Learning Resources

Table of Contents

 

Unit 1: Accessing the System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Logging into St. Brendan’s College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

 

Unit 2: Independent Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Reading Your Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

How to Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Being Self-Motivated . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

 

 

Logging into St. Brendan’s College

 

When you first access the St. Brendan’s College Homepage (http://www.stbrendans.ca), you will be given the option to login the system.

 

 

Use the first initial of your first name and your surname to login. For example, if your name was Tim Dott:

 

Username: tdott

Password: tdott

 

Once you have logged into the system, the look will change slightly.

 

 

This view will indicate you personal information, student locker and course information. One of the courses that are listed should read “Tutorial.” It is the “Tutorial” that you will be completing for the first week or two of the school year. It will give you the technical skills you need to be successful in the St. Brendan’s College learning system.

 

Time Management

 

One of the most difficult adjustments that students need to make when they begin learning in a web-based learning environment is time management strategies. Unlike your traditional classroom, there is no teacher physically present to make sure that you are doing your work. There is no one there to look over your shoulder. This means that you are responsible for making sure that you get all aspects of your course completed on time. The following article provides you with ten tips on effective time management tools which you can utilize during your time at St. Brendan’s College.

 

Time Management Tips - It's 10:00 -- Do You Know Where Your Homework Is?

 

Does it seem like there's never enough time in the day to get everything done? Feel like you're always running late? Here are ten tips for taking control of your time and organizing your life.

 

1.      Make a "To Do" List Every Day.

·         Put things that are most important at the top and do them first. If it's easier, use a planner to track all of your tasks. And don't forget to reward yourself for your accomplishments.

 

2.      Use Spare Minutes Wisely.

·         Get some reading done on the bus ride home from school, for example, and you'll kill two birds with one stone.

 

3.      It's Okay to Say "No."

·         If your boss asks you to work on a Thursday night and you have a final exam the next morning, realize that it's okay to say no. Keep your short- and long-term priorities in mind.

 

4.      Find the Right Time.

·         You'll work more efficiently if you figure out when you do your best work. For example, if your brain handles math better in the afternoon, don't wait to do it until late at night.

 

5.      Review Your Notes Every Day.

·         You'll reinforce what you've learned, so you need less time to study. You'll also be ready if your teacher calls on you or gives a pop quiz.

 

6.      Get a Good Night's Sleep.

·         Running on empty makes the days seem longer and your tasks seem more difficult.

 

7.      Communicate Your Schedule to Others.

·         If phone calls are proving to be a distraction, tell your friends that you take social calls from 7:00 to 8:00 p.m. It may sound silly, but it helps.

 

8.      Become a Taskmaster.

·         Figure out how much free time you have each week. Give yourself a time budget and plan your activities accordingly.

 

 

9.      Don't Waste Time Agonizing.

·          Have you ever wasted an entire evening by worrying about something that you're supposed to be doing? Was it worth it? Instead of agonizing and procrastinating, just do it.

 

10.  Keep Things in Perspective.

·         Setting goals that are unrealistic sets you up for failure. While it's good to set high goals for yourself, be sure not to overdo it. Set goals that are difficult yet reachable.

 

Consider these tips, but personalize your habits so that they suit you. If you set priorities that fit your lifestyle, you'll have a better chance of achieving your goals.

 

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Copyright © 2003 collegeboard.com, Inc

 

Reading Your Textbook

 

Without direct, real-time instruction from a teacher, the two sources for most of your information will be your textbook and your course site. The course site will provide you with the lessons, activities, assignments, and discussion forum that you will be required to complete. Your tutorial will describe each of these, why they are important and how to use them.

 

However, in addition to your course site your textbook will be your single most important source of information. Unfortunately, most secondary school students haven’t been taught how to read their textbooks effectively. The following article provides you with some methods for you to use when reading your textbook.

 

SQR³: A Reading Technique - How to Hit the Books

 

SQR³ stands for Survey, Question, Read, Recite, Review. It is a proven technique to sharpen textbook reading skills. In college, you'll frequently be assigned multiple chapters for several different courses in books that can be quite complicated. SQR³ helps make reading purposeful and meaningful, so that you use your time most effectively. Here's how this strategy works:

 

Survey

 

Get an idea of what the chapter is about by reviewing the highlights:

 

• Read the title, headings, and subheadings
• Take note of words that are italicized or bold
• Look at charts, graphs, pictures, maps, and other visual material
• Read captions
• Read the very beginning and end of the chapter

 

Question

 

As you survey the text, ask a question for each section. Ask what, why, how, when, who and where questions as they relate to the content. You can create questions by:

 

• Turning the title, headings, or subheadings into questions
• Rewriting the questions at the end of the chapter or after each subheading in your own words

 

Write down your questions. Questions help you pay attention, understand the text better, and recall the information more easily later on.

 

Read

 

Read one section of a chapter at a time, actively looking for an answer to your question for that section. Pay attention to bold and italicized text that authors use to make important points. Be sure to review everything in the section, including tables, graphs, and illustrations, as these features can communicate an idea more powerfully than written text.

 

Recite

 

At the end of each section, look up from the text and in your own words recite an answer to your question for that section. Then write down your answer. Be sure to provide examples that support it.

 

Now repeat Question, Read, and Recite steps for each section of the chapter or assigned reading. First ask a question for the next section. Then read to find the answer. Finally, recite the answer in your own words and jot it down. The written questions and answers will help you study in the future.

 

Review

 

After completing each chapter or reading assignment, review your notes. Identify the main points of the reading by looking for the most important idea in each section. Recite, or write, a brief summary of the chapter or assignment.

 

Review your study notes every week to help you remember the information. When it's time to study for your tests, you'll find you've created an invaluable guide.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

Taking Notes

 

One of the more difficult tasks for students in a web-based learning environment is taking notes. Many students think that since the textbook is written down and the lessons are written down, there is no need to take notes. Nothing could be further from the truth. In fact, taking notes in this type of environment is even more important.

