Strategies for Success The Development of Effective Organizational, Cognitive, and Metacognitive Strategies for the First Semester

of High School

Sara McManus Seattle University November 2010

Name: Sara McManus Lesson Content Area: Academic Unit Theme: Strategies for Success Unit Objective: To develop effective organizational, cognitive, and meta-cognitive strategies for the first semester of high school. Lesson Topic: Inventory of cognitive strengths, weaknesses, and cognitive skills Lesson Sequence within Unit: Lesson # 1 Goals for the Lesson: a. Essential Academic Learning Requirements (EALRs): Reading The student understands and uses different skills and strategies to read 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text The student understands the meaning of what is read 2.1.4 Apply comprehension monitoring strategies during and after reading: monitor for meaning, create mental images, generate and answer questions Writing The student writes in a variety of forms for different audiences and purposes 2.4 Writes for career applications (note-taking) Communication The student uses listening and observation skills and strategies to gain understanding 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to interpret information b. ASCA Standards: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in schools and across the life span Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

c. ASCA Student Competencies and Indicators: A:A1 Improve Academic Self-Concept A:A1.1 Articulate feelings of competence and confidence as learners A:A1.4 Identify attitudes and behaviors that lead to successful learning

A:A2 Acquire Skills for Improving Learning A.A2.4 Apply knowledge and learning styles to positively improve school performance A:B2 Plan to Achieve Goals A:B2.2 Use assessment results in educational planning PS:A1 Acquire Self Knowledge PS:A1.1 Develop personal attitude toward self as a unique and worthy person Lesson Rationale: a. School improvement Plan: Shorecrest High School plans to use student achievement data to develop and implement school-wide academic interventions to lower student failure, decrease the drop-out rate, and increase the graduation rate. In order to intervene early to ensure student success, all 9 th grade students will be in a close TAP (Tutorial Activity Period similar to Advisory) for the duration of 1 st semester, two days a week. These classes will receive a series of lessons from school counselors over the course of the semester. The lessons will serve to establish metacognitive capability and schoolwide note-taking and test-taking strategies.

b. Connection to Data Driven Decision-Making: Current research shows that there are several important conditions for learning. These include the support for multiple perspectives and multiple modes of representation in the classroom, encouragement of student ownership in the learning process, and the nurturing of self-awareness with respect to the knowledge construction process (de Kock, Sleegers, and Voeten, 2004, p. 146). These classifications for learning involve students in taking control in their own learning process so that they can be more wellequipped to recognize where their strengths lie with respect to cognition. Becoming well-equipped in metacognitive strategies is a key academic behavior. Effective students are aware of the areas that they need to cultivate and are able to monitor and manage the way their thinking is influenced by external sources. These are important attributes in academic, work, and personal life (Kuhn, 2000, p. 181). Learning is a complex process that happens in a social-interactive environment, is contextual and constructive, and involves self-regulation and reflection (Simons, as cited by de Kock, p.141). Schools are responsible for teaching learning and must not just be knowledge providers, but must also be guiders in the learning process (de Kock, 2004, p.142). Throughout this lesson students are engaged in study about their own personal style of learning. They also brainstorm classroom activities that align best with their style of learning, and activities that they might struggle with. An extension of this activity would be to have students observe in their own classrooms and create a report about the learning style they struggle the most with and ways that they could compensate for their difficulty with this style.

The next lesson in this unit focuses on the specific study skill of note-taking and teaches students a particular type of note-taking, called Cornell Notes. References

American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: American School Counselor. Bill and Melinda Gates Foundation. (2007). Redefining college readiness. Eugene, OR: David T. Conley. De Kock, A., Sleegers, P., and Voeten, M. (2004). New learning and the classification of learning environments in secondary education. American Educational Research Association, 74(2), p. 141-170. Hargreaves, A. and Shirley, D. (2008). Beyond standardization: Powerful principles for improvement. The Phi Delta Kappan, 90(2), p. 135-143. Hatcher, R. and Pond, B (1998). Standardizing organizational skills for student success. The Phi Delta Kappan, 79(9), p. 715-716. Kahn, J. and Nuata, M. (2001). Social-cognitive predictors of first-year college persistence: The importance of proximal assessment. Research in Higher Education, 42(6), p. 633-652. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), p. 178-181. Risi, R., Schiro, P., and Serret-Lopez, C. (Eds.). (2005). Strategies for success: Teacher guide. San Diego, CA: AVID Center.

