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HELPING YOUR STUDENTS IMPROVE THEIR STUDY SKILLS. Workshop for Voc-Ed Teachers of the Nine English Boards Prepared by Patti L Moore, Coordinator: Quebec Literacy Working Group. Adult Literacy in Quebec A Few Statistics. Adult Literacy: Some Statistics.

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Helping your students improve their study skills

HELPING YOUR STUDENTS IMPROVE THEIR STUDY SKILLS

Workshop for Voc-Ed Teachers

of the Nine English Boards

Prepared by Patti L Moore, Coordinator: Quebec Literacy Working Group


Adult literacy in quebec a few statistics

Adult Literacy in Quebec

A Few Statistics


Adult literacy some statistics

Adult Literacy: Some Statistics

The 2003 Adult Literacy and Life Skills (ALL) Survey identifies 5 levels of prose literacy:

  • LEVEL 1:adults have few decoding skills

  • LEVEL 2:adults’ skills are limited to simple printed material

  • LEVEL 3:adults are average readers

  • LEVELS 4 and 5: adults have strong literacy skills


Minimum level required

Minimum Level Required

  • Level 3 is considered the minimum requirement for participating in the knowledge-based economy and society


How do quebecers measure up

How do Quebecers Measure up?

  • An estimated one million Quebecers – that’s one in five people – are at level 1

  • 1.7 million Quebecers are at level 2


How do quebecers measure up1

How do Quebecers Measure up?

  • Adult Quebecers at levels 1, 2 and even 3 could have significant difficulties with much of the written information and many of the new technologies that they encounter at work and in everyday situations


One challenge

One Challenge

  • The number of adults attending literacy classes in Quebec is far smaller than the number of adults who actually need these services


Why aren t they coming

Why Aren’t They Coming?

  • Job conflicts

  • Costly transportation

  • Time inconvenient

  • Program cancelled

  • Employment insurance disallows attendance


Main characteristics of people at levels 1 and 2

Level 1

800,000

21% are immigrants

52% are men; 48% are women

54% are employed

14.5% are unemployed

54% do not have a high-school diploma

29% completed high school

18% completed post-secondary studies

73% francophone; 20% other; no information for anglophones

Level 2

1.7 million

9.6% are immigrants

52% are men; 48% are women

70% are employed

6.3 are unemployed

26% do not have a high-school diploma

37% completed high school

37% completed post-secondary studies

85% francophone; 5.5% anglophone; 8.7% other

Main Characteristics of People at Levels 1 and 2


What literacy means for the workforce

What Literacy Means

for the Workforce


What literacy means for the workforce1

What Literacy Means for the Workforce

  • Low literacy has a significant impact on the economy

  • 60% of the unemployed lack the basic skills necessary to be trained for high tech jobs


What literacy means for the workforce2

What Literacy Means for the Workforce

  • Business losses attributed to basic skill deficiencies run into millions of dollars because of low productivity, errors and accidents

  • A new study indicates companies that invest in literacy training see a 400% - 1000% return on their investment


What literacy means for the workforce3

What Literacy Means for the Workforce

  • Some sectors require above-average skills

  • 84% of registered nurses fall short of the required level 5 reading level

  • Can our FP students keep up with the reading demands of their chosen profession?


Your learning style

Your Learning Style

Knowing how your students learn can make you a more effective teacher


Your learning style1

Your Learning Style

  • Each person is born with their own learning style

  • This is the way our brain works best to learn new information


There are three main learning styles

There are three main learning styles:

Visual Learners

Auditory Learners

Kinaesthetic and Tactile Learners

  • Some people are highly visual; others are highly auditory and some are highly kinaesthetic-tactile learners.

  • Some have a preference for all three


Your learning style2

Your Learning Style

  • People learn in different ways

  • There is no ‘right’ or ‘wrong’ way to learn.

  • We learn best when we are taught according to our learning style

  • Parents and teachers tend to teach using their preferred learning style


Visual learners often

Visual Learners often…

  • Remember visual details

  • Prefer to see what they are learning

  • Like to write down instructions and directions

  • Doodle while listening

Photo: http://www.inkycircus.com/jargon/images/2007/04/25/eye.jpg


Tips for the visual learner

Tips for the Visual Learner

  • Visual learners often have trouble following lectures or verbal instructions. They should be encouraged to:

    • Ask the teacher to write down instructions

    • Take down notes or read other books on the subject (they should always have a pen and paper handy!)

    • Use highlighter pens to colour-code their notes


Tips for the visual learner1

Tips for the Visual Learner

  • Use flash cards

  • Use post-it notes and reminders

  • Write out key sentences and information

  • Study in a quiet room

Photo: http://www.markartproductions.com/images/postit.jpg


Auditory learners often

Auditory Learners often…

  • Recall information after hearing it a few times

  • Repeat things that they want to remember

  • Learn well with discussions and oral explanations

  • Remember by saying things out loud

Photo: http://inventorspot.com/files/images/isp_WhisperEar.img_assist_custom.jpg


Tips for the auditory learner

Tips for the Auditory Learner

  • Auditory learners often have trouble with written instructions. They should be encouraged to:

    • Ask the teacher to give instructions out loud

    • Read written instructions out loud to themselves (repeating if necessary)

    • Talk about things that they are learning

    • Practice for tests out loud


Tips for the auditory learner1

Tips for the Auditory Learner

  • Study with a classmate

  • Work in a room where you can talk out loud without bothering family members

  • Put a problem in their own words

  • Tape record lectures (set counter at zero; note on the counter at what point you need to go back and hear something again)

Photo: http://ghostsagogo.com/Equipment0028030.jpg


Kinaesthetic tactile learners often

Kinaesthetic-Tactile Learners Often…

  • Recall words after writing or typing them a few times

  • Tend to talk with their hands

  • Learn best by doing

  • Will remember who did what rather than who said what


Tips for the kinaesthetic and tactile learner

Tips for the Kinaesthetic and Tactile Learner

  • Kinaesthetic and Tactile learners prefer activities. They should be encouraged to:

    • Ask the teacher to demonstrate or let them touch things in order to learn about them

    • Do whatever is being talked about or learned

    • Move around while listening or talking (at least at home)


Tips for the kinaesthetic and tactile learner1

Tips for the Kinaesthetic and Tactile Learner

  • Sit near the front of the class where they are less distracted by their environment

  • Take notes during class; copy key points

  • Use highlighter pens; flashcards

  • Make a model; something they can put their hands on

  • Use a computer (reinforces learning through a sense of touch)

Photo: http://www.delteksolutions.co.uk/images/highlighter_pens.jpg


Questionnaire what is your learning style

Questionnaire: What is Your Learning Style?

  • Auditory?

  • Visual?

  • Kinaesthetic or Tactile?


Your learning style3

Your Learning Style

  • While most adults have a preferred learning style, teachers can encourage them to use other learning styles as well

  • The more senses we use to learn, the better!

  • A good rule of thumb: students should use their preferred style for learning essential information, and other styles for learning things that are less important


Multiple intelligences and learning

Multiple Intelligences and Learning

“It is not how smart you are that matters, what really matters is how you are smart.”

Howard Gardner


Multiple intelligences

Multiple Intelligences

  • Intelligence is not fixed at birth

  • We can strengthen our intelligences

  • Howard Gardner (1983) identifies seven categories of intelligence

  • We can use our intelligences to learn better


Multiple intelligences and learning1

Multiple Intelligences and Learning

  • The theory of multiple intelligences is all about an awareness of what we are naturally good at and an acknowledgement of what we may have to work harder to achieve


Spatial visual intelligence

Spatial/ Visual Intelligence

  • Picture Smart: thinks in images and pictures

  • Likes recording events with a camera or a camcorder

  • Is fascinated by machines and contraptions

  • Has an appreciation for the arts

  • Reads maps well and has a good sense of direction

  • Can visualise how things would look

  • In school liked art, geometry

  • Inventors, architects, engineers, mechanics


Tips for improving spatial visual intelligence

Tips for improving spatial/visual intelligence:

  • Daydream!

  • Do jigsaw puzzles and mazes

  • Draw, paint, sculpt

  • Build 3-D models

  • Take pictures


Linguistic verbal intelligence

Linguistic/ Verbal Intelligence

  • Word Smart: thinks in words

  • Reads everything – books, magazines, cereal boxes)

  • Plays with sounds in language (think Dr Suess)

  • Great story-tellers, tall tales and jokes

  • Loves seeing, saying and hearing words

  • Likes to write

  • Refers often to things they have heard or read

  • Uses “dictionary” words

  • Is good at debating

  • Teachers, journalists, writers, lawyers, translators


Tips improving linguistic verbal intelligence

Tips improving linguistic/verbal intelligence:

  • Play word games

  • Keep a diary

  • Visit the library

  • Tell stories

  • Read books


Intrapersonal intelligence

Intrapersonal Intelligence

  • Self smart :their skill is inner focussing

  • Likes to keep a journal or diary

  • Deep awareness of inner feelings, dreams, ideas

  • Likes to attend workshops and counselling to learn more about themselves

  • Has specific goals (i.e. personal mission statement)

  • Likes private time; likes their own company

  • Recognizes self strengths and weaknesses

  • Self-employed, researchers, theorists, philosophers


Tips for improving intrapersonal intelligence

Tips for improving intrapersonal intelligence:

  • Take personal time

  • Read biographies

  • Work on a hobby

  • Set long-term goals

  • Analyze personal strengths

    and weaknesses


Musical rhythmic intelligence

Musical/ Rhythmic Intelligence

  • Music smart :thinks in sounds, rhythms and patterns

  • Often listens to music or sings, whistles, hums

  • Can play a musical instrument

  • Can often remember a tune after hearing it just a few times

  • Could not imagine life without music

  • Likes to work with music in the background

  • Strong opinion of others’ music

  • Choirs, orchestras, bands, disc jockeys, theatre


Tips for improving musical rhythmic intelligence

Tips for improving musical/rhythmic intelligence:

  • Listen to music

  • Join a choir

  • Play “Name that Tune”

  • Play an instrument

  • Take music lessons


Bodily kinaesthetic intelligence

Bodily Kinaesthetic Intelligence

  • Movement smart: processes knowledge through bodily sensation

  • Uses hand gestures to express themselves

  • Has gut feeling about things

  • Great at mimicking your best or worst qualities and mannerisms

  • Thinks best when doing something physical

  • A do-it-yourself type

  • The first person on the dance floor

  • Athletes, dancers, actors, mimes, clowns


Tips for improving bodily kinaesthetic intelligence

Tips for improving bodily kinaesthetic intelligence:

  • Join a drama class

  • Role play (can do this when reading aloud too)

  • Play charades

  • Learn sign language

  • Exercise

  • Learn a martial art

  • Dance


Interpersonal intelligence

Interpersonal Intelligence

  • People smart: thinks and processes by relating, co-operating and communicating with others

  • Likes team work

  • Mentors others

  • Picks up on feelings and intentions of others

  • Often gets asked for advice

  • An organizer; a leader

  • A good communicator

  • Street smart, has many friends

  • Counsellors, business people, politicians, community organizers


Tips for improving interpersonal intelligence

Tips for improving interpersonal intelligence:

  • Hold family meetings

  • Work cooperatively

  • Join a hobby group

  • Discuss ideas

  • Play social games with others

    (Trivial Pursuit, Monopoly)


Logical mathematical intelligence

Logical/ Mathematical Intelligence

  • Logic Smart: thinks conceptually

  • Can do mental calculations; good with numbers

  • Liked math and science in school

  • Easily balances their check book

  • Likes to explore patterns, categories and relationships

  • Problem solves in a step-by-step systematic way

  • Question and wonder about natural and scientific events

  • Scientists, engineers, computer programmer, accountants


Tips for improving logical mathematical intelligence

Tips for improving logical/ mathematical intelligence:

  • Play chess

  • Identify patterns

  • Analyze problems

  • Experiment

  • Do puzzles and brain teasers


It s your turn

It’s Your Turn…

  • QUIZ!

  • What are your multiple intelligences?

  • Can you think of activities that you could do in the classroom to highlight your students’ strengths or build on their weaknesses?

  • Which medical professions do you think would fall under each category?


Sources for these sections

Sources for these sections:

  • CLCQ Learning Disabilities Manual

  • “Multiple Intelligences“ by Jim Craigen

  • http://www.bewell-dowell.org/sos/pdf_files/Learning%20Styles/Learning%20Styles.pdf


Getting started

Getting Started

Getting Organised

Taking Care of Myself


Being organised helps

Some people seem to be born naturally organised; many are not

Organisational skills can be taught

Good study skills start with good organisational skills

Encourage your students to have a plan for:

Their environment

Their learning materials

Their school work

Their study schedule

Being Organised Helps!


Remind students to take care of themselves

Remind Students to Take Care of Themselves….

  • Adult learners are busy! They may have jobs, families and their classes to juggle.

  • It takes a lot of commitment to stay in school as an adult

  • The government expects all school boards to decrease drop-out rates by 2020

  • What can teachers do?


Remind students to take care of themselves1

Remind Students to Take Care of Themselves….

  • Encourage students notto take on too much:

    • Keep activities manageable

    • Practice saying ‘no’

  • Can some homework/studying be done in class? After class? Get creative!


Sources for this section

Sources for this section:

  • http://www.bewell-dowell.org/sos/getting_organized.html (*)

    (*) Excellent site! Two thumbs up!


Study skills

Study Skills

Encouraging students to manage their study time


Encouraging students to manage their study time

Encouraging students to manage their study time

  • Write in fixed commitments

  • Outline in colour your best learning times

  • Adjust as needed!


Encouraging students to manage their study time1

Encouraging students to manage their study time

  • Organize a time frame for difficult homework and long-term projects

  • Set a schedule, including both a beginning and an end

  • Numbering assignments can also be useful

http://www.family-homework-answers.com/images/HomeworkGrid_3rd.jpg


Encouraging students to manage their study time2

Encouraging students to manage their study time

  • Encourage students to review their notes before beginning an assignment

  • Encourage students to call another learner if they are having difficulty


Encouraging students to manage their study time3

Encouraging students to manage their study time

  • Encourage students to be active!

  • Encourage students to study with a pen or a pencil in their hand

  • Encourage students to underline, highlight or put notes and asterisks in the margins


In class

In class…

  • Encourage students to take notes

  • Encourage students to keep separate notebooks for different subjects

http://perfline.com/draw/images/notebooks.jpg


Sources for this section1

Sources for this section:

  • http://www.ldonline.org/article/108 (*)

  • http://www.howtodothings.com/education/how-to-study-well

  • http://www.how-to-study.com/(*)

  • http://www.bewell-dowell.org/sos/ (****)

    (*) excellent; thumbs up!


Helping students improve their memory

Helping Students Improve Their Memory

Short-term and long-term memory

General guidelines for memory improvement

Mnemonic devices


What is memory

What is Memory?

  • Short-term memory stores information for a few seconds or a few minutes (think phone number/ comparing two prices)

  • It is fragile; like a disc that need to be erased before it gets too full (think TV commercials/ phone numbers/ meals ordered in restaurants, etc.)


What is memory1

What is Memory?

Long-term memory involves the information you want to retain:

  • Personally meaningful (job, test)

  • Made an emotional impression (interpersonal relationships, movies, events, accomplishments)

  • Requires a conscious effort to recall (facts, skills, routines)


General guidelines for helping students remember

General Guidelines for Helping Students Remember

  • Encourage students to pay attention!

  • It takes 8 seconds of intent focus to get information to the appropriate part of the brain

  • Remember though, that ‘paying attention’ varies according to our students’ learning styles


General guidelines for helping students remember1

General Guidelines for Helping Students Remember

  • Tailor your teaching to all three learning styles

  • Involve as many senses as possible


General guidelines for helping students remember2

General Guidelines for Helping Students Remember

  • Relate information to what your students already know (build on previous knowledge)

  • Encourage students to organise information in their own way (address books, date books, post-its, lists).

  • Use both words and pictures


General guidelines for helping students remember3

General Guidelines for Helping Students Remember

  • Encourage students to rehearse frequently and ‘over-learn’

  • Encourage them to review what they learned on the same day and for intervals afterwards

  • Encourage them to go back to their notes frequently: spaced rehearsal is better than cramming


General guidelines for helping students remember4

General Guidelines for Helping Students Remember

  • Encourage students to get moving: exercise is good for the body and the brain! Our brain needs oxygen too – if we are gasping for breath; so is our brain…


General guidelines for helping students remember5

General Guidelines for Helping Students Remember

  • When teaching, use sentences in which first letter in each word is part of what you want to remember (Never Eat Soggy Waffles)

  • Use acronyms: i.e. HOMES = Great Lakes (Huron, Ontario, Michegan, Erie and Superior)


General guidelines for helping students remember6

General Guidelines for Helping Students Remember

  • Encourage students to ‘chunk’ information: great for remembering our SIN, phone numbers, lists, etc.

  • Arrange long lists into smaller units

  • Point out patterns and associations


Memory crutches which help improve memory

‘Memory Crutches’ which help improve memory

  • Use rhymes and alliteration (‘i’ before ’e’, except after ‘c’)

  • Thirty days hath September,

    April, June, and November;

    All the rest have thirty-one,

    Excepting February alone, Which hath twenty-eight days clear,

    And twenty-nine in each leap year.

  • Encourage students to share their memory crutches!


General guidelines for helping students remember7

General Guidelines for Helping Students Remember

  • Complex material? Focus first on ensuring that students understand basic ideas before focussing on the details

  • Encourage students to explain concepts in their own words


Food for thought

Food for Thought…

  • We retain:

  • 10% of what we read

  • 20% of what we hear

  • 30% of what we see

  • 50% of what we see and hear

  • 70 % of what we say and write

  • 90% of what we say and do 

  • 95% of what we teach…


Sources for this section2

Sources for this section:

  • http://helpguide.org/life/improving_memory.htm# (Short-term/long-term; general guidelines)

  • http://health.howstuffworks.com/10-ways-to-improve-memory.htm(‘Top 10 Ways’)

  • http://www.bewell-dowell.org/sos/forgetting_and_remembering.html

  • http://www.betterhealth.vic.gov.au/bhcv2/bhcpdf.nsf/ByPDF/how_good_is_your_memory/$File/how_good_is_your_memory.pdf (quiz)

    (*) excellent; thumbs up!


Follow up with my students

Follow-up With My Students

  • Dialogue is important!

  • Encourage your students to tell you what they need and do not need!


Need regular support

Need Regular Support?


Eastern qu bec learning centre

Eastern Québec Learning Centre

Jean Laflamme

Guidance Counsellor

Eastern Québec Learning Centre

3005 William-Stuart

Québec (Québec) G1W 1V4

(418) 654-0537

Cynthia Michaud

SARCA

Eastern Québec Learning Centre

3005 William-Stuart

Québec (Québec) G1W 1V4

(418) 654-0537


Your local qlwg rep

Your Local QLWG Rep…

  • The Quebec Literacy Working Group is grouping of English adult literacy consultants from 11 English school boards across the province of Quebec


At the central qu bec school board

At the Central Québec School Board…

  • Patti L. Moore

    Eastern Québec Learning Centre

    3005 William-Stuart

    Québec (Québec) G1W 1V4

    (418) 651-3022

    [email protected]


The quebec city reading council

The Quebec City Reading Council

Cathy Nolan

(418) 681-1258

www.qcrc.org

All services of the QCRC are completely confidential and free of charge


Helping your students improve their study skills

Supporting your Commitment

to Lifelong Learning!

http://www.nald.ca/qlwg/


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