GEN 300 WS1: Techniques for Academic Success Joseph Lewis Aguirre Skills for Professional Development.

GEN 300WS1: Techniques for Academic Success

Joseph Lewis Aguirre

Skills for Professional Development

W1: Techniques for SuccessW1: Techniques for Success1. Identify university resources required for

student success.

2. Create a learning plan based on personal learning style, time management skills, as well as short and long-term goals.

3. Develop strategies for monitoring progress towards goal achievement.

4. Develop an effective and comprehensive team charter.

W1: Returning to SchoolW1: Returning to School

1. Considerations for returning to school as an adulta. Reasons for returning;1) What degree do you want?2) What is motivating you?b. Expectations1) Career options2) Developing a goal planc. Obstacles1) Fears and concerns of returning to school

W1: Adult LearnersW1: Adult Learners

2. Adult learnersa. Adults develop their learning processes in a number of ways:1) Lasts the entire life span of each individual;2) Allows an individual to acquire, renew, upgrade, or complete knowledge, skills, and attitudes for functioning effectively in a constantly changing society;3) Allows adults to pursue learning throughout their lives, and is a way in which people supplement (and, at times, find a substitute for) learning received in formal settings;

W1: Adult Learners- ContW1: Adult Learners- Cont

4) Equips individuals with skills and competencies for completing their self education beyond learning in a formal setting; and

5) Acknowledges the contribution of all available educational influences, including formal and informal.

W1: Adult Learners- ContW1: Adult Learners- Cont

b. Adult learning assumptions1) Adults need to know why they are learning;

2) Adults need to be seen as competent;

3) Adults want their knowledge and skills acknowledged in the classroom;

4) Adults need to be self directed and experientially involved in their learning; and

5) Adults want learning to be life centered and applicable.

W1: Becoming a Strategic LearnerW1: Becoming a Strategic Learner

3. Becoming a strategic learnerLearning Stylesa. Peak and valley learning times - benefits to knowing:

1) You will enjoy learning more when you are in the mood for it;2) You will learn faster and more naturally because you will not be fighting your body's resistance due to fatigue or discomfort; and3) You will make better use of your valley times by doing things other than trying to learn.

W1: Becoming a Strategic LearnerW1: Becoming a Strategic Learner

b. Four learning quadrants1) Thinkera) Devotion to identifying the factsb) Logical approach to problem solvingc) Affinity for reducing complex issues into simple decisionsd) Distrust of intuition and emotion

2) Organizera) Reliance on procedure, order, and stabilityb) Affinity for turning answers into actions rather than into questions and theories c) More verbal and intuitive than Thinker

W1: Becoming a Strategic Learner- Cont


3) Givera) Sensitivity to moods, atmospheres, and attitudesb) Awareness of things as a process rather than pieces of informationc) Logic and theory take precedence over feeling and experiencing4) Adventurera) Predisposition for originality, ambiguity, and surpriseb) Enjoy challengesc) Do well in chaosd) Resistance to coming to final decisions



c. Personal intelligences1) Linguistica) Think in wordsb) Good auditory skillsc) Enjoy languaged) Learn best by hearing or seeing the words.2) Logical-mathematicala) Conceptual thinkingb) Affinity for relationships and patternsc) Enjoy the computerd) Like brainteasers that require reason.



c. Personal intelligences3) Spatiala) Affinity for images and pictures, such as puzzles; andb) Ability to draw and design things accurately.4) Musicala) Remember melodies; andb) Like music in the background while learning.5) Bodily kinesthetica) Process information through body sensationsb) Communicate through gesturesc) Need to move to learnd) Learn by association with emotional responses.



c. Personal intelligences6) Intrapersonala) Shy in groupsb) Awareness of goals and dreams; andc) Motivation to do well.7) Interpersonala) Socializerb) Enjoy games with others; andc) Demonstrate empathy.



4. Study skillsa. Proactive readingb. Mind mappingc. Tapping in on your memoryd. Know why you are learninge. Use associationf. Utilize peak timeg. Note takingh. Active listeningi. Acknowledge the need for private time in order to study



4. Study skillsj. Prepare a space in the home that is set aside for studyk. Articulating what you want and need in order to succeed1) Attention to noise levels in the home2) Guidelines on invasion of study space3) Communicating when to disturb and not to disturb

WS1: Learning TeamsWS1: Learning Teamsa. Considerations for forming teams include:1) Organizing teams2) Team documentation; and3) Team dynamics.b. Learning Team interaction parallels team building in the workplace. Key advantages of the learning team process include:1) Students gain knowledge and experience from each other2) A real-world working environment is simulated3) Individual strengths and weaknesses are blended

WS1: Learning TeamsWS1: Learning Teamsb. Learning team interaction - cont4) A sharing of teaching and learning responsibilities is facilitated5) Self confidence and self esteem are increased6) Leadership and participatory skills are developed7) Interpersonal communication skills are strengthened8) Achievement of a higher level of quality and performance in project assignments is possible9) Decision-making skills are developed

WS1: Learning TeamsWS1: Learning Teamsc. Chartering1) Setting team expectations2) Establishing lines of communication3) Individual members' strengths and weaknesses4) Determining goals for the teamd. Effects of personality style and personal intelligences on team dynamics

W3 OBJECTIVESW3 OBJECTIVES•Critical Thinking Skills Identify and apply critical thinking skills.•Personal Management Analyze and identify time management skills. Analyze and identify stress management techniques. Analyze and identify useful study skills. Perform a realistic self-assessment and examine expectations.•Research Skills Demonstrate an understanding of the Internet and the University of Phoenix Library Online Collection. Demonstrate an understanding of standard library research. Explain the concept of plagiarism and how to avoid it. Apply organizational skills to the research process.•Team Skills Develop an understanding of ways to plan team projects.•Written Communication Skills•Identify methods of citation and documentation.

W4 OBJECTIVESW4 OBJECTIVES

Presentation Skills Demonstrate effective oral presentation skills. Demonstrate the appropriate use of visual aids. Examine strategies for team presentations. Utilize the peer review process to perfect presentation skills.

Team Skills Develop an understanding of ways to plan team projects.

Written Communication Skills Examine the benefits of peer editing. Identify writing mechanics.

W5 OBJECTIVESW5 OBJECTIVES

Adult Learning Define an adult learner's role and responsibility.

Personal Management Skills Perform a realistic self-assessment and examine expectations.

Presentation Skills

Demonstrate effective oral presentation skills.

Values

GOALS

STRUCTURE

CLIMATE

ENVIRONMENT

MarketplaceOther Teams

CultureCompetition

Pressures

Clarity Commitment

Reward System

Reporting Relationships

Feedback System

Behavior Norm

Decision Making

Competition

Enthusiasm

Stress

Trust

Involvement

Flexibility

Collaboration Mission Philosophy

Accountability

ORGANIZATIONAL STRUCTUREORGANIZATIONAL STRUCTURE

Decision Making FrameworkDecision Making Framework

Strategic Management Executives, Directors

-Transformation

Tactical Management Business Unit Managers

-Effective, right thing

Operational Management

Efficient, do thing right

Decision Structure

Structured

Semi Structured

Un Structured

Information Characteristics

Ad Hoc Unscheduled Summarized Infrequent Forward looking External Wide Scope

Pre specified Scheduled Detailed Frequent Historical Internal Narrow Focus

RELATIVE TIME SPAN

Business Professionals

Optical PerceptionOptical Perception

Individual Learning StylesIndividual Learning Styles

Peak-Valley Learning Times•Learning more when in the mood for it•Learn faster and more naturally, not be fighting body's resistance due to fatigue or discomfort•Make better use of valley times.

Bottom Up - Top Down•Bottom up, stringers: Tackle new topics by first laying a solid foundation. •Top down, groupers: Prefers to gain an overall perspective before filling in the details.

Learning StylesLearning Styles

Style B: reliance on procedure, order, and stability; and an affinity for turning answers into actions

Style A: logical approach to problem solving; reducing complex issues into simple decisions. Theories

Style D: originality, ambiguity, & surprise; well in chaos

Style C:sensitivity to moods, atmospheres, and attitudes; an awareness of things as a process

Intuition Logical

Ord

er/C

hao

sM

ore

Ord

er

PIPI

Linguistic: thinking in words; good auditory skills; enjoyment of language; and learning best by hearing or seeing the words.

Logical-mathematical: conceptual thinking; an affinity for relationships and patterns; enjoyment of the computer; and liking brainteasers that require reason.

Spatial: affinity for images and pictures, such as puzzles; and an ability to draw and design things accurately.

Musical: Characteristics include remembering melodies and liking music in the background while learning.

PIPI

Bodily Kinesthetic: processing information through body sensations; communicating through gestures; the need to move to learn; and learning well by association with emotional responses.

Intrapersonal: Characteristics include shyness in groups; awareness of goals and dreams; and motivation to do well.

Interpersonal: Characteristics include being a socializer; enjoying games with others; and demonstrating empathy.

Decision StylesDecision StylesDecision Styles

Relater Entertainer

Analyzer Ruler

Passive Aggressive

Tas

k O

rien

ted

Peo

ple

Ori

ente

d

Intent Need Category

Get it done right Control Ruler Get it done right Accuracy Analyzer Get Along Approval Relater Get Appreciated Attention Entertainer

Rossman Inventory Rossman Inventory

Orientation to learning,

Mental abilities,

Physiological factors

Psychological factors.

Writing ProcessWriting Process

•Assessing the writing situation

•Prewriting

•Discovering ideas

•Mind-mapping and brainstorming

•Developing a thesis

•Creating a first draft

•Refining the draft

Writing MechanicsWriting Mechanics

•Grammar

•Spelling

•Punctuation

•Structure

•Word usage

•Syntax and semantics

Finding Woody Finding Woody

Team Forming Team Forming

Forming, storming, norming, and performing

Barriers to the group process

Groupthink

Constructive versus destructive conflict

Conflict resolution

Task and interpersonal roles

The various roles people play (mediator, leader, etc.)

Online Search Online Search

Search Engines

Boolean searches

Wildcard searches

HR AND COMMUNICATIONHR AND COMMUNICATIONIntent Need Category

Get it done right Control Ruler Get it done right Accuracy Analyzer Get Along Approval Relater Get Appreciated Attention Entertainer

Relater Entertainer

Analyzer Ruler

Passive Aggressive

Tas

k O

rien

ted

Peo

ple

Ori

ente

d

Window on the World of Difficult People

Shared Vision Shared Vision

Good Learning Team CharacteristicsGood Learning Team Characteristics

•Possess excellent process skills, •Team dynamics•Conflict resolution techniques

Productive Teams: Key Elements Productive Teams: Key Elements

•Follow-through on commitments;•Open and honest communication among members;•Use of active listening skills; and•Constructive resolution of conflicts and disagreements.

GEN 300 WS1: Techniques for Academic Success Joseph Lewis Aguirre Skills for Professional Development.

Documents

learning teams

learning plan

learning processes

learning quadrants

learning team process

school slide

strategic learner cont

adult learning assumptions