Strategies for Success: Lesson 1

Title: Instructional Methods: Grade Level: Learning how you learn Large group discussion, brainstorming, written work, small group discussion

Number of Students:

10-15

Length:

40 minutes

Materials Needed: School Counselor Agenda Warm-up free write question (pre-test): Appendix A Youtube Video: Teaching With a Ball http://www.youtube.com/watch?v=bJLk86ccE9o&feature=related Learning Style Survey: Hard copy attached to in-class copy Learning Style Survey Key and Graph: Hard copy attached to in-class copy Learning Style Observation Graphic Organizer: Appendix B Prizes (Hershey's kisses) Students Pencils or pens Location: Classroom

Lesson Objective: Upon successful completion, students will be able to: identify various learning styles determine his/her dominant learning style analyze how they relate to certain learning styles in the classroom develop strategies for how to compensate when his/her learning style is not being addressed in the classroom

Preparation:

Arrive hour early to set up, sort through materials, set up computer and overhead, bring-up Youtube video. Post Agenda

Procedures: Opening Comments (5 minutes) Introduction: Greet students and introduce myself Show students the agenda for the day and ask for questions Pre-test: Pre-Write Activity (10 minutes) Give students the pre-write questions on the board: What does it mean to learn how to learn? What skills help us to become better learners? What must we learn about ourselves to become better learners? (Appendix A) Show Simpsons youtube video: http://www.youtube.com/watch? v=bJLk86ccE9o&feature=related Ask students to share out answers, give Hershey kisses for sharing Collect pre-write Learning Style Survey and Dominant Learning Style Key (15 minutes) Use the Simpsons video to transition from discussing what we need to learn about ourselves into the topic of learning styles, let students know that they will be taking a survey to help them determine their learning styles. Have students complete the Learning Styles Survey, score themselves, and fill in the bar graph to determine if they have a dominant style of learning Post-Test (10 minutes) Students get in small groups based on their strongest learning style. Students brainstorm classroom activities in small groups. They fill in the Learning Style Observation Graphic Organizer with information about what class they might see this activity in and what kinds of leaning style this might work well for. They also come up with learning styles that might struggle with this type of activity. (Appendix B) Each group briefly shares what they wrote on their Graphic Organizer Instructor collects Graphic Organizer Questions?

Agenda:
Brainstorm: What does it mean to learn how to learn? Treats! Learning style survey Finding your dominant learning style Strategies to help you in the classroom

Appendix (A)

Prewrite: On your own sheet of paper, answer the following questions to the best of your ability:
What does it mean to learn how to learn? What skills help us to become better learners? What must we learn about ourselves to become better learners?
Appendix (B) Learning Style Observation Graphic Organizer Directions: Brainstorm some ideas about the types of activities your teachers ask you to do. Record the name of the class and then tell which learning style might be challenged by that activity. Use your Learning Style Survey to help guide you. Describe Activity Ex: Listening to a lecture and taking notes Name of Class Ex: World History Learning Styles This Would Work For Ex: Visual Auditory Tactile Individual Written Learning Styles That Might Find This Challenging Ex: Group Oral

