might note the success of the experience by calling attention to body positions. Invite people to ask questions, to continue conversations with someone they would like to know better, and so on as the class ends. 8.7 Group Interaction Courses (GICs) and Low Ropes Initiatives (LRIs) Group Interaction Courses (GICs) and Low Ropes Initiatives (LRIs) provide students and faculty with powerful, memorable, and valuable learning opportunities. Many institutions have access to outdoor/experiential education services. These events are scheduled outdoors in a setting that encourages reflection and risk taking. It is important to note that many of these team problem-solving activities can be carried out in an indoor facility as well as outdoors. The most important aspect is to schedule a substantial block of time away from the classroom, with everyone committed to staying until the end. If your class is part of a learning community, be certain to invite other faculty and academic support team members. A primary goal of this activity is to make the connection between risk taking and success. Whether the risk is physical, emotional, or intellectual, each person must question and communicate his or her strengths and weaknesses in order to be successful. This conversation about success and failure needs to be facilitated by the outdoor/experiential education leader; as the teacher, you need to be a participant with your students. A series of activities such as the Blind Man’s Walk, the Trust Fall, the Wall, and/or other events will prompt the discussion. While the level of physical risk is relatively minimal in such programs, the level of personal psychological risk can seem high. A good group facilitator will recognize and work through these concerns with your group. It is extremely important to communicate your expectations with your outdoor/experiential education facilitator. It is entirely reasonable to request that the activities be selected to assist you with your classroom goals such as: • learning each other’s names better • building group communication skills • practicing problem-solving skills • promoting personal challenge • encouraging self and group responsibility • setting the tone for high academic expectations LOGISTICS Here are a few administrative hints for a successful GIC. Book a date: Make a tentative reservation and place it on the syllabus prior to the start of class or identify two to three possible dates for scheduling the event early in the term. Simply make attendance an expectation and don’t hesitate to suggest that it is a required assignment. Rain or shine: Yes, it is more fun to play outside on a clear, warm, sunny day, but that isn’t how life always is. As long as it is safe (no lightning), your class can have an extremely positive and memorable GIC experience even if it is raining. Ponchos or other rain gear work quite well in the woods or wherever the course is. The facilitator has the expertise to make the judgment call about safety and should be allowed to do so. Meeting location: Have everyone gather at a specific location and bring your cell phone so that you can call students who are missing. Be sure to gather your students’ cell phone numbers on the first day of class. Faculty involvement: You are encouraged to discuss your goals and expectations for the event with the GIC facilitator. Once the activities begin, the faculty member becomes just another member of the group. You should participate in all events, be careful not to “control” the group, and respect the authority of the GIC leader. Remember that many outdoor education programs use student leaders and so they are often still learning. They are trained and supervised, but minor difficulties can arise. If you are uncomfortable with the handling of the group or feel there is potential danger, you should make this known privately to the GIC leader. Should an emergency arise–sudden change in the weather, accident, and so on–the GIC leader will be responsible for taking control of the situation. You might be called upon to assist but you should fully support their leadership role and their practiced process. Cost: Most outdoor education programs charge a nominal fee for students to participate in this event. Follow-up: Continue to refer to the GIC/LRI throughout the semester. It is important to bring the experience into the classroom and to use this event as a reference point and metaphor for learning and self-challenge. RESPONSE PAPER Rationale: Many students report that the GIC is one of the most powerful experiences they encounter as a community of learners. The impact reaches far beyond the group challenges, class fun, and individual self-discovery. Students say that it raises questions about what postsecondary education is about and what it can do for each individual. For the faculty member, it is a rare opportunity to spend a significant amount of time with students in a focused learning experience away from the classroom. The experience promotes introspection about learning and behaviours in education and career. Not only is it important that students attend the activity but that they be evaluated on their ability to process rather than just participate in what happens. Therefore, assigning