(You may also email me to get a copy of this in WORD format)
9th Grade Projects Packet: 1st Quarter 2009-10
Eugene International High School
Please note that Projects is an independent study class, which means that assignments are given and due on the days you have a class with your assigned projects teacher (in other words, during your Geography, Literature or Cultural Aesthetics class). The class in which you receive and turn in assignments may not be on the same day/time the Projects class is shown on your schedule.
Due Dates Assignments Due Point Values
Th. 9/17 A
Fri. 9/18 O - Parent/student verification
- Assignment #1: Reading & Questions and Map
_____/5 pts.
_____/20 pts.
Wed. 9/23 A
Th. 9/24 O - Assignment #2: Interviews _____/15 pts.
Fri 10/2 A
Th. 10/1 O - Assignment #3: Reading & Questions _____/15 pts.
Th. 10/8 A
Wed. 10/7 O - Assignment #4: Your Strengths, Your Goals _____/25 pts.
Thur. 10/15 A
Fri. 10/16 O - Assignment #5: Inventory Part One - Self-Interview _____/15 pts.
Fri. 10/23 A
Th. 10/22 O - Assignment #6: Inventory Part Two – Reading and Reflection _____/25 pts.
Th. 10/29 A
Fri. 10/30 O - Assignment #7
Exploring T3 (Tracking Assignments, Time Management, Turning in Assignments) * Head’s up: You will need to start this ONE week before it’s due. * _____/30 pts.
Fri. 11/6 A
Th. 11/5 O - Final Quarter Project: Envisioning your High School Goals _____/50 pts.
TOTAL _____/200 pts.
Projects Advisor Contact Info
Johnny Davis davis_j@4j.lane.edu
Jennifer Diallo diallo_j@4j.lane.edu
Caleb Kostechka kostechka_c@4j.lane.edu
Gretchen Lieberman lieberman_g@4j.lane.edu
Joanne Moorefield moorefield_j@4j.lane.edu
Jackie Owens owens_j@4j.lane.edu
Wade Powell powell_w@4j.lane.edu
Deon Saraceno saraceno_d@4j.lane.edu
Tips for Parents – from “How to Study” by Ron Fry
1. Set up a homework area. Free of distraction, well lit, with all necessary supplies handy.
2. Set up a homework routine. When and where it gets done. Studies have clearly shown that students who establish a regular routine are better organized and, as a result, more successful.
3. Set up homework priorities. Actually, just make the point that homework is the priority – before a date, before TV, before going out to play, whatever.
4. Make reading a habit – for them, certainly, but also for yourselves. Kids will inevitably do what you do, not what you say (even if you say not to do what you do).
5. Turn off the TV. Or at the very least, severely limit when and how much TV-watching is appropriate. This may be one the toughest suggestions to enforce. I know. I’m the parent of a teenager.
6. Talk to teachers. Find out what your kids are supposed to be learning. If you don’t’ know the books they’re supposed to be reading, what’s expected of them in class, and how much homework they should be scheduling, you can’t really give them the help they need.
7. Encourage and motivate, but don’t nag them to do their homework. It doesn’t work. The more you insist, the quicker they will tune you out.
8. Supervise their work, but don’t fall into the trap of doing their homework. Checking (i.e., proofreading) a paper, for example, is a positive way to help your child in school. But if you simply put in corrections without your child learning from her mistakes, you’re not helping her at all…except in the belief that she is not responsible for her own work.
9. Praise them when they succeed, but don’t over-praise them for mediocre work. Kids know when you’re going insincere and, again, will quickly tune you out.
10. Convince them of reality. (This is for older students.) Okay, I’ll admit it’s almost as much of a stretch as turning off the TV, but learning and believing that the real world will not care about their grades, but will measure them by what they know and what they can do, is a lesson that will save many tears (probably yours). It’s probably never too early to (carefully) let your boy or girl genius get the message that life is not fair.
11. If you can afford it, get your kid(s) a computer and all the software they can handle. There really is no avoiding it: Your kids, whatever their ages, absolutely must be computer-savvy in order to survive in and after school.
