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GEN 300 WS1: Techniques for Academic Success Joseph Lewis Aguirre Skills for Professional Development.

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Presentation on theme: "GEN 300 WS1: Techniques for Academic Success Joseph Lewis Aguirre Skills for Professional Development."— Presentation transcript:

1 GEN 300 WS1: Techniques for Academic Success Joseph Lewis Aguirre Skills for Professional Development

2 W1: Techniques for Success 1.Identify university resources required for student success. 2.Create a learning plan based on personal learning style, time management skills, as well as short and long-term goals. 3.Develop strategies for monitoring progress towards goal achievement. 4.Develop an effective and comprehensive team charter.

3 W1: Returning to School 1. Considerations for returning to school as an adult a. Reasons for returning; 1) What degree do you want? 2) What is motivating you? b. Expectations 1) Career options 2) Developing a goal plan c. Obstacles 1) Fears and concerns of returning to school

4 W1: Adult Learners 2. Adult learners a. Adults develop their learning processes in a number of ways: 1) Lasts the entire life span of each individual; 2) Allows an individual to acquire, renew, upgrade, or complete knowledge, skills, and attitudes for functioning effectively in a constantly changing society; 3) Allows adults to pursue learning throughout their lives, and is a way in which people supplement (and, at times, find a substitute for) learning received in formal settings;

5 W1: Adult Learners- Cont 4) Equips individuals with skills and competencies for completing their self education beyond learning in a formal setting; and 5) Acknowledges the contribution of all available educational influences, including formal and informal.

6 W1: Adult Learners- Cont b. Adult learning assumptions 1) Adults need to know why they are learning; 2) Adults need to be seen as competent; 3) Adults want their knowledge and skills acknowledged in the classroom; 4) Adults need to be self directed and experientially involved in their learning; and 5) Adults want learning to be life centered and applicable.

7 W1: Becoming a Strategic Learner 3. Becoming a strategic learner Learning Styles a. Peak and valley learning times - benefits to knowing: 1) You will enjoy learning more when you are in the mood for it; 2) You will learn faster and more naturally because you will not be fighting your body's resistance due to fatigue or discomfort; and 3) You will make better use of your valley times by doing things other than trying to learn.

8 W1: Becoming a Strategic Learner b. Four learning quadrants 1) Thinker a) Devotion to identifying the facts b) Logical approach to problem solving c) Affinity for reducing complex issues into simple decisions d) Distrust of intuition and emotion 2) Organizer a) Reliance on procedure, order, and stability b) Affinity for turning answers into actions rather than into questions and theories c) More verbal and intuitive than Thinker

9 W1: Becoming a Strategic Learner- Cont 3) Giver a) Sensitivity to moods, atmospheres, and attitudes b) Awareness of things as a process rather than pieces of information c) Logic and theory take precedence over feeling and experiencing 4) Adventurer a) Predisposition for originality, ambiguity, and surprise b) Enjoy challenges c) Do well in chaos d) Resistance to coming to final decisions

10 W1: Becoming a Strategic Learner- Cont c. Personal intelligences 1) Linguistic a) Think in words b) Good auditory skills c) Enjoy language d) Learn best by hearing or seeing the words. 2) Logical-mathematical a) Conceptual thinking b) Affinity for relationships and patterns c) Enjoy the computer d) Like brainteasers that require reason.

11 W1: Becoming a Strategic Learner- Cont c. Personal intelligences 3) Spatial a) Affinity for images and pictures, such as puzzles; and b) Ability to draw and design things accurately. 4) Musical a) Remember melodies; and b) Like music in the background while learning. 5) Bodily kinesthetic a) Process information through body sensations b) Communicate through gestures c) Need to move to learn d) Learn by association with emotional responses.

12 W1: Becoming a Strategic Learner- Cont c. Personal intelligences 6) Intrapersonal a) Shy in groups b) Awareness of goals and dreams; and c) Motivation to do well. 7) Interpersonal a) Socializer b) Enjoy games with others; and c) Demonstrate empathy.

13 W1: Becoming a Strategic Learner- Cont 4. Study skills a. Proactive reading b. Mind mapping c. Tapping in on your memory d. Know why you are learning e. Use association f. Utilize peak time g. Note taking h. Active listening i. Acknowledge the need for private time in order to study

14 W1: Becoming a Strategic Learner- Cont 4. Study skills j. Prepare a space in the home that is set aside for study k. Articulating what you want and need in order to succeed 1) Attention to noise levels in the home 2) Guidelines on invasion of study space 3) Communicating when to disturb and not to disturb

15 WS1: Learning Teams a. Considerations for forming teams include: 1) Organizing teams 2) Team documentation; and 3) Team dynamics. b. Learning Team interaction parallels team building in the workplace. Key advantages of the learning team process include: 1) Students gain knowledge and experience from each other 2) A real-world working environment is simulated 3) Individual strengths and weaknesses are blended

16 WS1: Learning Teams b. Learning team interaction - cont 4) A sharing of teaching and learning responsibilities is facilitated 5) Self confidence and self esteem are increased 6) Leadership and participatory skills are developed 7) Interpersonal communication skills are strengthened 8) Achievement of a higher level of quality and performance in project assignments is possible 9) Decision-making skills are developed

17 WS1: Learning Teams c. Chartering 1) Setting team expectations 2) Establishing lines of communication 3) Individual members' strengths and weaknesses 4) Determining goals for the team d. Effects of personality style and personal intelligences on team dynamics

18 W3 OBJECTIVES Critical Thinking Skills · Identify and apply critical thinking skills. Personal Management · Analyze and identify time management skills. · Analyze and identify stress management techniques. · Analyze and identify useful study skills. · Perform a realistic self-assessment and examine expectations. Research Skills · Demonstrate an understanding of the Internet and the University of Phoenix Library Online Collection. · Demonstrate an understanding of standard library research. · Explain the concept of plagiarism and how to avoid it. · Apply organizational skills to the research process. Team Skills · Develop an understanding of ways to plan team projects. Written Communication Skills Identify methods of citation and documentation.

19 W4 OBJECTIVES Presentation Skills · Demonstrate effective oral presentation skills. · Demonstrate the appropriate use of visual aids. · Examine strategies for team presentations. · Utilize the peer review process to perfect presentation skills. Team Skills · Develop an understanding of ways to plan team projects. Written Communication Skills · Examine the benefits of peer editing. · Identify writing mechanics.

20 W5 OBJECTIVES Adult Learning · Define an adult learner's role and responsibility. Personal Management Skills · Perform a realistic self-assessment and examine expectations. Presentation Skills Demonstrate effective oral presentation skills.

21 Values GOALS STRUCTURE CLIMATE ENVIRONMENT MarketplaceOther Teams Culture Competition Pressures ClarityCommitment Reward System Reporting Relationships Feedback System Behavior Norm Decision Making Competition Enthusiasm Stress Trust Involvement Flexibility CollaborationMission Philosophy Accountability ORGANIZATIONAL STRUCTURE

22 Decision Making Framework Strategic Management Executives, Directors -Transformation Tactical Management Business Unit Managers -Effective, right thing Operational Management Efficient, do thing right Decision Structure Structured Semi Structured Un Structured Information Characteristics Ad Hoc Unscheduled Summarized Infrequent Forward looking External Wide Scope Pre specified Scheduled Detailed Frequent Historical Internal Narrow Focus RELATIVE TIME SPAN Business Professionals

23 Optical Perception

24 Individual Learning Styles Peak-Valley Learning Times Learning more when in the mood for it Learn faster and more naturally, not be fighting body's resistance due to fatigue or discomfort Make better use of valley times. Bottom Up - Top Down Bottom up, stringers: Tackle new topics by first laying a solid foundation. Top down, groupers: Prefers to gain an overall perspective before filling in the details.

25 Learning Styles Style B: reliance on procedure, order, and stability; and an affinity for turning answers into actions Style A: logical approach to problem solving; reducing complex issues into simple decisions. Theories Style D: originality, ambiguity, & surprise; well in chaos Style C:sensitivity to moods, atmospheres, and attitudes; an awareness of things as a process IntuitionLogical Order/Chaos More Order

26 PI Linguistic: thinking in words; good auditory skills; enjoyment of language; and learning best by hearing or seeing the words. Logical-mathematical: conceptual thinking; an affinity for relationships and patterns; enjoyment of the computer; and liking brainteasers that require reason. Spatial: affinity for images and pictures, such as puzzles; and an ability to draw and design things accurately. Musical: Characteristics include remembering melodies and liking music in the background while learning.

27 PI Bodily Kinesthetic: processing information through body sensations; communicating through gestures; the need to move to learn; and learning well by association with emotional responses. Intrapersonal: Characteristics include shyness in groups; awareness of goals and dreams; and motivation to do well. Interpersonal: Characteristics include being a socializer; enjoying games with others; and demonstrating empathy.

28 Decision Styles Relater Entertainer AnalyzerRuler PassiveAggressive Task Oriented People Oriented IntentNeedCategory Get it done rightControlRuler Get it done right AccuracyAnalyzer Get AlongApprovalRelater Get AppreciatedAttentionEntertainer

29 Rossman Inventory Orientation to learning, Mental abilities, Physiological factors Psychological factors.

30 Writing Process Assessing the writing situation Prewriting Discovering ideas Mind-mapping and brainstorming Developing a thesis Creating a first draft Refining the draft

31 Writing Mechanics Grammar Spelling Punctuation Structure Word usage Syntax and semantics

32 Finding Woody

33 Team Forming Forming, storming, norming, and performing Barriers to the group process Groupthink Constructive versus destructive conflict Conflict resolution Task and interpersonal roles The various roles people play (mediator, leader, etc.)

34 Online Search Search Engines Boolean searches Wildcard searches

35 HR AND COMMUNICATION IntentNeedCategory Get it done rightControlRuler Get it done rightAccuracyAnalyzer Get AlongApprovalRelater Get AppreciatedAttentionEntertainer Relater Entertainer AnalyzerRuler PassiveAggressive Task Oriented People Oriented Window on the World of Difficult People

36 Shared Vision

37 Good Learning Team Characteristics Possess excellent process skills, Team dynamics Conflict resolution techniques

38 Productive Teams: Key Elements Follow-through on commitments; Open and honest communication among members; Use of active listening skills; and Constructive resolution of conflicts and disagreements.


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