Name: Sara McManus Lesson Content Area: Academic Unit Theme: Strategies for Success Unit Objective: To develop effective organizational, cognitive, and meta-cognitive strategies for the first semester of high school. Lesson Topic: Learning to take effective notes, Cornell Notes Lesson Sequence within Unit: Lesson # 2 Goals for the Lesson: d. Essential Academic Learning Requirements (EALRs): Reading The student understands and uses different skills and strategies to read 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text The student understands the meaning of what is read 2.1.4 Apply comprehension monitoring strategies during and after reading: monitor for meaning, create mental images, generate and answer questions Writing The student writes in a variety of forms for different audiences and purposes 2.4 Writes for career applications (note-taking) Communication The student uses listening and observation skills and strategies to gain understanding 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to interpret information e. ASCA Standards: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in schools and across the life span Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college

f. ASCA Student Competencies and Indicators: A:A1 Improve Academic Self-Concept A:A1.4 Identify attitudes and behaviors that lead to successful learning

A:A2 Acquire Skills for Improving Learning A.A2.1 Apply time-management and task-management skills A.A2.4 Apply knowledge and learning styles to positively improve school performance A:B1 Improve Learning A:B1.2 Learn and apply critical thinking skills A:B1.3 Apply the study skills necessary for academic success at each level Lesson Rationale: c. School improvement Plan: Shorecrest High School plans to use student achievement data to develop and implement school-wide academic interventions to lower student failure, decrease the drop-out rate, and increase the graduation rate. In order to intervene early to ensure student success, all 9 th grade students will be in a close TAP (Tutorial Activity Period similar to Advisory) for the duration of 1 st semester, two days a week. These classes will receive a series of lessons from school counselors over the course of the semester. The lessons will serve to establish metacognitive capability and schoolwide note-taking and test-taking strategies.

d. Connection to Data Driven Decision-Making: Taking class notes is a key cognitive strategy that students need to possess. According to research, unless student take notes that are carefully written and reviewed for understanding, they will forget most of what they learn in class (Hatcher and Pond, 1998, p. 716). Effectively, good note-taking can mean the difference between student success and failure in any given course of study. Standardizing this skill helps it become second nature to students. Cornell notes have been shown to be particularly effective means of recording and reviewing information from class. Because they require a constant review and clarification process, they require students to be actively engaged in their note-taking (Hatcher and Pond, 1998, p. 716). As study by Kahn and Nuata (2004) shows academic ability to be one of the main predictors of student persistence in higher education (p. 646). When a student comes to college with the cognitive skills for success they are going to be more likely to continue and finish their education, thereby increasing their possible earning potential. Learning Cornell Notes and standardizing the learning process for students in their first semester of high school is going to increase their potential for success in school. Students arrive at school ready to learn, but many have never learned effective cognitive strategies. Without the strategies to be successful, student potential remains unlocked. It is important for schools to give students skills as well as content. The next lesson in this unit focuses on strategies for effective test-taking. This lesson will integrate the note-taking skills that students have learned with how they will study for their semester exams.

References American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: American School Counselor. Bill and Melinda Gates Foundation. (2007). Redefining college readiness. Eugene, OR: David T. Conley. De Kock, A., Sleegers, P., and Voeten, M. (2004). New learning and the classification of learning environments in secondary education. American Educational Research Association, 74(2), p. 141-170. Hargreaves, A. and Shirley, D. (2008). Beyond standardization: Powerful principles for improvement. The Phi Delta Kappan, 90(2), p. 135-143. Hatcher, R. and Pond, B (1998). Standardizing organizational skills for student success. The Phi Delta Kappan, 79(9), p. 715-716. Kahn, J. and Nuata, M. (2001). Social-cognitive predictors of first-year college persistence: The importance of proximal assessment. Research in Higher Education, 42(6), p. 633-652. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), p. 178-181. Risi, R., Schiro, P., and Serret-Lopez, C. (Eds.). (2005). Strategies for success: Teacher guide. San Diego, CA: AVID Center.

