A-Matter-of-Translation-Scott-Francis

A Student Goal-Setting Study Program in a High School context 1/ The ‘Curriculum’ 2/ The Activities Students who want to set an academic goal and share it are encouraged to so Goals are set at the start of semester The basics: Students are supported toward that goal Results – historically a 1.5 GPA improvement on a 15-point scale vs 0.45 for the cohort (average B to B-/A+) Identifying the Focus of the Program Gaps analysis (business tool that identifies the best path from a ‘current state’ to an ‘ideal state’.) An Underlying Perspective – Study as a ‘High-Performance’ activity (setting goals, regular practice, performing on the day, starting early, learning from feedback, working without distraction, thinking motivation/habits) In the classroom Underlying ‘Curriculum’ Identified: Approach to study Study techniques employed Supporting behaviours Curriculum Element – The Foundation in the Classroom Behaviours of Academic Compliance Behaviours of Academic Intensity Not disruptive to the class Interested in class – asking questions Resources are available Resources are available Engaged enough to be moving through tasks set Completing tasks to a high standard – with focus Quietly off task if unsupervised Remains on task even when there is no supervision Complete set homework to an acceptable standard Homework completed early, with some extra work and attention to detail (eg attend tutoring for guidance on challenges) Assignment/exam study completed 48 hours prior to deadlines Developing habits that see task started early Sit with friends Sit with people who have a positive impact on learning Occasionally does work from other subjects in class Focussed on the subject at hand Writes down notes verbatim While writing notes, ensures that their notes make sense Curriculum Element – Approaches to Study • Short burst of study, with a clear aim, are effective • Working without distraction supports learning • Meaningful breaks help support study Curriculum Element – Study Techniques Employed (First Diagram: Dunlosky, Kent State University Second Diagram: QCAA website.) The Forgetting Curve – practical ideas over a semester • Pre-reading at the start of a term (flicking through the textbook) • The teacher goes over the content in class • Homework questions the night after teaching • The weekend of learning the topic, you add the work to your revision sheet • weeks after the topic, you some ‘spaced revision’ of what you have covered, writing and answering some practice questions • The week before the exam you are given a revision sheet, and you it soon after getting it • The night before an exam you revise the work, and re-do some practice questions • The day of the exam you spend 10 minutes in the library re-reading the revision sheet that you added content to each week • In ‘wider reading/watching’, you come across a topic related to what you are studying at school Curriculum Element – Supporting Behaviours • Sleep • ??Mindset (may not get to it) An Overall Approach – might repeated positive points of contact work well with the teenage brain? • Stanford Children’s Health – Understanding the Teenage Brain ‘Recent research has found that adult and teen brains work differently Adults think with the prefrontal cortex, the brain’s rational part This is the part of the brain that responds to situations with good judgment and an awareness of long-term consequences Teens process information with the amygdala This is the emotional part.’ The Program in Practice: Element – The opportunity to sign up, and a welcome Motivational/habit gap Chris Anstey – NBA player and Olympian chrisanstey.com.au The Program in Practice: Element – Twice weekly e-mail Contact to Support ‘Study Curriculum’ (titled Study Thoughts) – Knowledge Gap • 1/ ‘If it is to be, it’s up to me’ Curriculum focus areas and pomodoro technique video • 2/ Video welcome from Chris Anstey Thinking about how much you get out of class • 3/ Why distractions are so harmful to study efforts • 4/ Ebbinghaus Forgetting Curve and spaced practice • 5/ Kent University high (practice testing and spaced practice) and low Utility (re-reading, highlighting, underlying) study skills • 6/ Lessons from the lunch with Chris Anstey ‘People who are great are the people who practice until they perfect something’ • 7/ Reflection questions • 8/ Don’t explain away a good result by saying ‘it’s an easy exam’ • 9/ The importance of sleep The Program in Practice: Element – 25 minute study session every Monday • Guided practice gap plus Motivational/Habit gap The Program in Practice: Element – Letters Home – Knowledge Gap and Motivational/Habit Gap The Program in Practice: Element – x ‘High Performance’ lunches – Motivational/Habit Gap The Program in Practice: Element – Weekly Reflection – Knowledge/Guided Practice/Habit gaps Compared to my work in this class last semester, how well am I prepared for class? This question includes – having equipment, being on time, completed homework, possibly read ahead in the textbook/SEQTA to be really ready (this only needs to take minutes) Compared to my work in this class last semester, how well am I participating in class? This question includes – am I prepared to ask questions, am I completing work to a high standard, am I actively taking notes (not just copying without thinking), am I sitting with people who make me better as a student? Compared to my work in this class last semester, how well am I working when I sit down to study?, This question includes am I getting rid of distractions, am I working for a realistic time before taking a break (maybe 20 to 25 minutes), am I working with a clear aim in mind as to what I have to compete? Compared to my work in this class last semester, am I starting tasks early? This question includes starting assignments early so that drafts are in good shape, and checkpoints reached with good work completed and preparing early for exams (not relying on cramming in the last 24 hours before an exam Compared to my work in this class last semester, am I using sophisticated study techniques? This question includes starting on tasks/revision early, creating summaries, using practice questions for revision and revising content regularly over the term • Contact: Scott Francis sfrancis@thelakes.qld.edu.au