12. Turn off the TV already!
13. Get wired. The Internet is the greatest invention of our age and an unbelievable tool for students of any age. It is impossible for a college student to succeed without the ability to surf the Web, and nearly impossible for younger students. They’ve got to be connected.
14. But turn off IM (Instant Messaging) while doing homework. They will attempt to convince you that they can write a term paper, do their geometry homework, and IM their friends at the same time. Parents who believe this have also been persuaded that the best study area is in front of the TV
Recommended Resources
Works Used for this Packet
• “How to Study” Sixth Edition. By Ron Fry
• “Improving Your Study Skills: Study Smart. Study Less.” By Shelley O’Hara
Both of these books include chapters targeted to a variety of study skills and habits.
Additional Resources
• “Organizing the Disorganized Child: Simple Strategies to Succeed in School” by Martin L. Kutscher and Marcell Moran
This easy-to-read, easy-to-access book, although seemingly targeted to younger students (it uses the word “child” in the title and throughout the book), includes photos and simple, clear descriptions of concrete examples of ways to organize time, space, documents, etc. It includes chapters with titles like, “What is my Child’s Organizational Style?” and “Follow the Paper Trail: Getting Work Home, Doing it, and Returning it.”
“Chapter 4 of ‘Organizing the Disorganized Child’” sums up the vast majority of struggles I hear from students and their parents. I highly recommend it for any struggling student and his/her parent(s) or guardians
– Jackie Owens
9th grade Global Literature Teacher
Eugene International High School
“I highly recommend these books. I found them useful when my son was a freshman tackling the increased intensity and academic rigor of high school, and have used them to make specific recommendations for my students and their parents as well. All three are readable, with practical suggestions for students with a variety of different learning and organizational styles.”
- Jennifer Diallo
9th grade Global Geography Teacher
Eugene International High School
Name: IHS class section:
Assignment #1 Due: Alpha 9/17 or Omega 9/18
Note for Assignment #1: Turn in pages 5-8 of this packet, plus map.
Read the article below and answer the questions or do the tasks given after the article
First Impressions of High School: Bigger, Faster, More
Some differences between middle school and high school are obvious right away, and some will pop up days or weeks down the road. Fortunately, you can prepare yourself for the bigger changes by knowing what to expect and having a plan to deal.
When you made the move from elementary school to middle school, you were probably shocked to see how BIG everything had become. Chances are, you’re going to be equally impressed by your high school. Just as several elementary schools “fed into” your middle school, your high school might be bulging with students from two or more different middle schools. The result? More people, bigger building…or buildings, plural!
Different types of classes are often held in different parts of the school. For instance, there might be a science wing for the chemistry, physics, and biology labs. Because of this, your classes will probably be spread out all over the school, and you might have to step quickly to get to each period on time.
If your high school doesn’t provide a map to help you navigate during your first weeks as a freshman, why not make your own? Be sure to include any special landmarks (such as your locker, the restroom, or an outdoor courtyard). Ask teachers and older students if they can suggest shortcuts, especially if find yourself constantly late for class.
Switching gears
In middle school, you may have gotten used to your classes being longer or in “blocks,” but most high schools have shorter class periods. In other words, instead of having five things on your daily schedule, there might be eight or more! This can be tough mentally because your mind has to switch gears more often, but most kids say the real problem is physical.
For instance, you may not have time to get back to your locker after every class, so you’ll need to carry your textbooks and notebooks for several classes at once. In the first weeks of school, take some time to figure out a system that will help make sure you have what you need when you need it, but will also save you from carrying around eight books at a time! As soon as you get your class schedule, sit down with the map and work out routes between classes. How far do you have to go to get from English to math? Will you have time to go to your locker, or will you have to carry both sets of books? Knowing these things ahead of time will save you a lot of stress and worry.
More people, more noise, more crazy!
More students might also mean that hallways, stairways, the cafeteria, and other common areas will be more crowded than you’re used to. That can cause lots of noise and confusion, especially when it makes you feel like you’re the little fish Nemo trying to swim upstream against a bunch of sharks! If you find yourself getting anxious or confused in these environments, talk to an adult about how you can relax and focus. Chances are, you’ll get used to the chaos after a few weeks.