a paper, presentation, or other project is critical. A wide range of questions that centre around issues such as the following give some idea of how students might process this experience: • Building community • Developing relationships with students and faculty • Valuing differences • Seeking assistance • Recognizing and creating opportunities • Following instructions • Communicating effectively • Planning • Dealing with criticism and failure • Cheating • Focusing attention • Managing time • Knowing when to evaluate • Understanding teamwork • Knowing when to ask questions and negotiate • Respecting the environment • Stereotypes and gender issues • Learning can be fun Instructions: The goal of this project is to prepare a 2-3 page reflective paper summing up your experience. This will require three steps. Step 1: Brainstorming Pick 12 of the topics listed above that seem to be the most important part of your GIC experience. Write each at the top of a 3 x 5 note card (you will create 12 cards). Spend two minutes for each card and note what you saw or learned related to that topic. Your notes may be a connection to the classroom, something about group behavior, or your personal feelings about how or why something worked or didn't work. (It can be a sentence, a couple of words, or a paragraph. The important point is to note your views.) These cards will be handed in with your paper. Step 2: Organization Review your 12 note cards and organize them around natural themes. Your themes might include things like problem solving, trust, or whatever else emerged from your brainstorming. Step 3: Writing Write a two- to three-page reflective paper on your GIC experience. Using your three to four themes and note card observations, you should focus on what the GIC meant to you. Note in particular the connections between your experience on the GIC and the classroom. Papers should include an introduction that explains the purpose of the paper, a main body that develops and connects the separate themes, and a conclusion that sums up your main arguments. Papers will be evaluated on the basis of content, style, correct use of English, and following instructions. Chapter 1 “P.O.W.E.R. Learning: Becoming an Expert Student” Case Study Answers 1) What arguments could you provide Jian as to the value of a college education? Answer: There are many answers students could give for this question, ranging from practical to esoteric reasons. Practical answers may include career advancement and the ability to make more money. In Jian’s situation, college allows him to work in a field in which he is interested and has more areas for advancement. More esoteric reasons may include: gaining critical thinking skills, broader knowledge in many subjects, making learning a lifelong habit, and the ability to adapt to new situations and live in a diverse world. To provide Jian with compelling arguments about the value of a college education, consider the following points: 1. Career Opportunities and Earning Potential: A college degree often opens doors to higher-paying jobs and career advancement. Many professions require a degree as a minimum qualification, and graduates generally earn more over their lifetime compared to those without a degree. 2. Skill Development: College provides opportunities to develop a broad range of skills, including critical thinking, problem-solving, and communication. These skills are valuable not only in the workforce but also in everyday life. 3. Networking Opportunities: College is a place to build a network of professional contacts, including peers, professors, and alumni. These connections can be crucial for career opportunities, mentorship, and collaboration. 4. Personal Growth: The college experience encourages personal development and self-discovery. It can help students gain independence, learn time management, and explore their interests and passions. 5. Specialization and Expertise: A college education allows students to specialize in a field of interest, becoming experts in that area. This specialization can lead to a more fulfilling and targeted career path. 6. Societal Contributions: Higher education often leads to careers that contribute positively to society, such as in education, healthcare, and public service. Educated individuals are more likely to engage in civic activities and contribute to community development. 7. Long-Term Benefits: The benefits of a college education often extend beyond immediate employment opportunities. Graduates tend to have better job stability, health, and overall life satisfaction. By emphasizing these aspects, Jian can better understand how a college education can be a valuable investment in his future. 2) Do you think that Jian's doubts are common? Answer: This is a subjective question for the student but many may answer that they feel these doubts are common and, perhaps, personal to them. Students may be encouraged to think about the reasons why these doubts are common, including money concerns, parental pressure, and general apprehension and uncertainty. Yes, Jian's doubts about the value of a college education are indeed common. Many students and prospective students grapple with similar concerns for various reasons: 1. Financial Considerations: The rising cost of tuition and potential student debt can make individuals question whether the financial investment is worth it compared to other career paths or educational options. 