Peers

Engaging as

Energizing

Resources

Center-based &

0nline

Academic

Collaborative

Helpers

Enhancing

Success Training Program

Peer Coach Training Part II

Welcome Back

• Goal Development• Coaching Effective Study Strategies• Critical Thinking Skills• Learning Styles Workshop• How Adults Learn

Agenda Part 2

Kaizen Activity

Task:•To touch each ground marker with in the boundary in numerical sequence and call it’s number aloud as quickly as possible•You can attempt the task as many times as your team wishes with in the 10 minute time limit. Each attempt will be timed.

Rules1. You have a total of 10 min. to accomplish this task. The ten min. clock

began when you started reading this instruction sheet. 2. You can attempt the task as many times as you like, but for each attempt

the team members must start behind the line3. Time for each trial starts as soon as the first team member steps over the

start line4. If more that one person’s feet are inside the boundary at a time, a 10 sec.

penalty is added to the time for that attempt5. If a team member touches the markers out of sequence a 10 second

penalty is added.6.Any part of the body may be used to touch each numbered marker in

sequence. 7. No ground makers may be altered 8. All team members must be involved.

*** The Team is allowed to ask ONLY THREE clarification questions***

Kaizen Questions• Did your team have a plan? If so, what was the plan?

• How much time did you spend planning for the 1st attempt? Was this an appropriate allocation of time?

• When you tried again, did your team use a different strategy?

• How much did you improve from 1st to 2nd trial? Why is this?

• One of the requirements was to have everyone involved. How do you think your group worked as a team? Was everyone involved?

• Did you use your questions wisely? If you did not ask any questions, why not?

• How can you tie this exercise into your academic experiences?

Background: KAIZEN is Japanese for gradual and orderly. It is part of the methodology and philosophy of a Japanese company of the same name focused on the problem solving process searching for continuous improvement and is followed by businesses worldwide.

Starfish Story

Once upon a time, there was a wise woman who used to go to the ocean to do her writing. She had a habit of walking on the beach before she began her work. One day she was walking along the shore. As she looked down the beach, she saw a young man moving like a dancer along the shoreline. She smiled to herself watching someone dance like that on the beach. She began to walk faster to catch up. As she got closer, she saw that the young man wasn't dancing, instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean.

As she got closer, she called out, "Good morning! What are you doing?"

The young man paused, looked up and replied "Throwing starfish into the ocean."

“Oh, why are you throwing starfish into the ocean?“ she asked.

"The sun is up and the tide is going out. And if I don't throw them in they'll die.“ he stated in a matter of fact tone.

"But young man, don't you realize that there are miles and miles of beach and starfish all along it. You can't possibly make a difference!" she insisted.

.

The young man listened politely. Then bent down, picked up another starfish and threw it into the sea, past the breaking waves. "It made a difference for that one!" he smiled and continued down the beach stopping to help each starfish he encountered.

His response surprised the woman. She didn't know how to reply. She turned away and walked back to the cottage to begin writing.

All day long as she wrote, the image of the young man haunted her. Finally, late in the afternoon she realized that she had missed out on the essential nature of the young man's actions. She realized that what the young man was doing was choosing not to be an observer in the universe and make a difference. She went to bed troubled.

When the morning came she awoke knowing that she had to do something. She went to the beach and found the young man. And with him she spent the rest of the morning throwing starfish into the ocean

We have all been gifted with the ability to make a difference. And if we can, like that young man, become aware of that gift, we gain through the strength of our vision the power to shape the future. And that is your challenge. And that is my challenge. We must each find our starfish and make a difference.

Goal Setting

Why Effective Goal Setting Works

• Goals direct the an individuals attention

• Goals help mobilize the individual and group efforts – Get yourself and your unit moving in the same direction

• Goals help prolong effort and increase persistence

• Goals helps you develop and employ new strategies

Road Blocks To Goal Achievement

• Lack of skill

• Lack of knowledge

• Lack of support

• Lack of persistence

• Failure to take an appropriate risk

Key Points

• Goal setting is methodical & continuous

• Goal plan must be “present in your mind”

• Goal setting should be implemented into the counseling process!

Coaching Effective Study Strategies

What Do you think are some Effective Coaching Techniques When Discussing Study Habits

Some Effective Coaching

• Talk to the Student to Find Out Their Current Study Habits.

• Think About How the Student Learns. • Work With the Student to Come Up With a

Plan That Will Work Best For Them.

Learning styles

Aural/Auditory

Kinesthetic

Visual

Read/Write

MULTI-MODAL

Learning Styles

• Most people have developed a preference for how they learn. • One style is not better than another, and all of approaches to learning can be improved. • Effective learners know how their minds work and are able to adapt their studying strategies to any learning situation.

The Basics

Identifying Your Learning PreferenceVARK Learning Styles Self-Assessment Questionnaire

TAKE ASSESSMENThttp://www.vark-learn.com/english/page.asp?p=questionnaire

What were your results?

Your VARK preferences can be used to help you develop additional, effective strategies for learning related to how you:

take in information; study information for effective learning; and

study for performing well on an examination.

Visual Study Strategies (V)Aural/Auditory Study Strategies (A)

Read/write Study Strategies (R)Kinesthetic Study Strategies (K)

Multimodal Study Strategies (MM)

Characteristics of Visual Learners

• Have a keen sense of aesthetics, visual media and art.• Easily remember information presented in pictures or

diagrams.• Have strong visualization skills. They can look up and

“see” the information invisibly written or drawn. • Make “movies in their minds” of information they are

reading. Their movies are often vivid and detailed.• Have very strong visual-spatial understanding of things

such as sizes, textures, angles and three-dimensional depths.

• Pay close attention to the body language of others (facial expressions, eyes, stance, etc.).

VISUALVisual learners tend to:

learn best when information is presented visually and in a picture or design format. In a classroom setting, benefit from instructors who use visual aids such as film, video, maps and charts. benefit from information obtained from the pictures and diagrams in textbooks. When trying to remember something, can often visualize a picture of it in their mind. have an artistic side that enjoys activities having to do with visual art and design.

Visual learners:

Visual

Study Tips for Visual Learners• Convert information into visual study tools

(diagrams, maps, charts)• Copy & write new info - see it in your own writing.• Visualize & make movies as you read and study. • Use nonverbal clue’s by instructors to provide you with important information.• When learning mathematical or technical information, make charts to organize the

information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence.

• Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help you to understand and retain course material. Use spreadsheet and database software to further organize material that needs to be learned.

• Use "color coding" of new information in your textbook or notes. Mark up the margins of your textbook with key words, symbols, and diagrams and use highlighter pens of contrasting colors to "color code" the information.

Characteristics of Aural/Auditory Learners

• Remember quite accurately details of important information heard during conversations or lectures.

• Have strong language skills, which include a well-developed vocabulary and an appreciation for words.

• Have strong oral communication skills. They can carry interesting conversations and can articulate their ideas clearly.

• Have a “fine tuned ear” auditory may lead to learning a foreign language more easily.

• Often have musical talents, can hear tones, rhythms, and individual notes.

AURAL/AUDITORY

Aural/Auditory learners tend to:

Tend to find when trying to remember something, can often "hear" the way someone told you the information, or the way you previously repeated it out loud. learn best when interacting with others in a listening/ speaking exchange.

Aural/Auditory learners:

Aural/Auditory

Study Tips for Auditory Learners• Discuss/study with friends. Join a study group to assist you in learning course

material. Or, work with a "study buddy" on an ongoing basis. If not possible, talk out loud and recite information your are learning.

• You can retain and understand information better by teaching another person, or conversing with an instructor.

• Record information and listen to it. You may benefit from using a recording device to make audio files to listen to later. Use computerized technology – Text to Speech in Word, Audacity, etc.

• When learning mathematical or technical information, "talk your way" through the new information. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or with a study partner.

• Try games or interaction activities that provide the sounds of words being spoken.

• Add rhythms or tunes to your learning.

• Work well with their hands and may be good at repairing work, sculpting, art or working with various tools.

• Often have well coordinated and have a strong sense of timing and body movement.

• Learn with movement = often do well as performers: athletes, actors, or dancers.

• Often wiggle, tap feet or move their legs when seated.• Have been often labeled “hyperactive” as children.

Characteristics of Kinesthetic LearnersKinesthetic learners tend to:

KINESTHETIC

Kinesthetic learners:

Kinesthetic

learn best when physically engaged in a "hands on" activity. In the classroom, they benefit from a lab setting where you can manipulate materials to learn new information. learn best when you can be physically active in the learning environment. benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside the classroom.

Study Tips for Kinesthetic Learners• Take notes as you read – text and/or graphic organizers.• Pace as you study. When studying, walk back and forth with

textbook, notes, or flashcards in hand and read the information out loud.

• Make large-sized study tools – flipcharts, chalk/white boards. When reviewing new information, copy key points onto a chalkboard, easel board, or other large writing surface.

• Learn by doing. Think of ways to make your learning tangible, i.e. something you can put your hands on. For example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a museum, historical site, or job site) to gain first-hand experience of your subject matter.

• Use your hands and your fine motor skills. Study with pen/pencil in hand.

• Use exaggerated movement for emphasis and expression.• Use case studies, examples and applications.

• Like lists and words to keep ideas and “To Do” items straight.

• Remember information displayed as words.

• Emphasize text-based input and output - reading and writing in all its forms.

• Prefer PowerPoint, the Internet, lists, filofaxes, dictionaries, thesauri, quotations and words, words, words...

Characteristics of Read/Write LearnersRead/Write learners tend to: READ/

WRITE

learn best when information is presented visually and in a written language format. In a classroom setting, they benefit from instructors who use the blackboard (or PowerPoint, overhead projector, etc.) to list the essential points of a lecture, or provide an outline to follow along with during lecture. benefit from information obtained from textbooks and class notes. often see the text "in your mind's eye" when trying to remember something

Read/Write learners:

Read/Write

Study Tips for Read/Write Learners• Use a word processor – take notes as you read. Rewrite

the ideas and principles into other words. • Use dictionaries and/or make flashcards to remember

key vocabulary.• Write out the words again and again. Read your notes

(silently) again and again. • When learning information presented in diagrams or

illustrations, write out explanations for the information. Organize any diagrams, graphs ... into statements, e.g. "The trend is..."

• When learning mathematical or technical information, write out in sentences and key phrases your understanding of the material. When a problem involves a sequence of steps, write out in detail how to do each step.

Life is multimodal. There are seldom instances where one mode is used, or is sufficient. Those who prefer many modes almost equally are of two types. There are those who are context specific who choose a single mode to suit the occasion or situation.

There are others who are not satisfied until they have had input (or output) in all of their preferred modes. They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding.

http://www.youtube.com/watch?v=vKW5kHYE0Y4&feature=player_embedded#!

REFERENCES USED IN THIS PRESENTATIONVARK Learning Styles Questionnairehttp://www.vark-learn.com/english/page.asp?p=questionnaire

ADDITIONAL ONLINE MATERIALS (including other self-assessments) Online Learning Styles Inventories with Immediate Feedback

Index of Learning Styles Questionnaire http://www.engr.ncsu.edu/learningstyles/ilsweb.html

A set of 44 two choice questions, covering the following learning styles: Active and Reflective, Sensing and Intuitive, Visual and Verbal, & Sequential and Global

Brain Works’ Downloadablehttp://www.jcu.edu.au/tldinfo/learningskills/learningst/An interesting exercise (PC users only - 1.1MB) called brain.exe can be downloaded from this site. It will give you some more information about your dominant brain hemisphere. To get out of the program before completing the assessment, use ctrl alt del keys to access Task Manager and stop the program. The esc key does not always work.

