A-Matter-of-Translation-Scott-Francis

Curriculum Element 1 – The Foundation in the ClassroomBehaviours of Academic Compliance Behaviours of Academic Intensity Not disruptive to the class Resources are available Engaged enoug

A Student Goal-Setting Study

Program in a High School

context

1/ The ‘Curriculum’

2/ The Activities

The basics:

Students who want to set an academic goal and share it are encouraged to do so.

Goals are set at the start of semester 2.

Students are supported toward that goal.

Results – historically a 1.5 GPA improvement on

a 15-point scale vs 0.45 for the cohort (average

B to B-/A+).

Identifying the Focus of the

Program

Gaps analysis (business tool that identifies the best path from a

‘current state’ to an

‘ideal state’.)

An Underlying

Perspective – Study as

a ‘High-Performance’ activity

(setting goals, regular practice, performing

on the day, starting early, learning from feedback, working

without distraction, thinking

motivation/habits)

Underlying

‘Curriculum’

Identified:

In the classroom Approach to study Study techniques employed Supporting behaviours

Curriculum Element 1 – The Foundation in the Classroom

Behaviours of Academic Compliance Behaviours of Academic Intensity

Not disruptive to the class

Resources are available

Engaged enough to be moving through tasks set

Quietly off task if unsupervised

Complete set homework to an acceptable standard

Assignment/exam study completed 48 hours prior to

deadlines

Sit with friends

Occasionally does work from other subjects in class

Writes down notes verbatim

Interested in class – asking questions

Resources are available

Completing tasks to a high standard – with focus

Remains on task even when there is no supervision

Homework completed early, with some extra work and attention to detail (eg attend tutoring for guidance on challenges)

Developing habits that see task started early

Sit with people who have a positive impact on learning

Focussed on the subject at hand

While writing notes, ensures that their notes make sense and is prepared to re organise/re phrase/connect them

Curriculum Element 2 – Approaches to Study

• Short burst of study, with a clear aim, are effective

• Working without distraction supports learning

• Meaningful breaks help support study

Curriculum Element 3 – Study Techniques

Employed (First Diagram: Dunlosky, Kent State University Second Diagram: QCAA website.)

The Forgetting Curve –

practical ideas over a semester

• Pre-reading at the start of a term (flicking through the textbook)

• The teacher goes over the content in class

• Homework questions the night after teaching

• The weekend of learning the topic, you add the work to your revision sheet

• 2 weeks after the topic, you do some ‘spaced revision’ of what you have covered, writing and

answering some practice questions

• The week before the exam you are given a revision sheet, and you do it soon after getting it

• The night before an exam you revise the work, and re-do some practice questions

• The day of the exam you spend 10 minutes in the library re-reading the revision sheet that you

added content to each week

• In ‘wider reading/watching’, you come across a topic related to what you are studying at

school

Curriculum Element 4 – Supporting Behaviours

• Sleep

• ??Mindset (may not get to it)

An Overall Approach – might

repeated positive

points of contact

work well with the

teenage brain?

• Stanford Children’s Health – Understanding the Teenage Brain

‘Recent research has found that adult and teen brains work differently Adults think with the prefrontal cortex, the brain’s rational part This is the part of the brain that responds to situations with good judgment and an awareness of long-term

consequences Teens process information with the amygdala This is the emotional part.’

The Program in Practice:

Element 1 – The opportunity

to sign up, and a welcome

Motivational/habit gap

Chris Anstey – NBA player and

Olympian

chrisanstey.com.au

The Program in Practice: Element 2 –

Twice weekly e-mail

Contact to Support

‘Study Curriculum’

(titled Study Thoughts) – Knowledge Gap

• 1/ ‘If it is to be, it’s up to me’ Curriculum focus areas and pomodoro technique video.

• 2/ Video welcome from Chris Anstey Thinking about how much you get out of class.

• 3/ Why distractions are so harmful to study efforts.

• 4/ Ebbinghaus Forgetting Curve and spaced practice

• 5/ Kent University high (practice testing and spaced practice) and low Utility (re-reading, highlighting, underlying) study skills

• 6/ Lessons from the lunch with Chris Anstey ‘People who are great are the people who practice until they perfect something’.

• 7/ Reflection questions

• 8/ Don’t explain away a good result by saying ‘it’s an easy exam’.

• 9/ The importance of sleep

The Program in

Practice: Element 3 –

25 minute study

session every Monday

• Guided practice gap plus

Motivational/Habit gap

The Program in Practice: Element 4 – Letters Home – Knowledge Gap and Motivational/Habit Gap

The Program in Practice: Element 5 – 2 x ‘High Performance’ lunches – Motivational/Habit Gap

The Program in

Practice: Element 6

– Weekly Reflection

– Knowledge/Guided

Practice/Habit gaps

Compared to my work in this class last semester, how well am I prepared for class? This question includes – having equipment, being on time, completed homework, possibly read ahead in the textbook/SEQTA to be really ready (this only needs to take 2 minutes)

Compared to my work in this class last semester, how well am I participating in class? This question includes – am I prepared to ask questions, am I completing work to a high

standard, am I actively taking notes (not just copying without thinking), am I sitting with people who make me better as a student?

Compared to my work in this class last semester, how well am I working when I sit down

to study?, This question includes am I getting rid of distractions, am I working for a realistic time before taking a break (maybe 20 to 25 minutes), am I working with a clear aim in mind as to what I have to compete?

Compared to my work in this class last semester, am I starting tasks early? This question includes starting assignments early so that drafts are in good shape, and checkpoints reached with good work completed and preparing early for exams (not relying on cramming in the last 24 hours before an exam

Compared to my work in this class last semester, am I using sophisticated study techniques? This question includes starting on tasks/revision early, creating summaries, using practice questions for revision and revising content regularly over the term

• Contact: Scott Francis

sfrancis@thelakes.qld.edu.au