Strategies for Success: Lesson 2

Title: Instructional Methods: Grade Level: Effective Note-taking Strategies: Cornell Notes Large group discussion, brainstorming, written work, small group discussion

Number of Students:

10-15

Length:

40 minutes

Materials Needed: School Counselor Agenda Warm-up free write question (pre-test): Appendix C Lined Notebook Paper (25 sheets) Advice For Using the Cornell System Handout: Hard copy attached to in-class copy Youtube Video: Note-taking for college success http://www.youtube.com/watch?v=tFfcscFVcZ8&feature=related Youtube Video: How to Ollie http://www.youtube.com/watch?v=8XFw8flcY0U Students Pencils or pens Location: Classroom

Lesson Objective: Upon successful completion, students will be able to: identify why note-taking might be a good skill to learn develop an effective note-taking strategy that involves students in the process of recording, reflecting, and reciting their notes

Preparation:

Arrive hour early to set up, sort through materials, set up computer and overhead, open Youtube videos Post Agenda

Procedures: Opening Comments (5 minutes) Introduction: Greet students and introduce myself Show students the agenda for the day and ask for questions Pre-test: Pre-Write Activity (10 minutes) Give students the pre-write questions on the board: How do you take notes in your classes? Have you ever been formally taught to take notes? What do you do with your notes once you take them? (Appendix C) Ask students to share out answers, give Hershey kisses for sharing Collect pre-write Teach Cornell Notes: (20 minutes) Transition from discussing how students take notes to introducing Cornell Notes. Students watch a short, informational video that introduces them to the Cornell Notes strategy: http://www.youtube.com/watch?v=tFfcscFVcZ8&feature=related After the video ends, instructor gives students each a piece of lined notebook paper Instructor shows students how to set-up Cornell notes: margins, title, notes column, questions column, and the section for summary/reflection Students watch a short video about how to Ollie and take Cornell Notes in the righthand column during viewing: http://www.youtube.com/watch?v=8XFw8flcY0U Instructor can stop the video at key points to let students catch-up in their notes Instructor models how to write questions in the left-hand column of the Cornell Notes when the video is finished Students finish writing questions and share Post-Test (10 minutes) Students cover the right column of their paper and use their questions to review key concepts from the video Students write their summary using the most important information that they recall from the video Instructor collects Cornell Notes Questions?

Agenda:
Brainstorm: How do you take notes in class? Treats! Cornell Notes Introduction Video Cornell Notes Practice Reflection and Questions

Appendix (C)

Prewrite: On your own sheet of paper, answer the following questions to the best of your ability:
How do you take notes in your classes? Have you ever been formally taught to take notes? What do you do with your notes once you take them?

Name: Sara McManus Lesson Content Area: Academic Unit Theme: Strategies for Success Unit Objective: To develop effective organizational, cognitive, and meta-cognitive strategies for the first semester of high school. Lesson Topic: Test-taking 1-2-3 Lesson Sequence within Unit: Lesson # 3 Goals for the Lesson: g. Essential Academic Learning Requirements (EALRs): Reading The student understands and uses different skills and strategies to read 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text The student understands the meaning of what is read 2.1.4 Apply comprehension monitoring strategies during and after reading: monitor for meaning, create mental images, generate and answer questions Writing The student writes in a variety of forms for different audiences and purposes 2.4 Writes for career applications (note-taking) Communication The student uses listening and observation skills and strategies to gain understanding 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to interpret information h. ASCA Standards: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in schools and across the life span Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college

i. ASCA Student Competencies and Indicators:

A:A1 Improve Academic Self-Concept A:A1.1 Articulate feelings of competence and confidence as learners A:A1.4 Identify attitudes and behaviors that lead to successful learning A:A2 Acquire Skills for Improving Learning A:A2.3 Use communication skills to know when and how to ask for help when needed A.A2.4 Apply knowledge and learning styles to positively improve school performance A:B2 Plan to Achieve Goals A:B2.2 Use assessment results in educational planning Lesson Rationale: e. School improvement Plan: Shorecrest High School plans to use student achievement data to develop and implement school-wide academic interventions to lower student failure, decrease the drop-out rate, and increase the graduation rate. In order to intervene early to ensure student success, all 9 th grade students will be in a close TAP (Tutorial Activity Period similar to Advisory) for the duration of 1 st semester, two days a week. These classes will receive a series of lessons from school counselors over the course of the semester. The lessons will serve to establish metacognitive capability and schoolwide note-taking and test-taking strategies.

