9 Strategies for

Increasing Student
Success
 What research says
• “Success in most domains in life has more to do
with how effectively people understand their
strengths and needs, and how strategically they
use their capacities and abilities to achieve their
goals, rather than the abilities themselves.”
• “All students can learn and succeed, but not all on
the same day in the same way.”
– William G. Spady, Outcome-based educational reformist
1. Clarify class expectations
• Begin class with a
discussion of class structure and rul
• