Introduction

Part One: Segment Activities

Tape One--Study Strategies

Segment One: Note Taking
Segment Two: Reading
Segment Three: Memory
Segment Four: Test Taking

Tape Two--Life Skills

Segment One: Goal Setting
Segment Two: Time Management
Segment Three: Stress Management
 

Part Two: Summary Activities

Tape One--Study Strategies

Segment One: Note Taking
Segment Two: Reading
Segment Three: Memory
Segment Four: Test Taking

Tape Two--Life Skills

Segment One: Goal Setting
Segment Two: Time Management
Segment Three: Stress Management

Introduction 

The Roundtable Discussions videos are structured according to major tasks and their logically related skills. For example, Segment One focuses on taking notes in class along with active listening and on taking notes while studying along with the Cornell Method.  These exercises are provided for either 1) instructors to use in classroom settings or 2) students to use on their own. However, the language is geared to instructors.

Each video segment presents "the task" as a challenge for one of the students and "the skills, tools, and techniques" as helpful solutions that work for his or her friends. This approach is designed to introduce each challenge area in a context that will

• show students the actions that can be taken to deal with the challenge.
• show students that they probably already have many of the skills needed to succeed.
• stimulate students to identify their own challenges and begin to formulate ways of improving.
• motivate students to develop a personal approach to effective learning.

The sequence in which you use the video segments will depend upon the structure of your course and the ability level of your students. In most instances, you will probably want to play a specific video segment through as an introduction to the topic at hand, then replay appropriate portions of that segment as you address particular tools or techniques. Before showing each segment of the video, you may decide to conduct a brief discussion or self-assessment of your students' current attitudes, habits, and difficulties relating to the particular topic.

Part One presents a segment-by-segment description of the video contents and suggests classroom activities to help you link the video with your existing curriculum. In Part Two, you will find a summary exercise for each segment. These exercises are designed to demonstrate to students the practical value of the skills presented, not just in the classroom but also in many aspects of personal, academic, and professional life.


Part One: Segment Activities
Tape One--Study Strategies


Segment One: Note Taking

This segment of the video introduces the skills required for effective note taking and specifically addresses active listening, deciding what is important, mind mapping, and the Cornell Method of note taking. Students’ note taking skills can be measured by how well they are able to answer the questions provided below.


Active Listening

1. In the video, Pham has trouble taking notes in class. What do his friends mention as the possible sources of his problems?

2. List the five elements of active listening.

3. Which of these elements might you be able to control?

4. Identify all the factors that might hinder your ability to listen actively.

5. For each of these hindrances, identify how you might eliminate it or otherwise neutralize it so as to enhance your ability to listen actively.


Deciding What Is Important

In the video, one of the first suggestions Maria makes to Pham is that he has to decide to listen. Pham accepts her suggestion, but he still feels frustrated by his difficulty in evaluating the importance of what he is hearing.

1. What ideas do Pham’s friends offer for deciding what is important?

2. List the cues identified in the video, and provide examples of each.

3. What other indicators is Pham told to look for?

4. Identify any ways (not mentioned in the video) you have of deciding what’s important in a lecture.


Mind Mapping

Beverly shows Pham how to use mind mapping as a way to capture a lot of information quickly and succinctly.

Select a hobby, sport, or other activity you are especially good at or know a lot about. Write a summary (of no more than one page) of the information you know about the activity, providing enough information for someone new to the activity to get started. Draw an information or concept map of the activity. Then, compare your narrative summary and mind map. How are they different? How are they alike?

Extended Activity: Ask several students to give short oral presentations on the hobby or sport they selected in the previous activity. Have the rest of the class draw concept maps while they are listening to the presentation. Then compare the maps drawn by the class with the one drawn by the presenter.


The Cornell Method

In the video, the last suggestion Pham’s friends make is that he should have a note taking system. Maria demonstrates the Cornell Method.

1. On a blank sheet of paper, show the Cornell Method for taking notes and indicate the purpose of each component.

2. Describe the steps for studying notes taken by using the Cornell Method.

3. List the aspects of the Cornell Method that are part of the note taking system you currently use.

4. Identify aspects of the Cornell Method you are not currently using but that you think will enhance your note taking skills.


Reminders to Students

• Be honest with yourself about why you might have difficulty concentrating in certain subject areas.
• Find new motivations and methods for staying focused even when your level of interest may be relatively low.
• Decide for yourself which note taking methods work best for you. Create your own approach.

Segment Two: Reading

This segment of the video addresses students' reading-related difficulties and introduces skills and techniques needed to improve study efficiency and comprehension. Specifically, this segment focuses on improving concentration, active reading, and the SQ3R system.


Concentration

1. In the video, Beverly seems to have difficulty with the amount of reading required in her courses. Based on what you saw in the flashback to her study session, identify the aspects of Beverly’s study habits that hindered her ability to concentrate.

2. For each item you listed in #1, describe what Beverly could do differently that would improve her concentration.

3. Review the list you made in #1 and identify any items that also describe your study habits.

4. Identify any additional distractions to which you know you are susceptible.

5. For each item you identified, describe how you might change your approach for the better or otherwise deal with the distraction. (Be realistic about any limitations imposed by your particular situation.)


Active Reading

1. What suggestion does Pham offer Beverly for improving her reading skills?

2. List the six elements of active reading.

3. Review your notes to find the guidelines for "Deciding What Is Important" that were introduced in the segment on note taking. Then create a new set of guidelines for active reading.

 Extended Activity: To reinforce the idea that reading with a purpose makes a difference, have students survey the media for one week, making a note of each item (e.g., stories, editorials, and advertisements) connected to a topic you are currently studying.


SQ3R Reading System

1. In the video, Tina describes the SQ3R reading system she uses. Describe what SQ3R means and give a brief definition of each step in the process.

2. Select a chapter in a textbook (or some other multi-page passage) and read it according to whatever system you currently use.

3. Summarize for a partner what you read, providing as much detail as you can.

4. Select another chapter (or multi-page passage) and read it, using the SQ3R system.

5. Again, summarize for a partner what you read, giving as much detail as possible.

6. Compare the two reading methods in the following ways:

a. Assess your own confidence that you understand the material you read.

b. Ask your partner to evaluate your ability to articulate what you read.

c. Identify the aspects of each system that were most helpful and effective for you.

d. Integrate the best of both methods to create your own reading system.

Extended Activity: To heighten students’ awareness that some reading tasks are more difficult than others, ask them to find and bring to class examples of material that they find especially difficult. In class, conduct a discussion of the impact an author's writing skills (or lack thereof) have on the reader’s ability to concentrate and learn. Then ask students for examples illustrating the points you have covered (e.g., convoluted writing style, lack of organization, or poor topic sentences).

Reminders to Students

• Always keep a dictionary at hand, and use it to clarify the meanings of words of which you are not absolutely sure.
• Practice silently paraphrasing each paragraph as you complete it to help stay focused and to confirm your understanding of the material.
• Keep a list of new concepts you want to remember from every reading session.
• When faced with a passage or concept you don’t understand, "talk it out" with yourself or with a study partner.

Segment Three: Memory

This segment of the video introduces the memory process and presents techniques for strengthening memory.

Extended Activity: To show that remembering is a choice, select a series of numbers or a phrase and write it on the chalkboard (either before students arrive or at the beginning of class), but do not make any comment about what you have written. Begin class as you normally would and then introduce the video segment. When the video segment ends (again without comment or explanation), erase what was written on the chalkboard and move on to the first activity.


Memory Process

1. What are the stages of memory?

2. What are the different kinds of memory?

3. In the video, what tips do Maria’s friends offer her for strengthening her ability to remember?

4. Can you remember what was written on the chalkboard at the beginning of class?

5. Why do you think you remember what was written there? Or why do you think you don’t?

6. Do those numbers (or words) have some particular meaning for you?

7. Do you think you remember what was written because it was on the board?


Memory Techniques

1. Identify the memory techniques Maria’s friends suggest in the video.

2. Identify any additional memory techniques you use or know about.

3. For each of the memory techniques you have identified, describe why and how you think it works. Give any examples of times you have used these techniques.

Extended Activity: To help students understand how memory operates, ask students to work (either individually or in small groups) to complete the following assignment. Adapt this activity to fit the level of computer literacy of your students.

1. Create a concept map on whatever topic you choose.

2. Think about the three types of human memory--sensory, short-term, and long-term--and show how human memory parallels a computer's operation.

With class participation, discuss similarities in how human memory and computer memory operate. Summarize the activity by pointing out that decisions are made moment by moment (not always consciously) about which information will be stored for future retrieval and that everyone can exert conscious control over remembering and recalling information. (The drawing shown below may be helpful as a discussion guide. The information in boldface on the computer screen shows human processes.)


Reminders to Students

• There are no "right" or "wrong" memory techniques--if something works for you, use it.
• Don't forget to choose to remember.

Segment Four: Test Taking

This segment of the video addresses test anxiety, test preparation, taking tests, and understanding different types of tests.


Test Anxiety

1. In the video, what kinds of problems is Rob having in taking tests?

2. What solutions do his friends offer to help with each of these problem areas?

3. What are the most important factors in trying to cope with test anxiety?

4. Choose a situation in which you recall being anxious, and describe what happened to you (e.g., how you felt and what you were thinking at that time).

5. Looking back on that situation, can you identify some of the reasons behind your anxiety?

6. List some ways you might address each of those reasons in the future.


Test Preparation

1. Pham and the others offer some concrete suggestions to Rob about preparing for tests. List as many of those suggestions as you can remember.

2. Describe the system you use to prepare for tests.

3. Compare your current system with the suggestions given in the video, and then integrate the two to create a new system for yourself.

4. Evaluate your new test preparation system to see if it is realistic for you. If there are aspects you are not comfortable with, alter them to meet your individual needs.


Test Taking

1. List the test-taking strategies Rob’s friends suggest.

2. List any additional strategies you have for taking tests.

3. Identify the aspect of test taking that is most difficult for you.

4. What are the reasons behind this difficulty?

5. How might you overcome this difficulty in the future?


Understanding Different Types of Tests

1. What guidelines for answering essay questions were given in the video?

2. Devise a system for remembering these guidelines, describe it in writing, and commit it to memory.

3. Using the guidelines, write an essay describing your personal history with taking tests. Include how you feel about taking tests, how well you generally perform on tests, the types of tests on which you perform well/poorly, the reasons behind your success or lack of success on that type of test, and any other issues related to the testing situation that you think are interesting or important.

4. When taking true-false tests, you should answer only those questions of which you are absolutely sure.

True ______ False ______

5. On true-false tests, you should choose true if only a small part of the statement is false.

True ______ False ______

6. You should always choose true unless you know the statement is false.

True ______ False ______

7. Devise a method of remembering the guidelines for taking true-false tests, describe it in writing, and commit it to memory.

8. What system does Pham suggest to Rob for taking multiple-choice tests?

9. Devise a method of remembering how to approach multiple-choice tests, describe it in writing, and commit it to memory.

10. List the guidelines mentioned in the video for taking fill-in-the-blank tests.

11. List any additional guidelines or techniques you use on this type of test.

12. Devise a system for remembering these guidelines, describe it in writing, and commit it to memory.


Reminders to Students

• Mastery of a topic is the best reducer of test anxiety.
• You need a system for preparing yourself academically, physically, and emotionally to take tests.
• You need a system for taking each type of test.
• The best system is one that makes sense to you and that you create for yourself.

Tape Two--Life Skills

Segment One: Goal Setting

The purpose of this segment is to provide insight into how to set achievable goals, monitor progress toward them, and remain appropriately flexible in revising them over time. The presentation is structured around the idea that students can easily get sidetracked when they do not have clearly defined goals.


Long- and Short-Term Goals

1. In the video, Beverly seems to have lost her sense of direction. What advice do her friends offer her with regard to setting goals for the future?

2. What is Beverly’s long-term goal?

3. What are Beverly’s short-term goals?

4. Describe one of your personal long-term goals and the shorter-term goals toward attaining that goal.

5. Describe a long-term academic goal and the short-term goals required to reach it.


How to Write Effective Goals and Reach Them

1. List the criteria for writing effective goals that Beverly’s friends mention in the video.

2. Look at each of the goals you wrote for yourself in #4 and #5 of the previous activity, and evaluate each against the criteria for effective goals. Rewrite your goals, if necessary.

3. What suggestions do Beverly’s friends offer for ensuring that she reaches her goals?

4. Revisit your list of long- and short-term goals, and note the steps you can take to ensure that you reach them.

Extended Activity: Use the following process to push personal and academic goal setting to an even greater level of detail.

1. Identify goals that will take the longest amount of time to reach.

2. Work backward in small steps to identify what must happen in order to achieve each goal.

3. For each short-term, intermediate, and long-term goal, identify any anticipated obstacles and ways to handle them.

4. Identify areas in which help is needed for realizing each goal.

5. Establish milestones for tracking progress and for revising plans, if necessary.


Reminders to Students

• Identify criteria for success in attaining your goals.
• Sharing your goals with someone and committing to a progress review will help you stay focused on your plan.

Segment Two: Time Management

This segment of the video provides ideas for analyzing how you spend your time, how to schedule time effectively, and how to cope with the urge to procrastinate.


Analyzing How You Spend Your Time

1. What guidelines do Tina’s friends suggest for analyzing her time?

2. Draw a pie chart that reflects how you currently spend your time. (Or, have students try the Interactive Time Chart.)

3. Is your allocation of time to each aspect of your life appropriate, given your current goals and needs? If not, draw another chart that reflects a more appropriate time allocation.

4. List everything you have to do tomorrow--from the time you get up until the time you go to sleep--and estimate how long you think each task will take. Then, as you go through the day tomorrow, record the actual time you spend on each task. Be sure to note all the departures from your planned schedule and the time actually spent.

5. Examine your list for discrepancies between the amount of time you estimated for each task and the actual time required. Did you over- or underestimate how long the task would take?

6. Examine your list and identify ways you might have used your time more efficiently.


Scheduling

1. Map out your schedule for tomorrow, showing every moment from getting up to going to sleep.

2. List all of the tasks that you need or want to accomplish, and estimate how much time each task will take.

3. Draw a new plan for your day, concentrating on making optimal use of your time.

4. Highlight any free time you may have available tomorrow, and think of a task you have planned for the following day that can be done in that amount of time.

Extended Activity: Once you have identified how you are currently spending your time and the tasks to be accomplished, use the following sequence to help you spend your time most appropriately.

1. Assign a priority to each of your goals or tasks by assessing both its urgency and its value to you. Devise a scale such as the one below that helps you evaluate your priorities.

1 = most important; must be accomplished immediately (or first); biggest payback

3 = important, but can be postponed; dependent on accomplishment of other goal

5 = not very important; can be put off indefinitely with no real consequence

2. Review your current schedule or plan for accomplishing your goals to see if the priorities you have assigned are appropriate.

3. Revise your schedule according to your priorities.


Beating Procrastination

1. What strategies are given in the video for overcoming procrastination?

2. List the six ways given to beat procrastination.

3. Can you suggest any additional ways to beat procrastination?

4. Develop a device that will help you remember these strategies for overcoming the urge to procrastinate.

5. Identify one thing in your life that you have been putting off, and create a plan for beating the urge to procrastinate any longer.

Reminders to Students

• Be realistic when allowing time to accomplish tasks.
• Watch for gaps in your schedule, and take advantage of opportunities to fill them.
• Be alert to the urge to procrastinate--and beat it.

Segment Three: Stress Management

This segment of the video addresses the physical and mental effects of stress and offers techniques and suggestions for dealing with stressors.


Recognizing Stress

1. What mental symptoms of stress does Maria mention in the video?

2. What physical symptoms of stress does she mention?

3. Indicate (with a *) any of the symptoms you listed in #1 and #2 above that you currently have or have had in the past.

4. To the best of your ability, identify the sources of the stress behind each of the symptoms you marked on your list.


Stressbeaters

1. List as many of the stressbeaters that Rob’s friends suggest to him as you can remember.

2. List any additional stressbeaters you use or know about.

3. Review the symptoms of stress you listed in #3 of the previous activity, and identify the stressbeaters you might employ for each.

4. Describe the relaxation technique you use most often, and explain why you think it works for you.

Extended Activity: Using your level of tendency to avoid situations and activities as a stress indicator, work through the following sequence as a way of helping you manage your stress.

1. List the first three things that come to mind as situations or activities you try to avoid.

2. Briefly describe the sources and the nature of the stress you experience.

3. Think about the importance of each stressor in the context of your whole life. Devise a scale such as the one below.

1 = situation/activity is extremely stressful, and occurs frequently; is essential to my success/sense of well-being

3 = situation/activity is stressful, but occurs only occasionally; is only moderately important to my success/sense of well-being

5 = situation/activity is uncomfortable, but occurs rarely; is not important to my success/sense of well-being 4. For any stressor you rated a 1 or 2, create a plan that will either reduce the amount of stress you experience or allow you to manage the situation differently.

Reminders to Students

• The first step in handling any type of stress is recognizing the symptoms.
• Don't ignore stress; eliminate it.

Part Two: Summary Activities
Tape One--Study Strategies

Segment One: Note Taking

1. List the situations both inside and outside of college in which active listening skills are important. Explain why better listening skills are important in each situation. Identify ways you might practice listening skills for that situation.

2. Identify the types of verbal cues you look for in determining the importance of information, and give examples of each.

3. Identify the types of nonverbal cues you look for in determining the importance of information, and give examples of each.

4. Drawing on your everyday experience as a consumer of advertising in all media, identify some examples of verbal and nonverbal cues, and evaluate their effectiveness in communicating what is important.


Segment Two: Reading

1. Identify some situations (apart from college) that require strong reading skills.

2. For each situation identified, suggest an appropriate reading system by adapting what you have learned about reading for college.

3. Briefly describe your most enjoyable reading experience, telling what you read, when it was, where you were, what made the experience special or memorable, and any other information you think is important.

4. Describe your most unpleasant reading experience, giving the same kind of detail as you provided in #3.

5. What conclusions can you draw about yourself and your attitude about reading from the experiences you described in #3 and #4?


Segment Three: Memory

1. Define sensory memory in your own words and list three times you have used your sensory memory.

2. List all the situations, careers, or activities you can think of in which sensory memory is the primary ingredient for success.

3. Identify the memory techniques likely to be most useful for strengthening sensory memory.

4. List three examples of short-term memory.

5. Describe all of the situations, careers, or activities you can think of in which short-term memory is the primary ingredient for success.

6. Identify the memory techniques likely to be most useful for strengthening short-term memory.

7. List three examples of long-term memory.

8. Describe all of the situations, careers, or activities you can think of in which long-term memory is the primary ingredient for success.

9. Identify the memory techniques likely to be most useful for strengthening long-term memory.


Segment Four: Test Taking

1. Identify the one aspect of test taking that causes you the most anxiety, and briefly describe your plan for coping with it in the future.

2. List other anxiety-inducing areas in your life, identify the likely sources of the anxiety, and list some ideas for coping with it.

3. What is your greatest challenge in preparing for tests?

4. Identify other areas in your life where adequate preparation is critical to success, and outline your system of preparation for each. (If you currently do not have such a system, begin to develop one here.)

5. Drawing on what you have learned about how to take tests, identify other areas in your life where the same approach might be helpful.


Tape Two--Life Skills

Segment One: Goal Setting

1. Briefly describe your reasons for being in college.

2. If you have a "master plan" for finishing college, outline it below. If you don’t, outline your current thinking about the courses you have already completed and those you plan to take. Then see if you can identify the direction in which you seem to be headed.

3. Describe who (or what) is behind your current decision making about school. Do you feel completely in control, or are you doing what you think others expect?

4. Make a list of the things you get most excited about, and briefly note why.

5. Make a list of the things you most dislike, dread, or feel negative about, and briefly note why.

6. Looking at the lists you created in #4 and #5 above, can you see any patterns that help to clarify who you are, what you are good at and enjoy, and what you do not enjoy?

7. To what extent do the patterns you identified above reflect the choices you are currently making about college, work, and life in general?

8. What changes, if any, do you need to make to create more consistency between your current direction and the goals that promise you the most satisfaction?


Segment Two: Time Management

Divide into groups for the following activity.

1. Ask for a volunteer to record the group's proceedings.

2. Take turns so that group members identify one task they have put off for too long, while the rest of the group agrees on a fitting reward and sets a deadline for its completion.

3. As a group, agree on a method of following up on the assigned deadlines and rewards.

If it is feasible, have copies of the proceedings made for each group member so that deadlines can be tracked by the entire group. Alternatively, you might set a date and time toward the end of the term to reconvene and to recognize those who have earned their rewards.


Segment Three: Stress Management

1. Create a profile of the way you personally deal with stress in different types of situations. For example, "When I have too much to do, my shoulders get tight and I have tension headaches." "When I have to cope with a big change," etc.

2. For each of the situations you listed, identify the likely sources of the stress producing your symptoms.

3. To what extent do you have the capacity to change or control each of the situations causing your stress?

4. To the extent that you do have control, identify what you might do to eliminate the stress.

5. For the situations in which you do not have control over the stressors, identify how you might manage your symptoms.

6. Is each situation one you can handle on your own, or do you need help?

7. If help is needed in a particular situation, identify the kind of help you need and where you might find it.