f. Connection to Data Driven Decision-Making: There is a great deal of emphasis on test-taking in public schools today. All states have adopted some form of examination meant to assess the skills that students have across the content areas. Although some problems exist with state standards tests, testing is a skill that all successful students need to possess. Effective preparation for tests is a key cognitive strategy and a good indicator of college readiness. The ability to study independently, and with others, for a complex assignment that requires extensive out of class preparation is a skill that all college students need to have (Conley, 2007, p. 19). Teaching test-taking strategy can be a measure employed to help close the achievement gap. With an emphasis on improving their tests scores, schools in England made improvements by providing test-taking strategies for struggling students along with other supportive measures (Hargreaves and Shirley, 2008, p. 140). By using these methods they were able to help struggling students experience testing success. Throughout this lesson students are prompted to think about their struggles with the testing process. They are given strategies and tips to help them experience success on their semester finals. Students are engaged to think metacognitively about their own test preparation and make a plan for successful study. There are several ongoing steps that can be taken after the completion of this unit. Students can and should learn strategies for effective communication with their

teachers, a method of group study, and how to write different levels of questions for their Cornell Notes. In reality, I could see this unit as part of a semester long, weekly Tutorial time at my school.

References American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: American School Counselor. Bill and Melinda Gates Foundation. (2007). Redefining college readiness. Eugene, OR: David T. Conley. De Kock, A., Sleegers, P., and Voeten, M. (2004). New learning and the classification of learning environments in secondary education. American Educational Research Association, 74(2), p. 141-170. Hargreaves, A. and Shirley, D. (2008). Beyond standardization: Powerful principles for improvement. The Phi Delta Kappan, 90(2), p. 135-143. Hatcher, R. and Pond, B (1998). Standardizing organizational skills for student success. The Phi Delta Kappan, 79(9), p. 715-716. Kahn, J. and Nuata, M. (2001). Social-cognitive predictors of first-year college persistence: The importance of proximal assessment. Research in Higher Education, 42(6), p. 633-652. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), p. 178-181. Risi, R., Schiro, P., and Serret-Lopez, C. (Eds.). (2005). Strategies for success: Teacher guide. San Diego, CA: AVID Center.

Strategies for Success: Lesson 3

Title: Instructional Methods: Grade Level: Test-taking 1-2-3 Large group discussion, brainstorming, written work

Number of Students:

10-15

Length:

40 minutes

Materials Needed: School Counselor Agenda Clip from Youtube: Mr. Bean- The Exam, from minute 4:00-7:10 (ONLY!) http://www.youtube.com/watch?v=98V9cEYe6-A&feature=related Test-taking Problems Reflection: Hard copy attached to in-class copy Test-taking Tips and Strategies Handout: Appendix D Test Preparation Worksheet: Appendix E Prizes (Hershey's kisses) Students Pencils or pens Location: Classroom

Lesson Objective: Upon successful completion, students will be able to: identify struggles that students have with test-taking determine effective strategies for before the test and during the test develop proactive test-taking habits and skills

Preparation:

Arrive hour early to set up, sort through materials, set up computer and overhead, open Youtube videos Post Agenda

Procedures: Opening Comments (5 minutes) Introduction: Greet students and introduce myself Show students the agenda for the day and ask for questions Pre-test: Pre-Write Activity (10 minutes) Show students short Mr. Bean clip about test-taking. Ask students if they have ever found themselves in a similar situation to Mr. Bean. Ask students to reflect on their experience with tests using the Test-Taking Problems handout. Ask students to share out examples of struggles that they had with tests, give Hershey kisses for sharing Test-Taking Strategies (20 minutes) Transition from discussing struggles that students have had with testing to talking about strategies for success Handout Test-Taking Tips and Strategies Handout. Review the information with students Give students time to ask questions about key ideas and concepts Post-Tests (10 minutes) Students fill in Test Preparation Worksheet Instructor collects worksheet Questions?

