Partnering with Visual and Conceptual Learners

2015 NACADA International Conference

Yvette Ladzinski & Lauren de BlankThe University of Melbourne

Our context

The University of Melbourne• 55,000 students, high achieving University• 51/49 undergraduate and graduate split + doctoral degrees• 30% international student cohort

Student Advice• Hold 30 min appointments• Outreach to first year students through the Student Connect

program• Developmental, holistic advising approach• Strengths based, coaching model• Also see students at risk of unsatisfactory progress and special

cohorts such as Under 18 International students

Common themes discussed• Transition to uni life, early career planning, study skills,

perfectionism, procrastination, engagement in extracurricular activities, employability skills, educational goals, stress management

Multiple Intelligences

Articles on learning styles in relation to advising on NACADA Clearinghousehttp://www.nacada.ksu.edu/Resources/Clearinghouse.aspx

Visual and conceptual learners

Today’s session

Examine four ‘tools’ developed and used with students, to address the following themes:

• Learning and confidence• Time management• Wellbeing and stress• Educational and career goal exploration

Explain the process used to develop a tool, to encourage you to use this process yourselves.

Transition to learning

Time Management Matrix

  IMMEDIATE NOT IMMEDIATE

IMPORTANT

CRISIS THE ZONE 

Examples   Effect  Solutions

 

 Examples      Effect

   

 

NOT IMPORTANT

Distractions / The illusion of productivity ESCAPE

 Examples   Effect  Solutions

 

 Examples   Effect  Solutions

   

 

Adapted from The 7 Habits Of Highly Effective People 25th Anniversary Edition, Authored By Stephen Covey, Launches, 2014, Business Wire

Time Management Matrix - Example

  IMMEDIATE  NOT IMMEDIATE 

IMPO

RTAN

T 

CRISIS THE ZONE Examples

Project due tomorrow Emergencies Appointments

 Effect

Stress, burnout       

The Procrastinator 

Examples

Planning work ahead of time Scheduling, goal setting Exercise Doing readings weekly Saving money Investing in relationships Planned recreational time

 Effect

Balanced approach, well organised Feel in control Prevents anxiety and meltdown

The Prioritiser

NOT IM

PORT

ANT 

Distractions / The illusion of productivity ESCAPE Examples

Transcribing lecture notes Constant goal setting, no follow through Over-studying Going to the library and borrowing 100 books, reading none College distractions (parties every night) Answering phone or text every time Friend’s emergencies (ie. Boyfriend broke up with me again)

Effect

Constantly busy but not achieving goals Time spent working does not prevent ‘crisis’ stage

 

The ‘Yes’ Person 

 Examples

Surfing the web Constant social media Gaming College – spending all your time in the common room TV series addiction

 Effect

Guilt Falling behind Procrastinate until crisis mode

  

The Timewaster  

 

Wellbeing and Stress

Developing a tool

Educational and career exploration

ScenarioStudent A is studying Arts and has not yet chosen a major. They are worried because they ‘don’t know what they want to do with their life!’ They are concerned because:

a) They don’t know HOW to figure out what they want to dob) This means they don’t know how to get experience related to

their career choice c) They are worried this may limit their job options in the future!

All they know is that they ‘want to help people.’

Challenge in pairsWhat would you advise this student?

Developing the tool

1. Consider the common theme or problemTheme: decision making and fear“What if I make the wrong decision?!”

2. Start by considering your own response to the issue. What did your journey look like?

Brainstorm ideas about how you would visually represent your journey

3. Consider what you want students to learn. What is the key takeaway or lesson?

4. Compare ideas with a colleague

Developing the tool

Developing the tool

Skills scaffold

Skills scaffold – explanation

Questions and discussion

© Copyright The University of Melbourne 2011