THE PARISH STUDENT:
P4. Imagines alternatives and generates solutions for problems.
For P4, we start by providing students with a plethora of strategies for study skills, time management, and test preparation. We provide them with opportunities to practice those skills and apply the newly learned skills to real-life situations relative to their classes. Once they have the chance to practice, then they can begin to imagine how to apply what they learned, and think of alternatives that could work better for them as individuals. Students in ParishLAB, in particular, will have opportunities to imagine alternatives and generate solutions as they become more proficient with study skills and time management.
P6. Connects and relates knowledge in and across disciplines.
Once students learn to utilize best practices in study skills, time management, and test preparation, the goal is to expand their use of effective strategies across disciplines.
P7. Plans and implements research strategies.
1) “Repeated exposure to information in specifically timed intervals provides the most powerful way to fix memory into the brain” (Medina, 2008, p. 132) – I have had countless conversations with students about repetition when studying, and have incorporated information about this into my online lectures for ParishPREP.
2) “Vision trumps all other senses” (Medina, 2008, p. 240). This has been an area of emphasis in my conversations as we talk about study skills such as flash cards, graphic organizers, highlighting, etc. We have also talked about utilizing multiple senses. This is incorporated into my online lectures for ParishPREP.
3) Research on maintaining attention (Medina, 2008). – We have discussed focusing on one thing at a time, taking breaks, well-timed intervals for studying, not multitasking, etc. This is incorporated into my online lectures for ParishPREP.
4) Chunking – Managing information when overwhelmed – (Jensen & Nickelsen, 2008, P. 85). I have discussed with many students the need for breaking studying and projects into smaller more manageable segments. This is incorporated into my online lectures for ParishPREP.
5) Cooperative learning vs. studying independently (Jensen and Nickelsen, 2008; Cain, 2012). I have discussed seeking a balance once knowing one’s own temperament and preferences. This is incorporated into my online lectures for ParishPREP.
6) Writing goals and crossing them off (Frender, 2010, p. 53) and picking three long-term goals (Kruger, 2011). I have discussed these concepts with quite a few students, and have incorporated this into my online lectures for ParishPREP.
7) Making connections – activating prior knowledge (Armstrong, 2008; Jensen & Nickelsen, 2008; Medina, 2008). I have discussed this concept with several students one-on-one. This is partially incorporated into my online lectures for ParishPREP, but this is a concept that is more productive once students have a foundation of knowledge about what works regarding study skills, and then we can have productive conversations. The general concept of “making connections” is presented in the online lectures for ParishPREP.
Goals: Tools in Toolbox – For ParishPREP and LAB
· Online: Audio lectures, quizzes
· In class: panel, special presenters, demonstrations
· Improve discussions: scenarios in class
· Work on assignments being connected with something required
Cooperative/Collaborative: Discussion Strategies – getting everyone to participate
· Periodically divide into pairs/groups
· Have students jot down an answer to a question on 3X5 cards – have them read, or pass card 3 or 4 people to the right and have that student read and comment
· Comment positively about student input to show interest
· No “yes” or “no” questions
· Sit in semicircle
· Increase group work using discussions (scenarios, document analysis)
· Problem solve in a group and share with class
· Round Table – each student shares ideas and summarize for class (3 or 4 students per group)
· Modified Round Table online – each student 1 initial and 1 reply or 2 replies
· Peer editing – students hand in first draft, identify by # instead of name, anonymous person edits
· Think-Pair-Share – students in pairs solve a question (1 minute)
· LAB – Structured Learning Team with Group Roles: Leader, Recorder, Reporter, Monitor, Wildcard
Reflection Strategies - Metacognitive
· Reflections – from presentations and discussions
· Knowing how you learn best and utilizing relevant strategies
· See yourself and how you are doing. Make adjustments based on what you see (to your thinking and doing).