Agenda:
Brainstorm: What struggles do you have with test-taking? Treats! Test-Taking Strategies and Tips Test Preparation Grid Questions

Appendix (D)

Test-Taking Strategies and Tips Or Testing 1-2-3

1) Why Bother?
Reasons to spend the time and effort to prepare for a Big Test: A big test will often have the single largest impact on your grade for the entire semester A test at the end of the semester gives you one last chance to raise your grade for the entire class A few hours spent preparing for a big test can make a huge difference in your confidence level and your performance Like it or not, tests are a part of your life as a student. You will take Final Exams, mid-quarter exams, the WASL, the PSAT, the SAT, and other tests throughout high school. Then, in college, you will take even more tests! Might as well get used to them, and know how to succeed at them. Practice makes perfect. The more you practice good preparation and test-taking strategies, the better you will be at taking tests.

2) Preparing for a Big Test Tips for Success

Gather your papers from the class. Pull together your notes, graded homework assignments, and old tests and quizzes. Use these to study. Look for topics that were emphasized in the class. Make an effort to understand these areas and to know the key facts. Review readings you did during the semester. Skim the chapters in textbook that were assigned (look over the Table of Contents), and check your understanding of these. Find out from the teacher: o What will be covered on the test o The format of the questions on the test (essay questions, fill in the blank, T/F, multiple choice, diagrams, etc.). Write notes or create flash cards for important lists, key points, definitions and concepts Study with a friend, or ask a parent to help you review. If you can clearly explain important ideas and facts to your study partner, you understand them.

3) Taking a Big Test Tips for Success

Go into a test well-rested, prepared and confident First, read the instructions carefully Second, quickly scan the entire test. Determine exactly how many sections and how many questions there are. Identify the types of questions being asked. Pace yourself. Avoid running out of time by calculating how much time you have to complete each question. For example, if you must answer 60 questions in 1 hour, try not to spend more than 1 minute on each question. Also, set mileposts for yourself. For example, complete Question #30 no more than 30 minutes into the test. This will keep you on pace to finish on time. Third, as you take the test, dont get hung up on a single question. If youre stuck, put a mark by the question and come back to it later when/if you have time. Fourth, for multiple choice and T/F tests: o Dont leave a question unanswered (there is usually no penalty for guessing) o Use process of elimination to narrow your choices of possible correct answers. Cross off answers you know to be wrong. o Look for clues in the question: noun-verb agreement, or a question that ends with the word an (the answer must start with a vowel) o Be wary of questions with absolute statements such as always and never. The answers to these are often False. o Dont change your initial answer unless youre sure (usually your first response is correct) Fifth, use information provided in the test questions to help you. It is not unusual for an answer to be provided in a subsequent question on the test. Look out for this helpful information as you take the test. Sixth, before turning in your test, review it completely. Look for obvious errors you may have made or questions you have missed. Proofread and edit your written responses.

Appendix (E) Test Preparation Chart Directions: Fill in the information on the chart to help you prepare and study for your semester finals. Test 1, Subject: Type of Question True/False Matching Multiple Choice Fill in the Blank Short Answer Essay Amount of Time for Test Information That Will Be Provided Information That Needs To Be Memorized Number of Questions Points Each

Test 2, Subject: Type of Question True/False Matching Multiple Choice Fill in the Blank Short Answer Essay Amount of Time for Test

Number of Questions

Points Each

Information That Will Be Provided

Information That Needs To Be Memorized