2. Job Market Dynamics: With evolving job markets and the emergence of new professions, students may worry whether their degree will lead to job security and relevant career opportunities. 3. Alternative Education Paths: The growing popularity of online courses, bootcamps, and vocational training offers alternatives to traditional college education, leading some to question the necessity of a degree. 4. Success Stories of Non-Graduates: High-profile cases of successful people who did not complete college can influence perceptions and lead to doubts about the value of higher education. 5. Personal Experiences and Peer Influence: Personal experiences and observations of peers who may not have seen immediate benefits from their degree can contribute to these doubts. Addressing these concerns involves providing a balanced view of the benefits of a college education, considering both long-term and short-term factors. 3) What might you suggest that Jian do to help deal with his doubts about the value of college? Answer: Jian should think of the value of college beyond money and time. He needs to remember that college broadens his own knowledge and exposes him to new areas of thought and diversity. Learning can become a lifelong habit which he can then pass on to his own son. Jian can also begin thinking of creative solutions for some of the problems he faces, such as commute time. 4) Why might a student’s doubts about the value of college be especially strong during the beginning weeks of college? Answer: During the beginning weeks of college, students may feel overwhelmed with the new expectations and time needed for coursework. There still may be doubts about what the student’s goals are for college. Students may not have properly adapted to the new changes by working on organizational and time management skills beforehand. 5) Do you share any of Jian's concerns about the value of a college education? Do you have additional ones? Answer: While this is a subjective question, students should consider if they have the same concerns about money and time. These concerns may mirror Jian’s or present themselves in different ways for the student. I don’t have personal concerns, but I can certainly understand and convey the common concerns people have about the value of a college education. Besides the ones already mentioned, here are a few additional concerns that are often considered: 1. Relevance of Curriculum: Some students worry that the curriculum may not align with current industry needs or practical skills required in their chosen field, which can lead to concerns about whether the education will be directly applicable to their future careers. 2. Opportunity Cost: The time spent in college could be used to gain work experience or pursue other opportunities that might also advance career goals. This is a concern for those who feel that gaining practical experience might be more beneficial than spending time in a classroom. 3. Changing Nature of Work: The rapid pace of technological and societal change can make it challenging to predict the future relevance of certain degrees. Students may worry that the knowledge and skills gained might become obsolete or less relevant as industries evolve. 4. Individual Learning Styles: Some people may find that traditional college settings do not suit their personal learning style or preferences. They might prefer more hands-on or self-directed learning methods. 5. Return on Investment: The return on investment (ROI) for a college education can vary widely depending on the field of study and the job market. Concerns about whether the potential salary increase will justify the cost and time of education are common. Addressing these concerns involves evaluating the specific value a degree offers in relation to one's career goals, exploring alternative educational options, and considering both the immediate and long-term benefits of higher education. P.O.W.E.R. Learning Instructor Manual (K. Surman) Chapter 2: Making the Most of Your Time This resource for Chapter 2 contains the following: 1. Learning outcomes 2. Messages to the student and to the instructor 3. Ideas and concepts 4. Clarifying questions and discussion prompts 5. Using the P.O.W.E.R. learning process in your instruction 6. Activities and assignments for the classroom or online 7. Extending the course content beyond the classroom 8. Additional activities and assignments 9. Connections within the text 9. Learning Outcomes LO2.1 Explain why it is important to manage time more effectively and discuss techniques that can help you better manage your time. LO2.2 Analyze how to handle competing priorities. LO2.3 Identify strategies for dealing with surprises and distractions. 10. Messages 2.1 To the student This is an opportunity for you to become aware of time management techniques and strategies that can influence not only your academic success, but also your personal success. Technological devices have led to incessant interruptions in our lives. It takes self-discipline and self-understanding to know when it is appropriate to tune in and when you should tune out. Use this chapter to become aware of the time it takes for you to accomplish the tasks that you choose as priorities. 