C.I.T.E.  Learning Styles Instrument http://www.wvabe.org/cite.htm

References & Resources

CONTINUED…

ADDITIONAL ONLINE MATERIALS (including other self-assessments) continued…Online Learning Styles Inventories with Immediate Feedback continued

A Learning Style Survey for College http://www.metamath.com/multiple/multiple_choice_questions.html

A 32 question survey with immediate feedback assessing the following learning styles:

Visual/ Verbal, Visual/ Nonverbal, Tactile/ Kinesthetic, & Auditory/ Verbal

Information about Learning StylesLearning Styles & Strategies http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

References & Resources

References A Six-Step (Tutoring) Session Endicott College Center for Teaching and

Learning College Learning Program

How Adults Learn

Source: http://studentaffairs.webs.com/

What are they asking me to do?

Applying Bloom’s Taxonomy

KNOWLEDGE - Student recalls or recognizes information, ideas, and principles in the approximate form in which theywere learned.

COMPREHENSION - Student translates, comprehends, or interprets information based on prior learning.

APPLICATION - Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.

ANALYSIS - Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.

SYNTHESIS - Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.

EVALUATION - Student appraises, assesses, or critiqueson a basis of specific standards and criteria.

Perry’s Scheme of Scheme of Intellectual and Ethical Development

DUALISTIC STUDENTS are those who see the world as a place of absolutes such as right or wrong, true or false. Knowledge is seen as existing absolutely. Dualistic students tend to think of their role in terms of "right" answers and the role of the professor as providing those answers. These students will present judgments and evaluations as if they were self-evident, without the need for substantiation.

MULTIPLISTIC STUDENTS recognize that there are multiple perspectives to problems. However, they are unable to evaluate each perspective adequately. A typical multiplistic response might be "We're all entitled to our own opinions," or "We're all good people." Argumentation ends, or is avoided, with the multiplistic attitude.

RELATIVISTIC STUDENTS see knowledge as relative to particular frames of reference. They show a capacity for detachment; they look for the "big picture," think about their own thinking, and evaluate their own ideas as well as those of others. Frequently, by seeing alternative perspectives, they have difficulty making a decision. Authorities are seen as people who can and should be questioned.

COMMITTED STUDENTS see knowledge as an integrated part of who they are and what they have learned from others. They combine personal experience and reflection as they engage in the learning process. Students at this stage realize that learning is a commitment and it is an ongoing, unfolding, evolving activity

Shades of GrayBilly Joel (1988)River of Dreams

Shades of grey wherever I goThe more I find out the less that I knowBlack and white is how it should beBut shades of grey are all the colors I see…Shades of grey are all that I findWhen I come to the enemy lineBlack and white was so easy for meBut shades of grey are all the colors I see…Shades of grey wherever I goThe more I find our the less that I knowAin’t no rainbow shining on myShades of grey are all the colors I see

Summary of stage Basic Example

The authorities know e.g. "the tutor knows what is right and wrong"

The true authorities are right, the others are frauds

e.g "my tutor doesn't know what is right and wrong but others do"

There are some uncertainties and the authorities are working on them to find the truth

e.g "my tutors don't know, but somebody out there is trying to find out"

(a)Everyone has right to their own opinion(b) The authorities don't want the right answers. They want us to think in certain way

e.g "different tutors think different things"e.g "there is an answer that the tutors want and we have to find it"

Everything is relative but not equally valid

e.g "there are no right and wrong answers, it depends on the situation, but some answers might be better than others"

You have to make your own decisions e.g "what is important is not what the tutor thinks but what I think"

First commitment e.g "for this particular topic I think that...."

Several Commitments e.g "for these topics I think that...."

Believe own values, respect others, be ready to learn

e.g "I know what I believe in and what I think is valid, others may think differently and I'm prepared to reconsider my views"

DUALISTIC STUDENTS

MULTIPLISTIC STUDENTS

RELATIVISTIC STUDENTS

COMMITTED STUDENTS

Theory Nature of Knowledge

Role of Learner

Role of Peers

Role of Instructor

Role of Evaluatio

n

Silence

Knowledge is

unattainable and held only by all-

powerful authorities

Learners are non-

existent. No learning

takes place, the learner doesn’t feel qualified to

“know” anything.

Learners let the

authorities handle

everything.

Peers are sometimes viewed as

authorities, but mostly

they are seen to be

as voiceless as the

learner.

