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					Introductory Information
 Student Wall Planner
   and Study Guide




        Success
        Planner
    STUDENT WALL PLANNER

CHARACTERISTICS
• Prepared in School colours with crest
• Durable – last the student their schooling life
• Easy to use and fully illustrated on reverse side
• Simple to fill in, change, alter and update
• Suitable for students Years 6 to 12 (+Uni)
• Ideal communication tool for parents and
  student
• Able to be used on a daily basis
       REAL BENEFITS

Student Wall Planner allows PARENTS as
 PARTNERS with their child at home.
Students are de-stressed by developing a
 duplicated routine
Staff have a reference to assist students
      POSTIVE ASPECTS
 The entire package caters to the students’ three
  learning styles

 Entire study skills package (13 topics)

 The very latest educational study skills material

 Visual PowerPoint presentations for each study
  skills topic

 Simple but great marketing tool for your school
        TEAM APPROACH
 TheStudent Wall Planner works well with
 a constructive approach by school,
 parent and student.

               Student


                Student
                  Wall
                Planner
  Parent                      School
STUDENT WALL PLANNER
   AND STUDY GUIDE

   The Student Wall Planner and
   Study Guide Worksheets and
   PowerPoint Presentations are
   very powerful learning tools if
   used correctly!
    STUDENT WALL PLANNER

Why was it developed?
   (1) Help students to be more organised in
    their daily homework and study routine
   (2) Provide parents with a tool so they can
    be more actively involved in their child’s
    daily homework, study and learning
    process
 STUDENT WALL PLANNER


 Simple  enough for all high school
  students to use
 Place the Planner in the KITCHEN or
  similar place so parents can make
  regular reference to it – NOT in the
  student’s bedroom
      STUDY GUIDE TOPICS
4 x CORE TOPICS
 All students do each Year
 Each topic about 40 minutes with students
 4 x A3 sheets for signing by:
     Students AND Parents AND Teachers

9 OTHER TOPICS
 A couple of topics per Year Group
 Each topic about 40 minutes with students
    1 – SET YOUR GOALS

With all Goal Setting there are
 three key points:
   Be realistic with your goals
   Set goals that are both
    positive and measurable
   Develop strategies on how
    your goals are going to be
    achieved
GOALS FOR
 THE TERM
2 – LEARN HOW TO STUDY

Study is:
  A routine that you organise and
   use to achieve your very best
  An activity that requires discipline
2 – LEARN HOW TO STUDY

 What Study is.

 What Study is NOT!

 Homework versus Study

 Think About Your Homework and
  Study Habits

 Checklist: Study
            2 – STUDY RECORD
The Student Wall Planner has a Study Record
 section.
Place a () in the box for each:
     15 minutes (young high school students), or
     20 minutes (middle high school students) or
     30 minutes (senior high school students) of study
      you do for each subject area.
Many students find this progress method
 encouraging.
STUDY RECORD
FOR THE TERM
TIME ANALYSIS CHART
       (Average student – hours per week)



Age   H/work      Assign           Study    Total

13      7              4               4     15
14      8              4               4     16
15      9              5               4     18
16     10              6               5     21
17      11             6               6     23
   2 – ANALYSIS YOUR TIME


 When is the best time of the day to do
   Homework and/or Study:
     Early in the morning before school?
     After school – fresh in your mind?
     In the evening after a meal and you are
      relaxed?
 STUDY INFORMATION RECALL
With a new concept being taught, if no
 study is done within 24 hours, on average,
 we forget up to 80% of what was taught.
However if the concept is studied within 24
 hours it will take 7 days before 80% of the
 new concept is forgotten.
If you study the new concept a second
 time, within 7 days, it takes 30 days to
 forget 80% of the new material.
 DAILY HOMEWORK
AND STUDY ROUTINE
  3 – UNDERSTAND AND USE
     YOUR WALL PLANNER
Often the case for improvement in study is NOT
 to study ‘harder’ but rather study ‘smarter’.
Effective study comes from both a will within a
 student and a supportive environment around
 the student that also pushes them to stick to
 their study activities and routine.
3 – STUDENT WALL PLANNER

The planner is designed to:
   Help students organise their time far
    more efficiently
   Allow students to become more aware
    of their study commitments in terms of
    assignments and assessments
   Allow parents to be part of their child’s
    study support routine
3 – PLAN FOR SUCCESS


An important part of study skills is
 being organised and seeing the
 bigger picture and set timelines
The Student Wall Planner allows
 students to map out their entire
 Term’s work in advance
 PLAN ALL SCHOOL BASED
ASSESSMENTS, EXAMS AND
       ACTIVITIES
 4 – PREPARE FOR EXAMINATIONS
             (*) Longer than 40 minutes




 Strategies that work OPS:
   Organisation
   Preparation and Practice
   Study Skills
4 – PREPARE FOR EXAMINATIONS
 Organisation
    Prioritise:
       Commitments/Balance
    Manage Your Time:
       Study Timetable
       Allocate time per subject
    Hold Yourself Accountable:
       Track and monitor progress
    Be Prepared:
       Know about the exam
       Rehearse each section
       Rehearse type for questions
4 – PREPARE FOR EXAMINATIONS


 Preparation & Practice
 Manage the Basics – Eating/rewards
 Study Actively - Turn study into action
 Take an Overview - Course & weighting
 Target - Key concepts
 Review Past Exam and Assessment Answers -
  Learn from your errors
 Rehearsal
4 – PREPARE FOR EXAMINATIONS

 Study Skills – Active Process by:
  Reading – learn to read with purpose
  Writing Skills – be active with your notes
4 – PREPARE FOR EXAMINATIONS
 Exam Timeline Countdown
 • 2 – 6 weeks
 • The Day before the Examination
 • On the Day of the Examination
 • During the Examination
 • After the Examination


 Examination Checklist
      5 – KNOW YOURSELF -
        Learning Style VAK

 Find out which of the three learning styles suits
  you best:
    (V) Visual – seeing and writing
    (A) Auditory – listening
    (K) Kinesthetic – motor skills – action and
     doing
 Your best learning style will help you with
  increased data retention and Study.
  5 – KNOW YOURSELF -
     Learning Behaviours

Knowing Your Dominant
 Intelligence(s).
  Checklists
  Graphing
Knowing Your Dispositions or Habits
 of Mind
    5 – KNOW YOURSELF -
       Learning Behaviours

Knowing Your Level of
 Independence/Dependence:

ACTIVE Learner OR
 PASSIVE Learner


Changing your Habits
    6 – HANDLING MULTIPLE
         CHOICE TESTS


The Multiple Choice Tests
Structure of Multiple
 Choice Tests
General Test Strategies
Before Beginning the Test
During the Test
6 – COPE WITH TEST ANXIETY
How Do I Know If I Have
 Test Anxiety?
What Can I Do About Test
 Anxiety?
Keys to Making Progress
 in Tests and Avoiding
 Anxiety and Stress
 7 – MANAGE THE BASICS

 Your   Study Environment
  Physical   Space
 Your   Body
  Exercise/Sleep/Diet
 YourAvailability to Others
 Manage Peer to Peer Study Time
 Checklist
   7 – MANAGE THE BASICS
 Make sure your   workstation is set to give you
 the best application and remember:
   Good lighting
   A comfortable chair
   A desk that has enough room/shelving
   Eating properly
   Solid sleeping patterns
   Email, Internet, TV, telephone
   Routine
   Family support
   Friends support
   8 – MOTIVATE YOURSELF
 What is My Current State of Motivation?
  Checklist
 What is Motivation?
 Type of Motivation
 Theories of Motivation
 So What Motivates You? Checklist
 What is Study Motivation?
 Regaining Motivation
 Take the 5 minute Challenge – getting started
  and gaining momentum
 Motivation Journal – Daily for 5 weeks
   8 – MOTIVATE YOURSELF
 EXTRINSIC FACTORS
  (things outside the learning itself)
 Want to make lots of money?
 Want to do better than the others in the class?
 Not want to let down your teacher?
 Not want to disappoint your parents if you don't
  do well?
 Not want to fail?
 Also called PERFORMANCE GOALS because they
  focus on achievement levels
    8 – MOTIVATE YOURSELF
 Your motivation triggers:
 INTRINSIC FACTORS (within learning)
• interest in the particular assignment?
• the need to know and learn?
• the desire to improve?
• seek knowledge because knowledge is power?
• to be able to do the things you want to do in
  life?
• to better yourself?
 Also called MASTERY GOALS as they focus on
  mastering the work
      9 – IMPROVE YOUR
     MEMORY AND RECALL
How much can we remember?
What happens when we revise and study?
Recall information over time
What can we learn from this – Cramming Myth
How to improve your memory and recall
Mnemonic Devices
Using clues in rote learning
            9 – IMPROVE YOUR
           MEMORY AND RECALL




For the average students after 5 repetitions
they can retain almost 95% of what they learn
  9 – IMPROVE YOUR
 MEMORY AND RECALL

Fact:
If you are to revise that knowledge
 once gained, then you will be able to
 recall that data faster and retain the
 information for a longer period of
 time.
9 - RECALL INFORMATION OVER
TIME FOR A TYPICAL STUDENT


% Recall


                                     Final
                   1st   Semester   Exams
                         Exams
           Topic
           Test




                           Time
10 – USE MAPPING STRATEGIES

 A concept map is a diagram which
  shows the relationship that exists
  between concepts
 It is used to help visualise key
  relationships that may exist.
 10 – MIND MAPPING® PROCESS

 The Mind Mapping® process allows
  scope for the learner to:
   Think and work smarter
   Organise thoughts and ideas clearly
   Present information with maximum
    impact
   Learn faster and improve memory
   10 – MIND MAPPING® PROCESS


 The Mind Mapping® process allows
  scope for the learner to:
   Save lots of time
   Be more productive
   Excel in any area chosen to
    study or learn
    11 TAKE CONTROL OF YOUR TIME
   MANAGEMENT AND MULTI-TASKING

 Conquering Time Management –
   Prioritise & plan
 Confronting Tasks and Assessments –
    Completing tasks on time and with quality
 Weighing Up the Impact – Strengths &
    Weaknesses as well as Risks and
    Opportunities
 SWOT Analysis + Case Studies
 Juggling Time Commitments
       11 TIME MANAGEMENT
        AND MULTI-TASKING

 Planning the Assessment, Assignment or Test
 Deconstruct the Assessment, Assignment or Task
 Group Members’ Responsibilities
 Avoid Traps and Pitfalls
 Gaining Momentum
 Planning for Contingencies
 On Completion – review the process
          12 – NOTE TAKING
         AND NOTE MAKING
Why we need to make and take notes

Note Taking
– practice of recording information captured from
transient source – lecture, lesson
Note Making
– return to the notes and make decision about the
relative importance of the information recorded
Note Making is a form of STUDY
           12 – NOTE TAKING
          AND NOTE MAKING
Methods of Making Notes
Templates for Note Making and Note Taking
What Should You Write Down when Taking
Notes?
Use the Cornell Method
Speeding Up Your Note Making and Note Taking
How to Summarise
      13 – EVOLVE AS AN
   INDEPENDENT LEARNER
 Independence offer more freedom
 Schools and parents expect:
   Maturity
   Behaviour
   Organisation
   Study
   Time Management
   Independence
   Responsibility
      13 – EVOLVE AS AN
   INDEPENDENT LEARNER

 One broad goal that all students work towards
    being a better learner is that they should
         not depend heavily on others.

    Students should seek to become better
             independent learners.
      13 – BECOME AN
   INDEPENDENT LEARNER
In the case of independent learning,
 true progress is more accurately
 measured by your learning
 behaviour when confronted with
 challenging or extended work.
13 – TAKE RESPONSIBILITY
        AND ACT
 Independent learners attempt their own
 ideas and solutions first before seeking
 assistance from others.

 Strong independent learners also treat
 their ‘struggles’ as new ‘challenges’ to
 learn from.

				
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posted:7/26/2011
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