2.2 To the instructor Many students experience stress because of the unrealistic expectations of what can be done and what must be done. Students will arrive with a variety of time management skills and tools shaped by their lifestyle, habits, and attitudes. The ability to manage time is a determining factor in academic success. It is important to teach time management strategies while still being openly aware of the amount of juggling some students will have to do. A useful opening question is to ask students if they are satisfied with the results of how they use their time. The focus should be on their engagement over time spent with tasks and activities that matter. If they are satisfied with the results of how the time is spent, then the likelihood or, even the need of, changing their behavior is low. If they are not satisfied with the results, then they might be more interested in learning ways to change. Chapter 2 provides students with the tools to make informed choices about how they use their time so that they can be freer to do the things they want and need to do. It is important to allow time for students to complete the master calendar contained in this chapter because it is the first step to taking control of their time. Once the students have completed their master calendars (Figure 2.4), they can organize their weekly timetables (Figure 2.5) and their daily to-do lists (Figure 2.7). The basic organizational task for time management as described in this chapter is filling in these three schedules. Another area of emphasis in this chapter include acceptance of personal responsibility for one’s actions, embodied in the need to sometimes say ‘no’. Choices and consequences are a theme that continues throughout the text. 11. Ideas and Concepts Balance Daily to-do list Master calendar Priorities Procrastination Self-management Time log Visualization Weekly timetable Workback 12. Clarifying Questions and Discussion Prompts These questions can be used to encourage class discussion, small group work, or individual reflection about the information presented in this chapter. • What tools are useful for getting the most out of your day or your time? • When everything seems important, how do you determine what to do first? • How long does it take for you to o Read a chapter in a textbook? o Review for a test in a course for which you are working for a “B”? an “A”? o Eat a meal? o Handle a routine task at work? o Catch up with your family? o Send a text? o Check your email or favourite websites? o Sleep and feel rested? • What time of day do you consider your prime time? • What do you do during your prime time? • What is one habit you could change regarding your use of time? • What are your beliefs about time management? • How do you use time management skills when you are at home or at work? • What kinds of surprises and distractions do you have to deal with? • Do you sometimes need to say ‘no’ ? If so, why? • What potential time management issues can you envision in your career? 13. Using the P.O.W.E.R. Learning Process in Your Instruction Here are some ideas for applying this process to this chapter’s content: Prepare - Learn where time is going and where it should go. Consider your attitudes and biases regarding time management. Ask yourself how this will affect your teaching of this topic. Make copies of the weekly time chart. Bring your own tools to class to show students, and ask students to share their tools: software, apps, smart phones, calendar, watch, things-to-do lists. Organize – Master the moment. Allow for a follow-up day to discuss time management after students have begun using the skills in the chapter. Look at your lesson plan for time management. How is your style and preference reflected in the classroom? Work: - Control your use of time. Ask students to create a list of ways that they waste time or that they allow others to waste their time. Ask students to list ways they have successfully used their time. Ask students to describe their engagement in their learning - effectively using the time to learn. What do they miss when they are not fully engaged? Give students a sample long-term assignment (e.g. ten-minute PowerPoint presentation that is due six weeks from today) and have them determine the tasks and time frame for accomplishing this assignment (see also Activity 8.2). As a class, discuss the different considerations for successfully completing this assignment. Have students bring in their syllabi and complete their master calendar with their tests and major assignments. Do they notice that tests fall on similar weeks? Are there patterns for assignments? Does this information provide insight to when there will be stress periods during the semester? Can your students create strategies for dealing with this predictable stress? Discuss the problematic nature of surprises and distractions: they are unscheduled, and therefore difficult to control. Ask students how they will prepare for these events in their academic and professional lives. Evaluate – Check your use of