It’s important to recognize that in a bigger, more crowded school, your belongings are more likely to get lost or stolen. Make sure your name is on all your books and notebooks, as well as your backpack. You may feel lost without your iPod or cell phone by your side, but the less you carry valuable things around with you (that’s what lockers are for, or maybe you could think about the concept of leaving something valuable at home), the safer they’ll be.
You’ve heard it before, but it really is true!
If you’re concerned about getting up on time, practice setting your alarm clock in the final weeks of summer. Get used to waking up early and allowing enough time to shower, get dressed, and eat breakfast before you have to leave the house. You might find that it’s easier to adjust to the faster pace of high school.
Of course, you should always eat a good breakfast, too. Your brain will be fuzzy if you don’t get the energy and nutrition you need, and you won’t be able to focus on your classwork if you’re thinking about your rumbling stomach!
Adapted from an article on the website: http://pbskids.org/itsmylife
Copyright © 2005 CastleWorks, Inc.
Questions and tasks for Assignment #1:
1. Does the high school described in the article sound like your high school? Why or why not? Explain with details, please.
2. Make a list of all the things you bring to school on a daily basis. Are you concerned about theft or losing your belongings? Do you have your name on all your belongings? Are you going to store them in your locker or carry them around all day? Is there anything you could leave at home? Describe your plan for keeping track of your stuff.
3. What do you eat for breakfast? If you don’t eat breakfast, try it out and see whether you feel more energetic!
What is your lunch plan? Bring it? Buy it? Skip it? Pay attention to what you eat for breakfast and lunch, and how it impacts your energy level.
For the next week, keep track of what you eat to start the school day and for lunch:
Monday Tuesday Wednesday Thursday Friday
Breakfast:
Breakfast:
Breakfast:
Breakfast:
Breakfast:
Lunch:
Lunch: Lunch: Lunch: Lunch:
4. On the school map your teacher will give you, do the following:
• Highlight all of the rooms where you have classes. If you have a different schedule on alternating days, use one color to highlight the rooms where you have class on Alpha days, and another color for Omega days. You can stripe the two colors where you have a class both days, or use a third color for classes with an every day schedule.
• Write the number of the period for each class in the room where you have that class.
• Draw a lock in the area where your locker is located and write your locker number on the lock.
• Mark other important “landmarks” on the map –the Main office, the IHS office, your counselor’s office, the math lab, computer lab, library, restrooms, cafeteria,
• Identify two additional places on the school map that are personally interesting to you. These may be athletic facilities, or places where a club meets, or places related to an activity you plan to get involved in, like theater or rock climbing wall, or they might be something like the bike storage area, a place where you and your friends meet, or the direction you need to go to get to your favorite lunch spot, etc.
Name: IHS class section:
Assignment #2 Due Date: Alpha 9/23 or Omega 9/24
Note for Assignment #2: Turn in pages 9-10 of this packet.
Complete two interviews:
Ask an older student and an adult to answer these questions about their transition to High School. Be sure to ask more questions to get a clear understanding of their responses.
What sort of new experiences can I expect in high school, compared to middle school?
How did you adjust when you started going to high school? What did you find easy to deal with, and what was challenging?
What kind of classes did you want to take in high school? Why?
Did you participate in sports, clubs, or other high school activities as a freshman?
Did you have any difficulty studying or getting all your homework done in high school? If I have trouble keeping up, what can I do?
In high school, did you have more responsibilities, but also more freedoms? Did your home life change in the same way? Did any rules at home change when you went to High School?
What do you think was the biggest or hardest transition for you when you went to High School?
Take notes on their responses here or record the responses on a voice recorder and write them down later:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
In the space below, write a half page explaining your response to the question:
Do you expect the transition to high school to be easy or difficult for you? Explain your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Assignment #3 Due: Alpha 10/2 or Omega 10/1
Note for Assignment #3: Turn in pages 13-14 of this packet.
Read the article and then answer the questions that follow the article:
This excerpt is one section from the article “Transition from Middle School into High School”, printed in the Middle School Journal, Volume 31, Number 5, May 2000
WHAT DO YOUNG ADOLESCENTS EXPERIENCE AS THEY MAKE THE TRANSITION INTO HIGH SCHOOL?
As they make the transition into high school, many young adolescents experience a larger, more impersonal, more competitive, and grade-oriented environment than they experienced in middle school (Eccles, Midgley, & Adler, 1984). They experience a greater diversity of teachers and peers, and they have more choices to make in their curricular and extracurricular activities. In this environment many young adolescents’ grades drop, and they do not attend school as regularly as they did (Barone et al., 1991; Reyes, Gillock, & Kobus, 1994). They also develop a more negative view of themselves and feel an increased need for peer friendships (Hertzog et al., 1996). Studies that have included students’ thoughts and feelings about moving into high school reveal that eighth grade students are both excited and concerned about going to high school. They look forward to more freedom, more choice, the opportunity to participate in more extracurricular activities, and the opportunity to develop friendships. However, they also admit to being “nervous” and “scared” about older students teasing them; getting lost in their larger, unfamiliar school; and making bad grades (Cognato, 1999; Maute, 1991; Mizelle, 1995; Phelan, Yu, & Davidson, 1994; Wells, 1996). They are concerned that high school teachers will be more strict and that teachers will give them much more and much harder work than they had in middle school.
However, once young adolescents make the transition into high school, they may find that some of their initial fears are unfounded and that some of their opportunities carry a lot of responsibility (Cognato, 1999; Mizelle, 1995). For example, in late fall of their freshman year, the young adolescents in Mizelle’s transition study described high school as “different”—different from what they had expected and different from middle school. Contrary to their fears, the older students did not “bully freshmen” or “stand around laughing at them.” There was some teasing, but most older students were willing to help them and even made good friends. The school did not seem nearly as large or difficult to get around in as they had feared. They really did not have problems getting lost. While they liked being able to choose their classes and extracurricular activities, they were concerned about how difficult the classes were and how to manage their time when they got involved in extracurricular activities. School seemed a lot more difficult and demanding than it had in middle school. How to study and how to manage their time were major concerns once these young adolescents made the transition into high school.
Name: IHS class section:
Assignment #3 Due: Alpha 10/2 or Omega 10/1
Answer these questions about the article in the spaces provided:
1. According to the author, what are some of the differences between middle school and high
school? (Hint: she mentions about five differences)
2. The author cites studies showing certain reactions students have to the changes they encounter when they get to High School. What are some of the reactions she mentions?
3. In one study, students who were asked later in the fall about their experience of transitioning to High School “described high school as “different”—different from what they had expected and different from middle school” (Mizelle, 1995). Explain what the students meant by this.
4. What are the two major concerns these students expressed once they had made their transition to High School?
5. Do you have any of the expectations, fears, or concerns expressed by the students in the article? Describe your own expectations and reactions (so far) to High School. (Write a good paragraph in response)
Name: IHS class section:
Assignment #4 Due: Alpha 10/8 or Omega 10/7
Note for Assignment #4: turn in pages 15-20.
Part One: Knowing Your Strengths
Think about something that you did just because it was fun, or gave you a sense of adventure or a sense of accomplishment. It doesn’t matter whether anyone else ever knew about this accomplishment, or when or in what context it happened. Just think about something that you did that made you feel really happy or proud or good about yourself and write a few paragraphs to describe the experience. If you get stuck on how to write it, pretend someone is asking you, “And then what did you do?” over and over, or do this with a friend and have them ask you this over and over. Writing down the story is not the assignment, so you can just make notes or do the storytelling part verbally. But it is important to have enough details to connect your story to your strengths.
Now look at the “skill keys” charts on the next few pages and put a check mark in one of the boxes marked 1, for each skill you used to do what you did in your story. It doesn’t matter, at this point, whether you enjoyed doing that particular skill or not - just “observe and report” (check the box!)