Instructors are

nonexistent at this stage.

Everyone who is in

possession of

knowledge is an

authority who is all-powerful.

Evaluation - can’t take

place because

there is no “learning” gain to be

judged

Theory Nature of Knowledge

Role of Learner Role of Peers Role of

Instructor Role of Evaluation

Received

Knowledge comes from

authority figures who

possess pertinent facts

and figures that they

impart to the learners.

Learners receive,

retain, and return the

knowledge imparted to

them by authority

figures. They do not reflect on the data nor do they connect the data to their experiences. They accept

and memorize what they have been presented.

Peers are resources

because they can help

explain what the professor

or another authoritative source has

said. They can give facts and figures, but

their opinions don’t count towards the reception &

attainment of knowledge.

Instructors are the primary sources of

information and

knowledge. They provide

the books, lectures,

notes, etc. from which the students

must memorize and

recite what they have learned.

Evaluation is a tool used to measure how

much accurate

information the learner

has received, retained, and returned to prove what they have

learned from the proper

content authorities.

Theory Nature of Knowledge

Role of Learner

Role of PeersRole of

Instructor Role of Evaluation

Subjective

Knowledge and truth are personal,

private, and intuited. Truth

comes from within even if

outside sources do not value

that truth.

Learners come to discover their

personal authority in

relation to the knowledge that

they are presented with. They begin to investigate the world and see that everyone has a personal

and private connection with

knowledge.

Peers are seen as having the

same opportunities to investigate the world and their

opinions are tolerated if not

valued.

Instructors are sometimes seen as having their

own agendas by asking for

conformity in student

responses. If instructors act ithis way, they

are seen as only valuing the subjective

nature of their own knowing to the detriment of

the students’ opinions and knowledge.

Evaluation is an invasion of the personal nature of true knowing in that it does

not always allow for the complexity of the world and various and

equally valid opinions to be

expressed. Evaluation is useless and aribitrary.

Theory Nature of Knowledge

Role of Learner

Role of PeersRole of

Instructor Role of Evaluation

Procedural

Knowledge is no longer a set of equally valid

and multiple opinions; it is a

set of arguments that

can be evaluated for their relative

worth and truth.

Learners begin to use objective reason as the to

evaluate arguments.

Truth becomes lodged below the surface of facts and must

be ferreted out. Mastery of

argumentative forms and not knowledge are

the focus. They want to be

taught how to fish and not to be just given

one to eat today.

Peers’ views on knowledge and their arguments are measured up to a particular

set of criteria in order to judge

the relative worth of their

arguments.

Instructors are no longer

arbitrary and capricious authorities

wielding their power. Their worth to the

learner lies in the relative

strength of their arguments and reasoning -- not

on the power they hold over

students.

Evaluation is a means of

demonstrating a learner’s skill in

constructing and

deconstructing arguments. The

form rather than the content

of their responses is

what is viewed as important.

Theory Nature of Knowledge Role of Learner Role of Peers

Role of Instructor Role of

Evaluation

Constructed

Knowledge is constructed by

weaving together both rational and emotional thought.

Knowledge comes from both outside

and within and is constructed

by the individual.

Learners operate from

questioning and problem-posing perspectives. They believe

that only through inquiry

will they be able to

construct knowledge and

truth.

Peers are learners with

whom they can collaborate in

the construction of knowledge.

Instructors are seen as true

experts only if they too

appreciate the complexity of

the construction of knowledge.

Evaluation is a way in which to express how the

learner individually

constructs his or her

understanding of the

knowledge they have gained by

asking questions about

the course content.

This table is a combination of the works of Belenky, et al (1985) and Baxter Magolda (1995).

Learning Theory ResourcesBelenky, Mary F.; Clinchy, Blythe M.; Goldberger, Nancy R.; & Tarule, Jill M. (1986),

Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books).

Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston).

Perry, William G., Jr. (1981), "Cognitive and Ethical Growth: The Making of Meaning", in Arthur W. Chickering and Associates, The Modern American College (San Francisco: Jossey-Bass): 76-116.

See also: http://studentaffairs.webs.com/