 

With all the text-based information that you are presented with, there is the challenge of tying to figure out what stuff is the most important? What stuff should you study? What stuff should you focus upon? This is where taking notes becomes important because it helps you to answer these questions and spend your time on what is most important in the course. The following article will provide you with general strategies and a format on how to take effective notes.

 

 

Note-Taking Strategies - How to Get Your Class Notes into Shape

 

Getting the most out of high school and college means studying hard and using your time in class wisely. Make the most of your time in class and out with an effective note-taking strategy.

 

Stay Organized

 

It may seem obvious, but your class notes can only help you if you can find them. When you're taking notes be sure to:

 

• Keep all your notes for one class in one place.
• Date and number pages to keep them in order and make it easier to refer back to them.

 

Before Class

 

Review the materials assigned for that class period thoroughly. Bring a list of questions you may have from the reading and be sure to get answers.

 

During Class

 

Make the best use of your class time by having a note-taking method. The Cornell Note-Taking System is one that has been proven effective by countless high school and college students.

 

Start by using the main section of your notebook page to take down your notes during class. Be sure to leave space on the left side of the page and the bottom. Things to keep in mind:

 

• Get the speaker's main points. Don't write down every word you hear.
• Leave blanks in your notes to add explanations later.
• Organize as you write. Pay attention to cues such as repetition and emphasis.
• Indicate main points and supporting points as you go.
• Jot down key vocabulary, important facts, and formulas.
• Ask questions. If you're confused it's better to ask while the material is fresh in your mind.

 

After Class

 

As soon as you can after class, review your notes and fill in any blanks. Underline, highlight, and use symbols to sort through the information. If you don't understand something, get help from your teacher or classmates.

 

After you've reviewed all your notes from class, in the left-hand area of the page write down key words and questions your teacher might ask on a test.

 

At the bottom of each page write a summary of the notes on the page. This helps you digest what you've learned, and will improve your memory of the notes in the long term, for tests down the road.

 

 

For Review

 

Once you've done all of the above, you'll find you've created your own personalized study guide. Cover the main section of the page and use the key words and questions in the left margin as a quiz.

 

Stick to It

 

Review your notes the day you take them, and all your notes once a week, and you'll hardly need to study when tests come around. You've been doing the work all along.

 

Try out the Cornell system, but if it doesn't work for you, experiment with other methods. Ask your classmates how they take notes or ask a teacher for advice. Taking good notes requires practice like any other skill. And the more you work at it now, the more prepared you'll be later in college.

 

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Copyright © 2003 collegeboard.com, Inc

 

Homework

 

Another challenge facing students in a web-based learning environment is the issue of homework. Depending on which course you have registered for at St. Brendan’s College, you may not have that much homework of you may have a lot of homework. Like some of the issues surrounding time management, there is no teacher physically present to check to see if you have done your homework and, for some, the temptation not to do homework or not to do all of the homework is simply too much.

 

To ensure that you are not one of those students, the following article provides you with some advice on how to tackle homework on a regular basis.

 

Take Control of Homework - So It Doesn't Control You

 

You may not realize it when it's 2 a.m. and you're memorizing the periodic table, but homework is a good thing. It helps you:

 

• practice what you've learned during the day
• establish study habits that will be critical in college
• prepare for your classes
• get a sense of progress

 

Homework Tips

 

Set the Mood

 

Create a good study area with all the stuff you need (for example, a dictionary). If you don't have a quiet place at home, try the school or local library.

 

 

Know Where to Begin

 

Make a prioritized list of everything you need to do, so you can't use "I don't know where to start" as an excuse. Just don't over-schedule yourself. Without some flexibility, you'll set yourself up to fail.

 

Study at the Same Time Every Day

 

Even if you don't have homework, use the time to review notes. If homework is something you accept as part of your day, you'll approach it with less dread. Plus, you'll become a pro at using time productively.

 

Keep Things in Perspective

 

Know how much weight each assignment or test carries, and use your time accordingly.

 

Get More Involved

 

Ever feel like you can't stay awake to read something, let alone process it? Keep your mind from wandering by taking notes, underlining sections, discussing topics with others, or relating your homework to something you're studying in another class.

 

Organize the Information

 

People process information in different ways. Some people like to draw pictures or charts to digest information, other people like to read out loud or make detailed outlines. Try to find the best methods that work for you. Ask your teacher for recommendations if you're having trouble.

 

Take Advantage of Any Free Time

 

If you have a study hall, or a long bus ride, use the time to review notes, prepare for an upcoming class, or start your homework.

 

Study with a Friend

 

Unless it's too distracting, get together with friends and classmates to quiz each other, compare notes, and predict test questions.

 

Celebrate Your Achievements

 

Reward yourself for hitting milestones, or doing something well.

 

If you have concerns about the amount or type of homework you have, you may want to talk to your teacher, adviser, or counsellor.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

 

How to Study

 

One of the most difficult things for a student to get used to, regardless if they are in a web-based learning environment or not, is to get into the habit of studying on a regular basis. The Advanced Placement courses at St. Brendan’s College move at a rapid pace and we cover a fair amount of material. Many of our courses cover a full chapter every single week. This means that students must get into the habit of studying on a regular basis and not only when tests and assignments are looming.

 

The following article provides you with some suggestions on how to get into a regular routine of studying.

 

How to Take on College Studying - Your Cramming Days Are Over

 

In college, you may be shocked by the workload you suddenly face. Read a whole book for the next class? A test on three chapters when the semester has hardly begun?

 

Think of college as a full-time job, in which you spend about forty hours a week on class, labs, section meetings, and study groups and doing homework. And you're largely responsible for deciding exactly how much time to allocate to each task. Getting organized and using your time well are key to succeeding academically.

 

Decide Where and When to Study

 

Come up with a specific plan for where and what you'll study during any gaps in your schedule. In addition to making use of transitional times during the day, it's generally a good idea to avoid studying too late at night, when you tend to be tired, work inefficiently, and forget much of the material you cover. The best places to study have the following qualities:

 

• good light
• comfortable temperature
• good desk space

 

Beyond that, different environments have their own pros and cons. Ultimately, the decision of where to study depends on two factors: the environment in which you are best able to concentrate and the type of work you are planning to do. For completing problem sets or brainstorming possible test questions, you may want to study with a group or at least in a setting where others in the class are available for discussion. When you are reading Friedrich Nietzsche's Beyond Good and Evil or working on a research paper, by contrast, you are probably better off in a less social environment.

 

Develop Good Study Habits Early On

 

Here are some simple tips to help you improve your study habits:

 

• Have a routine for where and when you study.
• Decide in advance what you'll study, choosing reasonable and specific goals that you can accomplish.
• Do things that are harder or require more intense thought earlier in the day.
• Take breaks so that you stay fresh and don't waste time looking at material but not absorbing it.
• Make use of "dead" time right before and after class and in breaks between other activities.
• Get to know students whom you respect and can study with or call and ask questions.
• Keep up with the workload and seek help at the time you need it. You don't want to become paralyzed by stress or get so far behind in the work that it is too late to begin studying the material you've skipped.

 

Do the Reading

 

There's a big difference between reading effectively and merely skimming the text without thinking about your relationship to the material. To read more effectively:

 

• Read assigned materials before class so that you'll be able to ask questions about the material and have a context for understanding the material.
• Take notes on the reading instead of highlighting the text. It's a more active form of learning, because it requires you to think through and rephrase the key points. Later, you can highlight the important ideas from your notes on the reading and your class notes. Having written notes apart from the text will also be a great help when it comes time to review the material for tests.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

Being Self-Motivated

 

As has been mentioned a number of times in this guide, in the St. Brendan’s College web-based learning environment there is no teacher physically standing over you, forcing you to complete the work. It can be very easy to simply ignore the e-mail reminder that is sent by the tutor, especially when they aren’t physically there to track you down. You have to find it in yourself to stay on top of things and to stay on task. This can be challenging for many students.

 

However, to be successful in the St. Brendan’s College web-based learning environment you source of motivation needs to come from within yourself and not from a teacher that is standing over you. We call this self-motivation and it is a skill that you can develop over time. The following article provides you with some strategies that you can use to help you in developing this skill.

 

Techniques to Build Self-Motivation

 

Visual Goals

 

Everyone expects to get something for the time and effort they put in doing whatever job they do. Maybe your goal is a new house, a car, a vacation or just a new piece of clothing. Whatever it is that you are working for, make it visual.

 

Cut out pictures that illustrate your goal or that represent your goal in some way.

 

Tape these pictures to a sheet of poster board and hang it in your home or at work or anyplace you can so you will see it often. Carry a picture with you so you can look at what you are working towards every time you become discouraged or feel like slacking off.

 

This technique works well for goals that are things we want and also goals that represent physical changes such as losing weight. You can post and carry pictures of the car you want or pictures of Hawaii to represent the vacation you want. You can also post and carry pictures of you when you were slim or at least slimmer than you are. Some of my clients who don't remember ever being slim found that they could cut out pictures from a magazine of someone else who was slim and then paste their face over the face in the picture. After the initial laugh about how silly that looked, they became used to it and found that it worked just as well as the others who had slim pictures of themself.

 

The more visual and more real you can make the goal, the better it will work at keeping you motivated. One person I know was saving money for a very specific and expensive sports car. He knew it would take awhile before he had the money and he became discouraged often even though he had pictures of the car scattered all over his house and in the car he drove then. To make it more real to him, he and his wife went to the car dealer and took his picture sitting behind the wheel, looking in the trunk and standing next to the car. After posting these pictures, he related that it made it so much more real and much easier to stay on task when he became discouraged.

 

Written Contracts

 

Motivational research shows that people who write out what they are going to do are far more successful than people who only tell themselves they will do something. Putting something in writing makes it psychologically more powerful. This is one reason why making written lists helps us stay more organized than just having a mental list. Our society favors written contracts and most of us have grown up knowing that you are supposed to honor written contracts. We can take advantage of this psychological conditioning to help us stay motivated. We can make a contract with ourself.

 

In the contract, state what you will do, when you will complete the task and what your reward will be once the contract is fulfilled. Read your contract over every morning and every evening before going to bed. If your goals are too small or too large, revise them. You can rewrite your contract as needed but don't make it so easy that it becomes useless as a motivator.

 

Rewards

 

Everyone likes to be rewarded for doing a good job. We also like being rewarded for just completing something we needed or wanted to do. Unfortunately, there are many times when there is no one else around to pat us on the back for the job we completed. Pats on the back, "good job", "nice work", "thank you" are all essential to being a motivated, productive person. There are many people in positions of authority who do not realize this or who don't care. If this is what's happening to you, you probably already feel discouraged. While rewarding yourself is not as potent as having the reward come from someone else, it can still help you stay motivated, productive and happier than if you received no reinforcement at all.

 

To make the reward system really work, you must pick rewards that you really want. Large or small, expensive or cheap, if it isn't something you want, it isn't a reward.

 

The size of the reward should also fit the size of the project. Buying a new car because you cleaned the garage is out of the question - if you know what I mean. Taking an hour to sit and read your favorite mystery novel after completing the task seems more in line.

 

Put it in Writing

 

Review the section on written contracts in Part 1. Make a contract with yourself to reward yourself with "X" when you complete whatever project you are working on. How often you reward yourself will depend on how unmotivated you are. If you are feeling unmotivated to do a project, you may contract with yourself to give yourself a reward after each step of the project or after every hour you've worked. If you are motivated to do something, you may wait until it's totally completed before rewarding yourself.

