Knowing Yourself: Becoming a Master Student Assignment
What Type of Learner Are You? Webquest
You are in the third year of your highschool career, and many students continue to practice ineffective study skills. One of the most important tools in education is learning how to study and research information in an appropriate and EFFECTIVE manner. When we use the term effective- we mean getting the most out of a study session. For a lot students their effectiveness is affected by their distractions: Television Smart Phones The Internet Social Networking Employment Friends and social relationships Where and when they choose to study.
Today's class we will be going through the lesson file "Becoming a Master Student"
NOTE: Step 1 and Step 2 links from the webquest do not work. Use of the updated ones.
Topics included will be
http://academic.cuesta.edu/acasupp/AS/619.htm
http://www.uhv.edu/ac/study/pdf/cornell.notetaking.pdf
Mind Mapping (Bunzen):
http://www.mindtools.com/pages/article/newISS_01.htm
http://www.studygs.net/mapping/
Assignment Instructions: Becoming a Master Student
Here is the link to the website: http://questgarden.com/23/08/8/060419215421/process.htm
You are in the third year of your highschool career, and many students continue to practice ineffective study skills. One of the most important tools in education is learning how to study and research information in an appropriate and EFFECTIVE manner. When we use the term effective- we mean getting the most out of a study session. For a lot students their effectiveness is affected by their distractions: Television Smart Phones The Internet Social Networking Employment Friends and social relationships Where and when they choose to study.
Today's class we will be going through the lesson file "Becoming a Master Student"
- You will organize your notes and answers in a word document
- Make sure you use the appropriate headings
- You will either be handing in your notes and answers or using them for a follow up assignment
NOTE: Step 1 and Step 2 links from the webquest do not work. Use of the updated ones.
Topics included will be
- Step 1). What type of learner are you? http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
- http://www.edutopia.org/your-learning-styles
- Step 2). Time Management- How you spend the hours in a day? http://www.studygs.net/schedule/
- Step 3) Study No No's Studying No No's
- Step 4)). Study Yes Yes: http://www.studygs.net/attmot4.htm
- Step 5) Cornell Notes or Mind Mapping? Which one is better for you? Explain
http://academic.cuesta.edu/acasupp/AS/619.htm
http://www.uhv.edu/ac/study/pdf/cornell.notetaking.pdf
Mind Mapping (Bunzen):
http://www.mindtools.com/pages/article/newISS_01.htm
http://www.studygs.net/mapping/
Assignment Instructions: Becoming a Master Student
Here is the link to the website: http://questgarden.com/23/08/8/060419215421/process.htm
Tentative Schedule
Thursday: Finish Web-quest - Start PowerPoint
Friday: Work on PowerPoint/Finish (note cards available)
Monday: First half Finish PowerPoint/practice Second half: presentations
Tuesday: Presentations
Wednesday: Next Unit
Thursday: Finish Web-quest - Start PowerPoint
Friday: Work on PowerPoint/Finish (note cards available)
Monday: First half Finish PowerPoint/practice Second half: presentations
Tuesday: Presentations
Wednesday: Next Unit
- You will not printing out our powerpoint; You can use note cards to help you present
- Before you present make sure you have provided your teacher with a digital copy of your powerpoint
- You will not printing out our powerpoint; You can use note cards to help you present
- Name your file: last name_first name_yourperiod number_masterstudent
- Example en_brandon_P2_masterstdudent
Who's presenting first?
PowerPoint Summary
Knowing Yourself: Becoming a Master Student
After completing the Know Yourself Assignment, please collect all your information and create a PowerPoint presentation of what you have learned.
The PowerPoint should consist of :
- A title slide
- 2 slides about what type of learner you are.
- (information from step 1 of "Becoming a master student task)
- 1-2 slides about time management. (step 2)
- 1-2 slides about study no no's (step 3)
- 1-2 slides about study yes yes (step 4)
- 1 Slide about the best learning method for you (Cornell Notes or Mind Mapping) (step 5)
- 1 Reflection slide about what you have learned about yourself.
- Include images for slides/topics that you didn't have to "screenshots" for
- Find relevant images that are related to the topics
- You will be referring to your presentation to talk about your occupation, not reading it directly from the screen.