time. One week after the initial discussion about time management, ask for time logs. Ask students to report their awareness of time wasters. Compare this information to the first discussion. Are your students more or less aware of how they use their time? How do they cope with the constant distractions that vie for their attention throughout the day? Remember that the amount of study time that each student needs may not be the same. Encourage students to regularly assess how much time they are spending on their studies and to consider being flexible throughout the term, particularly when taking challenging courses. Rethink – Reflect on your personal style of time management. Ask your students to consider how they will change the way they plan their use of time. You may have your students review their weekly schedules (see Activity 8.4) and to see if they have changed their habits. Are they feeling less stressed out? Students may come to understand that there is an ebb and flow to the pace over a course term. Assess through class discussion those students who are successful with their time and ask them to share strategies with those who want more information. TRY IT! Jot down in your teaching journal the ideas that worked and changes you would make the next time you teach this topic. 14. Activities and Assignments for the Classroom or Online The following activities appear in the textbook and are also available through Connect. Therefore, they can be completed during class time using the textbook or using laptops. They can also be completed online as part of a hybrid or online student success course. Try It! 1: Find your Time Style Have students use the rating scales on ten statements to determine the efficiency of their time use. Encourage them to be as honest as possible on this assessment, because we often think of ourselves as better managers of time than we truly are. By being honest, we can identify areas of growth and become better time managers. Try It! 2: Create a Time Log Students can use the time log to keep track of the way they spend their time across seven days. They can then convert this information to a pie chart like the one shown in Figure 2.1. Consider having students exchange time logs to look at life from someone else’s perspective. Try It! 3: Set Priorities Prioritizing will help students make informed decisions about what they can do to maximize their success. Consider having students exchange lists of priorities to get a sense of what is important to others. Try It! 4: Urgent? Important? Have students revisit the priorities from Try It! 3, but this time, have them distinguish the important priorities from the less important and the urgent from the not-so-urgent. Not every priority deserves a high ranking. Students have to develop a realistic sense of what is possible. Consider having students exchange lists to sort out and weigh responsibilities and priorities. Try It! 5: Find Your Procrastination Quotient Have students assess themselves on ten questions to determine if they have a chronic procrastination habit. Students will usually admit that procrastination is a problem that is made worse by the widespread use of electronic devices. Discuss the difference between an e-break and an e-distraction. Although most students are aware that they procrastinate, some may be surprised by how much they procrastinate. This may be a good opportunity to discuss strategies for limiting the problem. Help your students pick one thing they day consciously do every day to limit procrastination. 15. Extending the Course Content Beyond the Classroom Here are some ideas that can carry the conversation beyond the chapter activities. Goal: To connect the information to the student’s life. Ask your students to consider what they want to accomplish in the next five years. What kinds of relationships, jobs, skills, and talents do they want to have? Then ask them to work backwards and consider what they hope to accomplish within one year. Finally, ask them to make a list of the things they want to accomplish tomorrow. Do they see a correlation between tomorrow’s tasks and their “hoped for” accomplishments at the end of the year? The relationship between “the activities I participate in today and the abilities I have in the future” is fundamental to this chapter. Have the students write a blog or journal entry in the form of an intention or reflection statement about this idea. GOAL: To connect the information to the programs and practices in the broader academic community. Ask students to consider the organizations and extracurricular activities that are available and attractive to them. Can they identify skills or experiences that can be gained through membership to one of those groups? If so, they can see participation as both a benefit from an educational or career viewpoint. Often students will tell you that they would love to join a group or participate in volunteer project but that they do not have time. Remind them that the habits developed in school will be those they carry into their communities. Consider using the “168 hours in a day” check sheet to see how many “waking, uncommitted” hours they really have in a week. Student leaders indicate that development of strong self-management and time management skills provided them with the ability to take advantage of unique and life-changing opportunities. GOAL: To connect to the global society. The bulk of this chapter is focused on preparing a student to make the “most of their time” as it is valued in North America. Consider asking students to become more aware of how this is not the only way to view time. Make an assignment for your students to meet with an international student, a visiting faculty member from another country, or with an instructor who has taught abroad. Encourage them to find out how time is valued or used within the context of that culture. Specifically, ask your students to compare mealtime habits, phrases popular in the culture that refer to time (e.g. “time is money,” “24/7,” and “time flies when you are having fun”). What differences or similarities do they notice? What do they believe accounts for these differences? Ask them to write a response or reaction card on this. 16. Additional Activities and Assignments These activities and assignments are listed in order of time required. 8.1 To-Do Lists (5-10 minutes) 8.2 Planning Backwards (10-15 minutes) 8.3 The Cost of Higher Education (15-20 minutes) 8.4 168 Hours in a Week Check Sheet (20 minutes) 8.1 To-Do Lists Ask students to create daily to-do lists in class for a period of time, perhaps for two weeks. Tell them that this repetition is how new habits are created. Encourage your students to mark or check items off their lists as they accomplish them. This visual reminder of getting things done may create a sense of accomplishment when the quantity of items on a weekly schedule or on a master calendar seems overwhelming. 8.2 Planning Backwards (Workbacks) A good time manager keeps a daily to-do list, a weekly schedule, master calendar, and regular assignment list. Yet these devices serve only to alert students of upcoming commitments; they do not keep assignments from being done at the last minute. The concept of workbacks can help with this concern. You can illustrate this idea through the following case study: Two weeks from today, Sarah must turn in an 8-10 page paper analyzing the differences between the Allied air attack on Germany in 1943-45 and the NATO air strikes against Yugoslavia in 1999. Her professor wants her paper to be double-spaced and printed rather than sent electronically. As part of her documentation, she needs to provide at least three websites that are accurate, accessible, and current, as well as to provide appropriate citations for any other materials that she uses. Naturally, she has several other assignments and commitments during this two-week period: attending 8 hours of class lectures, reading 60 pages in her history textbook during the next 3 days, daily math homework that takes about 2 hours each day, the open house at her 5th grade daughter’s school, a planned trip home to visit her husband’s parents over the weekend, and a full time job. Ask your students to take this situation and using a calendar, plan back from the due date, the steps and time it will take to complete the paper at least 24 hours before it is due. Tell them to put themselves in Sarah’s shoes and to allot the time it would take them personally to complete each commitment. Hand out a two-week schedule and ask them to indicate on each day what will be done. You can have them share their solutions in small groups and/or you can provide feedback on their individual plans. This type of planning requires a self-awareness that is critical to student success. 8.3 The Cost of Higher Education One way to enlighten students concerning the value of their money is by illustrating the cost of a postsecondary education. Use this activity to have students come up with the true investment they are making. Step 1: Have students figure out how much it actually costs per year to attend school. Encourage them to add in all costs, even if there is not a category (such as belonging to a club or organization). They should determine their total expenses for the entire program. Step 2: Ask your students to search online for starting salaries for two types of jobs: those requiring a degree or a diploma, and those not requiring a postsecondary credential (typically paying minimum wage). Multiply each salary by 30 years of employment, without adjusting for raises, benefits, inflation, income tax, and so on. Step 3: Subtract the cost of the postsecondary education from the total salary resulting in working for 30 years at the job requiring the education. Compare that to the total salary earned for 30 years working at minimum wage. Step 4: Ask them what they have discovered. Are they making an investment? 