 

Finally, if you promise yourself a reward, you must give it to yourself and you must take it. Our mind is a fascinating device and it has a huge memory. Make a contract with yourself for a special reward, complete the task but then, don't take the reward. The next time, your mind will recall the broken promise and the contract for a reward will not have the same motivating results as if you had taken and received the reward the last time.

 

This technique also holds true when you are trying to motivate someone else (spouse, child, friend, employee). Use all the same procedures and you will be able to produce some motivation for the other person. Just make sure the reward is something they want and not something you want.

 

Act “As If"

 

Many of us have heard the phrase "Smile and things will get better." The psychological truth is that this is true. If you wake up feeling rotten, hating the world, put a smile on your face and some bounce in your step and pretty soon, you will start feeling better. Most people know that our body language tells a lot about our mood. What most people don't know is that, because of this relationship, you can use your body language to change your mood and how you feel about yourself. If you start acting confident (stand straight, head high, shoulders back, a smile on your face and walk crisply) even though you feel discouraged, your discouragement will begin to dissolve. You will begin to feel more confident and sure of yourself. As this begins to happen, you will become more energized and motivated which, in turn, will make you feel even better about yourself.

 

In the beginning, you will be aware that you are just "faking it". With practice, it will become more natural and will become a genuine part of your personality. You can now start to transform your personality so you will be the type of person you want to be. It will take time and persistence but it does work.

 

http://www.selfhelpsolutions.homestead.com/selfmotivation1.html

Copyright 1999 Thomas D. Yarnell, Ph.D. All rights reserved

 

Table of Contents

 

Unit 1: Accessing the System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Instructor’s Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Logging into St. Brendan’s College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

 

Unit 2: Independent Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Instructor’s Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Reading Your Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

How to Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Being Self-Motivated . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

 

Unit 3: Teaching at St. Brendan’s College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Teaching Online: Web-Based Instruction Issues . . . . . . . . . . . . . . . . . . . . . 16

Teaching in a Web-Based Distance Learning Environment . . . . . . . . . . . . . . 17

 

 

 

Instructor’s Notes

 

The first step for your students will be to login to and access the St. Brendan’s College e-learning platform. In addition to accessing the system, one of the greatest difficulties for your students will be making the transition from learning in the classroom to learning in a web-based environment is getting used to the different functions and tools that are available in the St. Brendan’s College e-learning platform. The main purpose of this tutorial is to assist the students in having the technology involved in the platform become transparent to them so that they can focus upon their course content learning and not on the technology or learning environment.

 

In this regard, it will be beneficial for you as a tutor at St. Brendan’s College to also become familiar with its e-learning platform. Make sure to complete the student tutorial prior to the beginning of the school year.

 

Logging into St. Brendan’s College

 

When you first access the St. Brendan’s College Homepage (http://www.stbrendans.ca), you will be given the option to login the system.

 

 

Use the first initial of your first name and your surname to login. For example, if your name was Tim Dott:

 

Username: tdott

Password: tdott

 

Once you have logged into the system, the look will change slightly.

 

 

This view will indicate you personal information, student locker and course information. One of the courses that are listed should read “Tutorial.” It is the “Tutorial” that you will be completing for the first week or two of the school year. It will give you the technical skills you need to be successful in the St. Brendan’s College learning system.

 

Instructor’s Notes

 

In addition to the functions and tools of the St. Brendan’s College e-learning platform, one of the roles of a tutor with the College is to assist the students in their transition from learning in a classroom environment to learning in a web-based environment. Once the student has become familiar with the functions and the tools of the e-learning platform, the student tutorial will provide them with strategies on how to learn in a web-based environment, specifically independent learning and self-motivation strategies.

 

The following content has been provided to the students, in addition to material that is included in the student tutorial. Much of this content is provided by the College Board, the parent organization of the Advanced Placement program. As a tutor at St. Brendan’s College, you will be expected to assist students in making the transition from learning in a classroom environment to learning in a web-based environment.

 

Time Management

 

One of the most difficult adjustments that students need to make when they begin learning in a web-based learning environment is time management strategies. Unlike your traditional classroom, there is no teacher physically present to make sure that you are doing your work. There is no one there to look over your shoulder. This means that you are responsible for making sure that you get all aspects of your course completed on time. The following article provides you with ten tips on effective time management tools which you can utilize during your time at St. Brendan’s College.

 

Time Management Tips - It's 10:00 -- Do You Know Where Your Homework Is?

 

Does it seem like there's never enough time in the day to get everything done? Feel like you're always running late? Here are ten tips for taking control of your time and organizing your life.

 

1.      Make a "To Do" List Every Day.

·         Put things that are most important at the top and do them first. If it's easier, use a planner to track all of your tasks. And don't forget to reward yourself for your accomplishments.

 

2.      Use Spare Minutes Wisely.

·         Get some reading done on the bus ride home from school, for example, and you'll kill two birds with one stone.

 

3.      It's Okay to Say "No."

·         If your boss asks you to work on a Thursday night and you have a final exam the next morning, realize that it's okay to say no. Keep your short- and long-term priorities in mind.

 

4.      Find the Right Time.

·         You'll work more efficiently if you figure out when you do your best work. For example, if your brain handles math better in the afternoon, don't wait to do it until late at night.

 

5.      Review Your Notes Every Day.

·         You'll reinforce what you've learned, so you need less time to study. You'll also be ready if your teacher calls on you or gives a pop quiz.

 

6.      Get a Good Night's Sleep.

·         Running on empty makes the days seem longer and your tasks seem more difficult.

 

7.      Communicate Your Schedule to Others.

·         If phone calls are proving to be a distraction, tell your friends that you take social calls from 7:00 to 8:00 p.m. It may sound silly, but it helps.

 

8.      Become a Taskmaster.

·         Figure out how much free time you have each week. Give yourself a time budget and plan your activities accordingly.

 

 

9.      Don't Waste Time Agonizing.

·          Have you ever wasted an entire evening by worrying about something that you're supposed to be doing? Was it worth it? Instead of agonizing and procrastinating, just do it.

 

10.  Keep Things in Perspective.

·         Setting goals that are unrealistic sets you up for failure. While it's good to set high goals for yourself, be sure not to overdo it. Set goals that are difficult yet reachable.

 

Consider these tips, but personalize your habits so that they suit you. If you set priorities that fit your lifestyle, you'll have a better chance of achieving your goals.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

Reading Your Textbook

 

Without direct, real-time instruction from a teacher, the two sources for most of your information will be your textbook and your course site. The course site will provide you with the lessons, activities, assignments, and discussion forum that you will be required to complete. Your tutorial will describe each of these, why they are important and how to use them.

 

However, in addition to your course site your textbook will be your single most important source of information. Unfortunately, most secondary school students haven’t been taught how to read their textbooks effectively. The following article provides you with some methods for you to use when reading your textbook.

 

SQR³: A Reading Technique - How to Hit the Books

 

SQR³ stands for Survey, Question, Read, Recite, Review. It is a proven technique to sharpen textbook reading skills. In college, you'll frequently be assigned multiple chapters for several different courses in books that can be quite complicated. SQR³ helps make reading purposeful and meaningful, so that you use your time most effectively. Here's how this strategy works:

 

Survey

 

Get an idea of what the chapter is about by reviewing the highlights:

 

• Read the title, headings, and subheadings
• Take note of words that are italicized or bold
• Look at charts, graphs, pictures, maps, and other visual material
• Read captions
• Read the very beginning and end of the chapter

 

Question

 

As you survey the text, ask a question for each section. Ask what, why, how, when, who and where questions as they relate to the content. You can create questions by:

 

• Turning the title, headings, or subheadings into questions
• Rewriting the questions at the end of the chapter or after each subheading in your own words

 

Write down your questions. Questions help you pay attention, understand the text better, and recall the information more easily later on.

 

Read

 

Read one section of a chapter at a time, actively looking for an answer to your question for that section. Pay attention to bold and italicized text that authors use to make important points. Be sure to review everything in the section, including tables, graphs, and illustrations, as these features can communicate an idea more powerfully than written text.

 

Recite

 

At the end of each section, look up from the text and in your own words recite an answer to your question for that section. Then write down your answer. Be sure to provide examples that support it.

 

Now repeat Question, Read, and Recite steps for each section of the chapter or assigned reading. First ask a question for the next section. Then read to find the answer. Finally, recite the answer in your own words and jot it down. The written questions and answers will help you study in the future.

 

Review

 

After completing each chapter or reading assignment, review your notes. Identify the main points of the reading by looking for the most important idea in each section. Recite, or write, a brief summary of the chapter or assignment.

 

Review your study notes every week to help you remember the information. When it's time to study for your tests, you'll find you've created an invaluable guide.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

Taking Notes

 

One of the more difficult tasks for students in a web-based learning environment is taking notes. Many students think that since the textbook is written down and the lessons are written down, there is no need to take notes. Nothing could be further from the truth. In fact, taking notes in this type of environment is even more important.

 

With all the text-based information that you are presented with, there is the challenge of tying to figure out what stuff is the most important? What stuff should you study? What stuff should you focus upon? This is where taking notes becomes important because it helps you to answer these questions and spend your time on what is most important in the course. The following article will provide you with general strategies and a format on how to take effective notes.

 

 

Note-Taking Strategies - How to Get Your Class Notes into Shape

 

Getting the most out of high school and college means studying hard and using your time in class wisely. Make the most of your time in class and out with an effective note-taking strategy.

 

Stay Organized

 

It may seem obvious, but your class notes can only help you if you can find them. When you're taking notes be sure to:

 

• Keep all your notes for one class in one place.
• Date and number pages to keep them in order and make it easier to refer back to them.

 

Before Class

 

Review the materials assigned for that class period thoroughly. Bring a list of questions you may have from the reading and be sure to get answers.

 

During Class

 

Make the best use of your class time by having a note-taking method. The Cornell Note-Taking System is one that has been proven effective by countless high school and college students.

 

Start by using the main section of your notebook page to take down your notes during class. Be sure to leave space on the left side of the page and the bottom. Things to keep in mind:

 

• Get the speaker's main points. Don't write down every word you hear.
• Leave blanks in your notes to add explanations later.
• Organize as you write. Pay attention to cues such as repetition and emphasis.
• Indicate main points and supporting points as you go.
• Jot down key vocabulary, important facts, and formulas.
• Ask questions. If you're confused it's better to ask while the material is fresh in your mind.

 

After Class

 

As soon as you can after class, review your notes and fill in any blanks. Underline, highlight, and use symbols to sort through the information. If you don't understand something, get help from your teacher or classmates.

 

After you've reviewed all your notes from class, in the left-hand area of the page write down key words and questions your teacher might ask on a test.

 

At the bottom of each page write a summary of the notes on the page. This helps you digest what you've learned, and will improve your memory of the notes in the long term, for tests down the road.

 

 

For Review

 

Once you've done all of the above, you'll find you've created your own personalized study guide. Cover the main section of the page and use the key words and questions in the left margin as a quiz.

 

Stick to It

 

Review your notes the day you take them, and all your notes once a week, and you'll hardly need to study when tests come around. You've been doing the work all along.

 

Try out the Cornell system, but if it doesn't work for you, experiment with other methods. Ask your classmates how they take notes or ask a teacher for advice. Taking good notes requires practice like any other skill. And the more you work at it now, the more prepared you'll be later in college.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

Homework

 

Another challenge facing students in a web-based learning environment is the issue of homework. Depending on which course you have registered for at St. Brendan’s College, you may not have that much homework of you may have a lot of homework. Like some of the issues surrounding time management, there is no teacher physically present to check to see if you have done your homework and, for some, the temptation not to do homework or not to do all of the homework is simply too much.

 

To ensure that you are not one of those students, the following article provides you with some advice on how to tackle homework on a regular basis.

 

Take Control of Homework - So It Doesn't Control You

 

You may not realize it when it's 2 a.m. and you're memorizing the periodic table, but homework is a good thing. It helps you:

 

• practice what you've learned during the day
• establish study habits that will be critical in college
• prepare for your classes
• get a sense of progress

 

Homework Tips

 

Set the Mood

 

Create a good study area with all the stuff you need (for example, a dictionary). If you don't have a quiet place at home, try the school or local library.

 

 

Know Where to Begin

 

Make a prioritized list of everything you need to do, so you can't use "I don't know where to start" as an excuse. Just don't over-schedule yourself. Without some flexibility, you'll set yourself up to fail.

 

Study at the Same Time Every Day

 

Even if you don't have homework, use the time to review notes. If homework is something you accept as part of your day, you'll approach it with less dread. Plus, you'll become a pro at using time productively.

 

Keep Things in Perspective

 

Know how much weight each assignment or test carries, and use your time accordingly.

 

Get More Involved

 

Ever feel like you can't stay awake to read something, let alone process it? Keep your mind from wandering by taking notes, underlining sections, discussing topics with others, or relating your homework to something you're studying in another class.

 

Organize the Information

 

People process information in different ways. Some people like to draw pictures or charts to digest information, other people like to read out loud or make detailed outlines. Try to find the best methods that work for you. Ask your teacher for recommendations if you're having trouble.

 

Take Advantage of Any Free Time

 

If you have a study hall, or a long bus ride, use the time to review notes, prepare for an upcoming class, or start your homework.

 

Study with a Friend

 

Unless it's too distracting, get together with friends and classmates to quiz each other, compare notes, and predict test questions.

 

Celebrate Your Achievements

 

Reward yourself for hitting milestones, or doing something well.

 

If you have concerns about the amount or type of homework you have, you may want to talk to your teacher, adviser, or counsellor.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

 

How to Study

 

One of the most difficult things for a student to get used to, regardless if they are in a web-based learning environment or not, is to get into the habit of studying on a regular basis. The Advanced Placement courses at St. Brendan’s College move at a rapid pace and we cover a fair amount of material. Many of our courses cover a full chapter every single week. This means that students must get into the habit of studying on a regular basis and not only when tests and assignments are looming.

 

The following article provides you with some suggestions on how to get into a regular routine of studying.

 

How to Take on College Studying - Your Cramming Days Are Over

 

In college, you may be shocked by the workload you suddenly face. Read a whole book for the next class? A test on three chapters when the semester has hardly begun?

 

Think of college as a full-time job, in which you spend about forty hours a week on class, labs, section meetings, and study groups and doing homework. And you're largely responsible for deciding exactly how much time to allocate to each task. Getting organized and using your time well are key to succeeding academically.

 

Decide Where and When to Study

 

Come up with a specific plan for where and what you'll study during any gaps in your schedule. In addition to making use of transitional times during the day, it's generally a good idea to avoid studying too late at night, when you tend to be tired, work inefficiently, and forget much of the material you cover. The best places to study have the following qualities:

 

• good light
• comfortable temperature
• good desk space

 

Beyond that, different environments have their own pros and cons. Ultimately, the decision of where to study depends on two factors: the environment in which you are best able to concentrate and the type of work you are planning to do. For completing problem sets or brainstorming possible test questions, you may want to study with a group or at least in a setting where others in the class are available for discussion. When you are reading Friedrich Nietzsche's Beyond Good and Evil or working on a research paper, by contrast, you are probably better off in a less social environment.

 

Develop Good Study Habits Early On

 

Here are some simple tips to help you improve your study habits:

 

• Have a routine for where and when you study.
• Decide in advance what you'll study, choosing reasonable and specific goals that you can accomplish.
• Do things that are harder or require more intense thought earlier in the day.
• Take breaks so that you stay fresh and don't waste time looking at material but not absorbing it.
• Make use of "dead" time right before and after class and in breaks between other activities.
• Get to know students whom you respect and can study with or call and ask questions.
• Keep up with the workload and seek help at the time you need it. You don't want to become paralyzed by stress or get so far behind in the work that it is too late to begin studying the material you've skipped.

 

Do the Reading

 

There's a big difference between reading effectively and merely skimming the text without thinking about your relationship to the material. To read more effectively:

 

• Read assigned materials before class so that you'll be able to ask questions about the material and have a context for understanding the material.
• Take notes on the reading instead of highlighting the text. It's a more active form of learning, because it requires you to think through and rephrase the key points. Later, you can highlight the important ideas from your notes on the reading and your class notes. Having written notes apart from the text will also be a great help when it comes time to review the material for tests.

 

http://www.collegeboard.com/

Copyright © 2003 collegeboard.com, Inc

 

Being Self-Motivated

 

As has been mentioned a number of times in this guide, in the St. Brendan’s College web-based learning environment there is no teacher physically standing over you, forcing you to complete the work. It can be very easy to simply ignore the e-mail reminder that is sent by the tutor, especially when they aren’t physically there to track you down. You have to find it in yourself to stay on top of things and to stay on task. This can be challenging for many students.

 

However, to be successful in the St. Brendan’s College web-based learning environment you source of motivation needs to come from within yourself and not from a teacher that is standing over you. We call this self-motivation and it is a skill that you can develop over time. The following article provides you with some strategies that you can use to help you in developing this skill.

 

Techniques to Build Self-Motivation

 

Visual Goals

 

Everyone expects to get something for the time and effort they put in doing whatever job they do. Maybe your goal is a new house, a car, a vacation or just a new piece of clothing. Whatever it is that you are working for, make it visual.

 

Cut out pictures that illustrate your goal or that represent your goal in some way.

 

Tape these pictures to a sheet of poster board and hang it in your home or at work or anyplace you can so you will see it often. Carry a picture with you so you can look at what you are working towards every time you become discouraged or feel like slacking off.

 

This technique works well for goals that are things we want and also goals that represent physical changes such as losing weight. You can post and carry pictures of the car you want or pictures of Hawaii to represent the vacation you want. You can also post and carry pictures of you when you were slim or at least slimmer than you are. Some of my clients who don't remember ever being slim found that they could cut out pictures from a magazine of someone else who was slim and then paste their face over the face in the picture. After the initial laugh about how silly that looked, they became used to it and found that it worked just as well as the others who had slim pictures of themself.

 

The more visual and more real you can make the goal, the better it will work at keeping you motivated. One person I know was saving money for a very specific and expensive sports car. He knew it would take awhile before he had the money and he became discouraged often even though he had pictures of the car scattered all over his house and in the car he drove then. To make it more real to him, he and his wife went to the car dealer and took his picture sitting behind the wheel, looking in the trunk and standing next to the car. After posting these pictures, he related that it made it so much more real and much easier to stay on task when he became discouraged.

 

Written Contracts

 

Motivational research shows that people who write out what they are going to do are far more successful than people who only tell themselves they will do something. Putting something in writing makes it psychologically more powerful. This is one reason why making written lists helps us stay more organized than just having a mental list. Our society favors written contracts and most of us have grown up knowing that you are supposed to honor written contracts. We can take advantage of this psychological conditioning to help us stay motivated. We can make a contract with ourself.

 

In the contract, state what you will do, when you will complete the task and what your reward will be once the contract is fulfilled. Read your contract over every morning and every evening before going to bed. If your goals are too small or too large, revise them. You can rewrite your contract as needed but don't make it so easy that it becomes useless as a motivator.

 

Rewards

 

Everyone likes to be rewarded for doing a good job. We also like being rewarded for just completing something we needed or wanted to do. Unfortunately, there are many times when there is no one else around to pat us on the back for the job we completed. Pats on the back, "good job", "nice work", "thank you" are all essential to being a motivated, productive person. There are many people in positions of authority who do not realize this or who don't care. If this is what's happening to you, you probably already feel discouraged. While rewarding yourself is not as potent as having the reward come from someone else, it can still help you stay motivated, productive and happier than if you received no reinforcement at all.

 

To make the reward system really work, you must pick rewards that you really want. Large or small, expensive or cheap, if it isn't something you want, it isn't a reward.

 

The size of the reward should also fit the size of the project. Buying a new car because you cleaned the garage is out of the question - if you know what I mean. Taking an hour to sit and read your favorite mystery novel after completing the task seems more in line.

 

Put it in Writing

 

Review the section on written contracts in Part 1. Make a contract with yourself to reward yourself with "X" when you complete whatever project you are working on. How often you reward yourself will depend on how unmotivated you are. If you are feeling unmotivated to do a project, you may contract with yourself to give yourself a reward after each step of the project or after every hour you've worked. If you are motivated to do something, you may wait until it's totally completed before rewarding yourself.

 

Finally, if you promise yourself a reward, you must give it to yourself and you must take it. Our mind is a fascinating device and it has a huge memory. Make a contract with yourself for a special reward, complete the task but then, don't take the reward. The next time, your mind will recall the broken promise and the contract for a reward will not have the same motivating results as if you had taken and received the reward the last time.

 

This technique also holds true when you are trying to motivate someone else (spouse, child, friend, employee). Use all the same procedures and you will be able to produce some motivation for the other person. Just make sure the reward is something they want and not something you want.

 

Act “As If"

 

Many of us have heard the phrase "Smile and things will get better." The psychological truth is that this is true. If you wake up feeling rotten, hating the world, put a smile on your face and some bounce in your step and pretty soon, you will start feeling better. Most people know that our body language tells a lot about our mood. What most people don't know is that, because of this relationship, you can use your body language to change your mood and how you feel about yourself. If you start acting confident (stand straight, head high, shoulders back, a smile on your face and walk crisply) even though you feel discouraged, your discouragement will begin to dissolve. You will begin to feel more confident and sure of yourself. As this begins to happen, you will become more energized and motivated which, in turn, will make you feel even better about yourself.

 

In the beginning, you will be aware that you are just "faking it". With practice, it will become more natural and will become a genuine part of your personality. You can now start to transform your personality so you will be the type of person you want to be. It will take time and persistence but it does work.

 

http://www.selfhelpsolutions.homestead.com/selfmotivation1.html

Copyright 1999 Thomas D. Yarnell, Ph.D. All rights reserved

 

 

Teaching at St. Brendan’s College

 

In addition to the previous articles, which have been provided for the students’ benefit, there are many differences between teaching in a traditional classroom and teaching in a web-based learning environment like the one offered by St. Brendan’s College.

 

The following articles provide you with some strategies on how to be an effective teacher in an web-based learning environment.

 

Teaching Online: Web-Based Instruction Issues

 

Learning Activities

 

What types of instructional activities can I incorporate effectively in a web-based course?

 

Create activities that are highly structured.

• Directions are detailed & explicit.
• Required progress checks & completion dates/times are stated clearly.

 

Create dynamic tasks, such as:

• Learners write 3-5 questions they have regarding a particular text assignment.
• Learners submit these questions to a discussion forum.
• Instructor and learners engage in conversations concerning questions offering a variety of responses.
• Learners write papers independently.
• Instructor provides learners with feedback.

 

Or...

• Each student reads a different article, story, or text related to a common theme or issue.
• Each student summarizes the main points of the text and adds a personal response/comment.
• Students read each others' summaries and respond.

 

Or...

• Each student creates a web site or project page.
• Students share each others' resources.
• Students take turns leading presentations online.

 

Incorporate problem-based activities, critical thinking; evaluations; applications of theory, philosophy, knowledge, or skills; analyses; and synthesis of new concepts with prior knowledge.

• Create scenarios or role plays.
• Utilize cooperative learning (via e-mail, asynchronous forums, or synchronous MOO's or chats).
• Integrate various technologies as you find that they support the learning. Use technology as a tool. Don't be afraid to abandon a type of technology that creates more problems than learning.

 

http://www.acts.eku.edu/Password/1999nov/onlinepedagogy/

Mary Ann Kolloff, Dorie Combs

 

 

Teaching in a Web-Based Distance Learning Environment

 

USE ASYNCHRONOUS CONFERENCING EFFECTIVELY

 

One of the key components of an online course is its use of asynchronous conferencing tools. The way in which the asynchronous conferencing tool is used can have a dramatic effect on the student learning in the course. Instructors who will be teaching online courses should be given some guidelines for effectively using asynchronous conferencing in their courses. Below are some general principles that have been developed at the Center for Research on Learning and Technology for effectively using asynchronous conferencing tools:

 

Require student participation (make grade dependent on it)

If participation is not required, students will generally disregard using the tool for meaningful types of tasks. At least a portion of the final grade should be based on the student’s participation in the asynchronous discussion.

 

Students need a task to focus their discussion

A common mistake that is made when using asynchronous conferencing tools is that students are just asked to use the tool to “discuss” a topic. This often results in shallow “talking around” the topic in question. The instructor should provide a specific task to the students to help focus their online discussion. One practice that has been used in the past to get students started into a discussion task is to assign specific roles (e.g., pro vs. con position, etc.) to students in the discussion.

 

The task should have a product or something that brings closure

The focus task given to the students should result in a product that represents the core ideas from their discussion. This could be as simple as a document that synthesizes the main arguments from the discussion.

 

The task must engage the learner in the content

The task that is chosen must strive to engage the learner in critically thinking about the content material and issues.

 

The discussion structure should be carefully thought out

Instructors should appropriately structure the physical discussion space to facilitate the discussion and minimize potential confusion. In the courses that were evaluated there were some discussion structures that made it very difficult for the students to remember where they were suppose to be posting at which times during the semester. The discussion structure (including public, private, topical, team forums, etc.) should be simple and easy for the students to understand. Multiple postings from students in the wrong discussion space is a clear indication that the discussion structure is too complex.

 

Discussion must be evaluated based on quality of content and not length of posting or number of postings

Evaluation of postings based on number or length of postings encourages students to contribute trite and thoughtless information to the discussion just to be “counted.” Discussion postings should be evaluated based on quality of content. This might be done by evaluating the synthesis or final product developed from the discussion.

 

Instructors should post examples of expectations for discussions

Instructors can improve the quality of student discussions by explicitly giving exemplars to the students. For example, in one course students were given example scenarios for three “types of postings”. One good example, one from a student who thought she knew everything, and a third from a student who was just agreeing with other posts and not adding anything substantive.

 

Students must get some kind of feedback on the discussions

Receiving feedback on the discussions is crucial in helping the students learn. Feedback can come from various sources including instructors and other students.

 

Discussion groups should remain relatively small

Experience dictates that if the number of students in a discussion group gets too large that meaningful discussion is less likely. If there are a large number of students in an online course it is more productive to divide them into several smaller discussion groups which work in parallel.

 

IMPLEMENT COURSE MANAGEMENT STRATEGIES THAT DO NOT COMPROMISE THE QUALITY OF THE INSTRUCTION

 

One of the dilemmas that is faced in giving feedback in an online discussion environment is that instructors want to encourage and increase of quality discussion because that increases time on task. At the same time the more discussion that is generated the more difficult it is for the instructor to keep up with it in a timely fashion. This is especially the case if a class is broken up into several small discussion and project groups because the instructor then has to monitor the discussion threads for multiple groups while student group members only have to monitor one group’s discussion. The following are a few suggestions of strategies to help in managing online courses:

 

Increase emphasis on peer evaluation and feedback.

Increasing the emphasis on peer evaluation does not absolve the instructor from the responsibility of providing feedback in the discussions. However, it can alleviate much of the stress. The more quality feedback students get the better off they are. Peers can provide much of the needed feedback with the instructor monitoring and providing guidance at critical times rather than all of the time. Students can be encouraged to give meaningful feedback by making it a requirement for the grade or by providing other incentives. (Students also need to be taught how to give appropriate feedback in order for this strategy to work effectively.)

 

Increase the emphasis on group work.

Another way to improve the manageability of a course without compromising its effectiveness is to place a greater emphasis on group work. Creating assignments that encourage student collaboration can improve the quality of the learning for the students as well as reduce the number of final products that must be graded.

 

Selectively evaluate discussions.

Another way to maintain a high level of expectation for student participation in discussions without overwhelming the instructor is to selectively evaluate the discussions. There are several possible methods for doing this. First, the students could be informed that they are required to participate actively in all the discussions but that the instructor will evaluate everyone’s participation quality for a grade only at a certain number of (unspecified) times during the semester. A second possible method would be assigning a group discussion leader for each topic or assignment and making that person responsible for encouraging and stimulating quality group discussion. The discussion leader would then be the only one graded for each discussion. The discussion leader would then be rotated for each new topic until each student has had a turn.

 

Set clear feedback expectations.

It is important to set clear student expectations from the very beginning about how you plan to provide evaluation and feedback to them in their class discussions. Instructors who do not establish clear expectations often have to deal with a higher level of student stress due to unmet student expectations regarding evaluation and feedback.

 

http://crlt.indiana.edu/publications/crlt00-13.pdf

Charles Graham, Kursat Cagiltay, Joni Craner, Byung-Ro Lim, & Thomas M. Duffy