The question to ask yourself over and over, while you do this is: “Did I use this skill in this story?”
When you have finished with all three charts, do this exercise two more times, using a different experience each time. When you have written three stories, we can start to see patterns. For the second story, use the box marked 2, and use the 3 box for the third story. In the end, you will have three stories, and will have identified the skills (on each chart) that you used to accomplish something that you feel good about in each story.
Now look at the “Skill Keys” charts. Which skills did you use most often. From the ones you marked the most, which are your favorite skills? Cross out any skills you do not enjoy doing, and then write your top five favorite skills here:
1. 2.
3. 4.
5.
How do you know when you are good at something?
• Do you hear praise or comments from other people or win prizes for it? This is external validation.
• Do you just feel on top of the world and competent when you do this? This is internal validation.
Knowing what you do well is a good place to start! In the next few assignments, you will be thinking about how these skills might help you and what challenges you might have along the way.
Physical Skills key sheet
Mental Skills key sheet
Interpersonal Skills key sheet
Part Two: Setting Your Goals
When you were little, did you ever say, “When I grow up, I’m going to be a…”.
What was your career choice as a young child? _____________________________________________
Does this idea still seem like a good one to you, or does it seem crazy? Why or why not?
What do you plan to do after high school? College Work Take time off IDK
(Circle one)
Think about three things you would have to do in high school to be able to accomplish this plan and write them down here:
1.___________________________________________ 2.______________________________________________
3.______________________________________________________
The plans that we make can also be called “goals”. Some are immediate plans, for the next few hours or days – these are short-term goals. Others may take several steps or a long period of time to achieve. These are long-term goals. A goal like having a certain career is definitely a long-term goal, when you are fourteen years old. But calling these goals “long-term” doesn’t really mean they are far away. The thing about goals is that every single day (every hour even!) you are making choices to do something or not do something that may have an impact on achieving your goals. When you make choices that align with your goals, these “everyday choices” help you advance toward your goals. Sometimes, though, you might make choices that do not line up with the goals you have set for yourself. When this happens, your goal may become more long-term, because you may put yourself in a position that requires you to make up time or credit or do something a different way in order to reach your goal.
Think about the interviews you did earlier this semester with an adult and an older student. What were some of the choices they made, and what impact did those choices have on their lives in high school and – for the adult – beyond high school.
Write down a choice each of the people you interviewed made, and the impact it had (positive or negative) on their story:
Person Choice Impact
Older student
Adult
Were these everyday choices or big decisions?
Reflect on the “Choices” sticker activity we did in class. How did you feel when you realized that your options were limited? Was it easy to accept the choices you made? At what point could you have made a different choice? Did you feel that if you had more information, you would have made a different choice?
Identify some of the goals that you have, or things that you would like to achieve. At least one of these should be a long-term future goal, and at least one of the goals should be a short-term goal that you could achieve this year. List your goals here:
1. Long-term/future:
2.
3.
4.
5. Short-term/this year:
Think about your strengths and your long and short-term goals. What are some of the everyday choices you might make this year that could limit or expand your options? List three choices you might face:
1.
2.
3.
Name: IHS class section:
Assignment #5 Due: Alpha 10/15 or Omega 10/16
Note for Assignment #5: turn in pages 21-25
.
Study Skills and Habits Inventory – Part One
Self Interview
Please answer the following questions (adapted from “Improving Your Study Skills: Study Smart. Study Less.” By Shelley O’Hara and “How to Study” by Ron Fry.) Then, identify your areas of strength and weakness; choose a reading to complete for your next assignment – based on an area that could use improvement. Lastly, answer the reflection questions.
1 = never, 2 = sometimes, 3 = always
1. I wish I could read faster.
1 2 3
2. I go to class, but I don’t pay a lot of attention.
1 2 3
3. I rarely review for tests, but I do spend hours cramming the night before.
1 2 3
4. I think I spend more time studying than I need to.
1 2 3
5. I usually study with the radio (or MP3 player) and/or TV (or internet videos, etc.) on.
1 2 3
6. I rarely finish all my homework on time.
1 2 3
7. I usually write assigned papers the night before they’re due.
1 2 3
8. I read every book at the same speed and in the same way.
1 2 3
9. I’m an IM whiz but I can never seem to find the information I need on the Internet.
1 2 3
10. I’m overwhelmed with too much homework.
1 2 3
11. I can never complete my reading assignments on time.
1 2 3
12. I always seem to write down the wrong stuff in class (when I try to study for tests, my notes don’t make sense or don’t seem like the most important things.)
1 2 3
13. I forget important assignments and test dates.
1 2 3
14. I get nervous before exams and do worse than I thought I would.
1 2 3
15. I have to reread whole passages two or three times before I understand them.
1 2 3
16. When I finish reading a chapter, I usually don’t remember much of it.
17. During lectures, I try to write down everything the teacher says, but usually can’t understand any of my notes.
1 2 3
18. I can only study for about 15 minutes before I get bored or distracted.
1 2 3
19. When I’m working on a paper or report, I spend most of the time with a thesaurus in my lap (or using the one on the computer.)
1 2 3
20. I seem to study the wrong stuff.
1 2 3
21. I don’t use any kind of calendar.
1 2 3
22. I study for some tests, but I forget what I studied when I get done.
1 2 3
23. I don’t have enough time to do well in school and still have a social life.
1 2 3
24. I can’t figure out the important points in my textbooks.
1 2 3
25. When I look at my class notes right before a test, I can’t understand them.
1 2 3
26. I hate to read.
1 2 3
27. I get marked down on essay tests because I don’t organize my answers well.
1 2 3
28. I spend a lot of time on my computer, but it feels like most of it is wasted.
1 2 3
29. I feel embarrassed or scared to ask a question before or outside of class if I’m confused.
1 2 3
30. Sometimes I don’t know I’m confused until it’s too late and I’m already working on an assignment or studying for a test.
1 2 3
31. I don’t know where to go to get help when I need it.
1 2 3
32. When I feel a lack of interest in a subject and/or stop doing my work, I don’t do anything to try to change the situation.
1 2 3
Now check out your results!
If you answered a “1” or “2” for a question, circle the question number in the lists below. You’ll notice that we’ve recommended a reading for each study skills area. You’ll need to choose an appropriate reading to get help in the area you’re struggling with the most.
If you answered a “1” or “2” to questions:
a) 2, 4, 5, 6, 10, 11, 13, 18, 21, or 23, your organizational skills are letting you down – check out “Reading 5-1.”
b) 1, 8, 15, 16, 24, or 26, your reading and comprehensions skills are holding you back – check out “Reading 5-2.”
c) 12, 17, 20, or 25, you need a better system for taking notes in class and from your textbooks – check out “Reading 5-3.”
d) 3, 14, or 22, you need to learn the proper way to study for tests and how to reduce test anxiety – check out “Reading 5-4.”
e) 7, 19, or 27, you’re spending a lot of time “writing” papers but haven’t learned proper research or organizational skills – check out “Reading 5-5.”
f) 9 or 28, you need to hone your computer skills – check out “Reading 5-6.”
g) 29, or 30, you need to practice asking for extra help – check out “Reading 5-7.”
Now that you’ve seen your results, choose ONE of these topics and read the selection about it. Try to choose the area that has the highest percentage of numbers circled (even if there are only two questions, but you circled both of them, you might want to focus on this area instead of an area where there are six questions, but you circle four.) You might also want to check out which area has the most (or highest percentage of) “1”s.
Write which selection you will read here: Reading: ___________________
Lastly, please answer the following reflection questions.
1. How are you feeling, having taken the inventory? Overwhelmed? Proud? Discouraged? Why? (If you’re having a “negative” reaction, please remember that we’re here to help and that we don’t expect you to master or have mastered all these things already. Also, this assignment isn’t meant to discourage you; it’s meant to help raise your awareness, so that you can know yourself and your challenges. After all, knowing is half the battle! ☺)
After taking the inventory quiz, I feel…
2. Were you surprised by any of the results of your inventory? Why/why not?
3. Is there an area that you’ve made improvements in since middle school? What is it? What has helped you make these changes?
4. Is there an area that you’re struggling with that you’ve struggled with before? What is it? What have you tried in the past to improve your skills and habits in this area? Did it work? Why/why not?
5. Think back to your “Knowing Your Strengths” assignment. Remember, your strengths don’t have to be specifically “school-related”; they could be related to school or could be strengths like related to skateboarding, mastering a song on your guitar, or making decorating improvements in your bedroom, etc. Answer the question below:
What strength do you have that could potentially help you improve in a school-related area that might be challenging for you? Brainstorm your strengths and specific ways (give examples) of how this strength might help you in school.
Name: IHS class section:
Assignment #6 Due: Alpha 10/21 or Omega 10/20
Note for Assignment #6: turn in page 25
Study Skills and Habits - Part Two: Reading Reflection
Please answer the following questions.
1. How are you feeling, having completed the reading? Why do you think that might be?
2. List one fact or important piece of information you gained from this reading.
3. Did the reading give you any information that surprised you? Why/why not?
4. Did the reading include any tips or suggestions that you might be willing to try? If so, what were they? If not, why not?
Name: IHS class section:
Assignment #7 Due: Alpha 11/6 or Omega 11/5
Note for Assignment #7, turn in pages 29-35 + show evidence of trying out a new system.
Explore Your T3 Skills (Tracking, Time Management and Turning it in!)
Please answer the following questions.
Tracking your Assignments
1. How do you make sure you know what is due and when?
* Planner? * Homework tracking sheet? * Homework folder/binder
* Sticky notes? * Call/text/myspace a friend? * Other? ________________
• What are the pros (benefits/good parts) of this system?
(easy to use, easy to understand, inexpensive, it works: I always know what to do for homework and when it’s due, etc.)
• What are the cons (drawbacks) of this system?
(easy to forget certain steps in the system? expensive or risky? it doesn’t work: I often forget what to do for homework, etc.)
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
• What might be the pros and cons of your new system? How might you overcome them?
Time Management:
1. How do you plan your daily study time?
* Watch TV, hang out with friends, play video games, etc. until I’m done with that, then work on homework until it’s time for bed?
* Work on homework at school as much as possible, and then finish what’s left at home?
* Wait for Mom/Dad to nag and bug me about homework, and then get started?
* Other? ____________________________
2. How do you plan for big projects or assignments?
* Wait to get started until the night before it’s due and then go for it?
* Write it in your planner? * Wait for a friend to remind you?
* Put sticky notes on your mirror? * Other? ____________________________
3. How do you make sure you don’t spend too much or too little time on something?
* Set time limit goals for small chunks and take breaks in-between?
* Use a countdown timer to help keep track of time limit deadlines?
* Don’t do anything; just work until it’s done to your satisfaction?
* Do work with a friend and try to get done when (s)he is done?
* Other? ____________________________
4. How do you keep yourself motivated?
* Break work time into small chunks and do something fun on work breaks (like eating a cookie or playing guitar for a set amount of time)?
* Have a long-term goal in mind while working?
* Create a work area free of distractions?
* Nothing - just expect yourself to stay motivated?
* Have a picture of a long-term goal at my work area?
* Other? ______________________
• What are the pros (benefits/good parts) of these systems? (it works, I get A’s, it’s simple, it’s immediate, etc.)
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What are the cons (drawbacks) of this system?
(I get annoyed with ________ , I get stressed out, it doesn’t work, I’m not meeting m goals.)
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What might be the pros and cons of your new system? How might you overcome them?
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
Turning in Assignments
1. How do you make sure you actually turn in the work you’ve done on the day it’s due?
* Daily reward for all assignments in? *Wait for the teacher to ask you for it?
* Check the “Take to School” pocket in homework folder? * Cross it out in your planner?
* Notice that it’s missing in the teacher’s grade book? * Notice other students passing things in? * Other? ____________________________
• What are the pros (benefits/good parts) of this system?