- Each slide needs a title and should be visually balanced between text and supporting images (photos are more effective than clip art)
- There is evidence of careful editing and revising of your writing (spelling, grammar, punctuation, etc.)
Tutorial: Power Point
Oral Presentation Rubric- Your presentation will be marked on the following criteria:
Examples:
becoming_a_master_student_1.pdf | |
File Size: | 198 kb |
File Type: |
becoming_a_master_student_2.pdf | |
File Size: | 346 kb |
File Type: |
becoming_a_master_student_3.pdf | |
File Size: | 261 kb |
File Type: |
happy_fun_times.pdf | |
File Size: | 279 kb |
File Type: |
NONVERBALSKILLS
EYE CONTACT
Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.
Consistent use of direct eye contact with audience, but still returns to notes.
Displayed minimal eye contact with audience, while reading mostly from the notes.
No eye contact with audience, as entire report is read from notes.
BODY LANGUAGE
Movements seem fluid and help the audience visualize.
Made movements or gestures that enhances articulation.
Very little movement or descriptive gestures.
No movement or descriptive gestures.
POISE
Student displays relaxed, self-confident nature about self, with no mistakes.
Makes minor mistakes, but quickly recovers from them; displays little or no tension.
Displays mild tension; has trouble recovering from mistakes.
Tension and nervousness is obvious; has trouble recovering from mistakes.
VERBAL SKILLS
ENTHUSIASM
Demonstrates a strong, positive feeling about topic during entire presentation.
Occasionally shows positive feelings about topic.
Shows some negativity toward topic presented.
Shows absolutely no interest in topic presented.
ELOCUTION
Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.
Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.
Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear.
CONTENT
SUBJECT KNOWLEDGE
Student demonstrates full knowledge by answering all class questions with explanations and elaboration.
Student is at ease with expected answers to all questions, without elaboration.
Student is uncomfortable with information and is able to answer only rudimentary questions.
Student does not have grasp of information; student cannot answer questions about subject.
ORGANIZATION
Student presents information in logical, interesting sequence which audience can follow.
Student presents information in logical sequence which audience can follow.
Audience has difficulty following presentation because student jumps around.
Audience cannot understand presentation because there is no sequence of information.
MECHANICS
Presentation has no misspellings or grammatical errors.
Presentation has no more than two misspellings and/or grammatical errors.
Presentation has three misspellings and/or grammatical errors.
Student’s presentation has four or more spelling mistakes.
EYE CONTACT
Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.
Consistent use of direct eye contact with audience, but still returns to notes.
Displayed minimal eye contact with audience, while reading mostly from the notes.
No eye contact with audience, as entire report is read from notes.
BODY LANGUAGE
Movements seem fluid and help the audience visualize.
Made movements or gestures that enhances articulation.
Very little movement or descriptive gestures.
No movement or descriptive gestures.
POISE
Student displays relaxed, self-confident nature about self, with no mistakes.
Makes minor mistakes, but quickly recovers from them; displays little or no tension.
Displays mild tension; has trouble recovering from mistakes.
Tension and nervousness is obvious; has trouble recovering from mistakes.
VERBAL SKILLS
ENTHUSIASM
Demonstrates a strong, positive feeling about topic during entire presentation.
Occasionally shows positive feelings about topic.
Shows some negativity toward topic presented.
Shows absolutely no interest in topic presented.
ELOCUTION
Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.
Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.
Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear.
CONTENT
SUBJECT KNOWLEDGE
Student demonstrates full knowledge by answering all class questions with explanations and elaboration.
Student is at ease with expected answers to all questions, without elaboration.
Student is uncomfortable with information and is able to answer only rudimentary questions.
Student does not have grasp of information; student cannot answer questions about subject.
ORGANIZATION
Student presents information in logical, interesting sequence which audience can follow.
Student presents information in logical sequence which audience can follow.
Audience has difficulty following presentation because student jumps around.
Audience cannot understand presentation because there is no sequence of information.
MECHANICS
Presentation has no misspellings or grammatical errors.
Presentation has no more than two misspellings and/or grammatical errors.
Presentation has three misspellings and/or grammatical errors.
Student’s presentation has four or more spelling mistakes.