8.4 One Hundred and Sixty-Eight Hours in a Week One hundred and sixty-eight hours in a week: everyone has the same amount of time. Knowing how you choose to use your time will give you the power to change your behaviors. How much is 168? Prior to class, place exactly 168 coins in a clear container. Have students guess the total coins in the jar. Reveal the number and make the connection to the number of hours in a given week. Discuss whether students think that this is a large or a small number. Avoid using the time logs from Try It! 2. Instead, have students list the amount of time per week required for each activity. Arrive at a daily average and multiply by 7. Account for weekend differences. • Class time (# of hours in class each week) • Job/work • Studying • Commuting/transportation time • Extracurricular activities (clubs, church, etc.) • Family responsibilities (cleaning, cooking, shopping) • Sleeping • Eating • Personal grooming (showering, hair, make-up, etc.) Add up the time required for a weekly subtotal. Now subtract your subtotal from 168 for a total figure. If your total figure is negative, you have committed more time than there is in a week. You are in trouble! If your total figure is positive, you have time left over every week. Ask yourself what choices there are for your time. Do you have time for more sleep, for friends, for volunteering? 17. Connections within the Text This chapter’s ideas link with those of other chapters: • Chapter 1: a natural connection exists between goal setting and this information • Chapter 3: reading requires time; good readers are flexible regarding reading speed based on the type of material they are reading • Chapter 5: planning time for test preparation connects to this chapter • Chapter 10: stress management is greatly influenced by a student’s use of time • Chapter 11: time management is one of the most frequently connected “academic to job” skills Chapter 2 “Making the Most of your Time” Case Study Answers 1) What might you tell Paul that could help solve his predicament? Answer: By using time effectively over the next few days, Paul can try to do the best he can with the time he has left available to him. Students should be encouraged to think of many creative solutions. For example, he should prioritize his activities and look for creative ways to balance conflicting priorities. Paul should ask if he can do school-work during any downtime at his job. The two-hour return drive to his girlfriend’s grandmother’s house can be spent studying or organizing his paper. Paul needs to realize there will always be surprises when it comes to managing his time and these don’t mean everything has completely fallen apart. 2) Is there anything Paul could have done to prevent the situation he now faces from occurring in the first place? Answer: While Paul may not have been able to prevent his car breaking down, by better managing his time beforehand he would have had more time available for any surprises or last-minute interruptions. He needs to evaluate his priorities and begin saying no to time-consuming activities and favours, be it work, school, or personal requests. To better evaluate his responsibilities, he could write all of his priorities on a list and rank each one from 1-3 according to importance. This way, he can be more aware of those priorities which deserve his attention first. Once he has evaluated his priorities, a number of time management tools can help him organize his time for each of these. 3) What specific time management techniques might Paul have employed in the past to avoid these problems? Answer: There are many time management techniques which would have helped Paul avoid these problems. By first organizing all of his school assignments and work shifts on a master calendar, he can prepare for these busier time by beginning work on a term paper or spending time studying for tests in the weeks leading up to the test date. A master calendar may also have reminded him when an oil change or tune-up was needed for his car. A weekly timetable allows Paul to visually see his responsibilities for the week and carve-out time for schoolwork, for his job and personal demands. Paul should also have a daily to-do list ranked according to priority. With these three tools, Paul could have better prepared for any surprises. 4) What strategies might Paul use now to take control over his limited time during the coming days? Answer: In the coming days, Paul may be able to ask for flex-time from his work or explain his situation to his girlfriend to see if other solutions may be reached for the up-coming visit to her grandmother’s house. He can ask friends and family for help with the car or studying. Paul needs to refuse any new responsibilities from work or personal and make the most effective use of the time left before his test and term paper are due. 5) What advice could you give Paul to try to prevent problems in time management for his next term? Answer: During the next term, Paul needs to reassess his priorities and make sure he is not expecting too much given the constraints in his life. He should see if shorter shifts at work or a lighter course load may be appropriate for his situation. Paul may be able to ask his boss if flex-time is available for his work or if he may be allowed to use slack time at work to get some studying done. By saying no to some requests, such as extra shifts or personal favours, Paul can balance the time needed for work, personal, and school. Finally, Paul should reconsider his own time management techniques to ensure that he is making the most of the time he has available. Instructor Manual for POWER Learning and Your Life: Essentials of Student Success Robert S.Feldman 9780073375205
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