(easy to use, easy to understand, inexpensive, it works: all my assignments get turned in, etc.)
• What are the cons (drawbacks) of this system?
(easy to forget certain steps in the system? expensive or risky? it’s stressful, annoying, it doesn’t work: I do the work, but forget to turn it in, etc.)
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
• What might be the pros and cons of your new system? How might you overcome them?
Exploration Time!
Now, choose ONE improvement or new system that you’ve just written above that you’d be willing to try out for this coming week. At the end of the week, you’ll reflect on your experience.
Write the specific change you’ll make to your T3 process here: _______________________________
________________________________________________________________________________________
Before you actually start making this change, please answer these pre-change questions:
1. Why did you choose this change?
2. How do you think it will help you? What will it make easier/better/smoother, etc.?
3. Changes (even seemingly little ones) can be scary or threatening to people. How are you feeling about exploring a new way of doing things in your life? Overwhelmed? Excited? Proud? Discouraged? Inspired?
4. Why do you think you’re having this reaction?
5. What can you do with your reaction? Is there someone you can vent to or celebrate with? Is there a different way to view the situation? Is there a way to capture and celebrate or channel and redirect your feeling?
6. What are some struggles you might have trying to make this change? How could you overcome them? Is there anyone who can support and encourage you as you explore and try out this change? Who? (Remember, your teachers especially are here to help; please come talk to us if you’re struggling with this.)
Reflection
To complete this assignment, please answer the following reflection questions.
1. When you first chose something to change about your T3 process, how did you feel? Overwhelmed? Excited? Proud? Discouraged? Why do you think you reacted this way?
2. Describe your experience making the change. Was it easy or difficult? Why do think that was the case? What got in the way or helped you make the change?
3. Now that you’ve tried out this new method or adjustment to your current method, do you think you’ll keep using it? Why/why not?
4. Has making this change helped you think of other changes you might like to try out in other aspects of your T3 process? If so, what are they? If not, write about why your current system is so perfect that it simply cannot be improved in any way (please include how and why the benefits of your system far outweigh its limitations.) ☺
Time Management: Top Time Wasters
We know these things vacuum up our time…yet it can be SO hard to keep them under control.
Here are some strategies to make that easier:
TV. Instead of plopping down in front of the tube to watch “whatever’s on,” pick out which specific shows you want to see and fit those into your schedule. If you need a chill session and just want to channel surf, set yourself a time limit.
Video Games. It’s one thing to play your favorite new game for two hours on a Saturday, and another to make it a daily habit. Limit your gaming time or use it as a reward for getting other things done, like, “If I get my math homework finished, I can turn on Playstation until dinner.”
The ‘Net. Like with TV, try to make a habit of only going online for certain things. For instance, give yourself a daily “e-mail period” or let yourself play two rounds of a new game. If you like to IM your friends in the evenings, set aside a specific time for that and let them know that’s when you’ll be online.
The Phone. It’s easy for a five-minute chat with your BFF to turn into a two-hour gossip fest. To avoid this, give yourself a phone-call time limit and ask family members to help you stick to it. If there’s something you need to discuss with someone, and you think it will take some time, schedule that phone call like you would any other activity or appointment.
http://pbskids.org/itsmylife
Copyright © 2005 CastleWorks, Inc. All rights reserved.
Name: IHS class section:
Assignment #8 Due: Alpha 11/10 or Omega 11/9
Final Quarter Project
Make your own motivational poster reflecting your goals and the everyday choices that you have identified for yourself throughout the quarter.
Description: 11x17 inch or larger, mounted on poster-board or foam-core board, includes:
o At least 5 goals, written out in some way
o At least one short-term and one long-term goal
o At least two academic goals, other goals may be professional, extra-curricular, or personal.
o Pictures of yourself “achieving” the goal – (your photo on someone’s picture doing this thing, an illustration, a mock-up photo of you, etc.)
o Images and words reflecting the choices that will lead to achieving your goals
o Images and words that inspire and motivate you.
Here are some examples of motivational posters:
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment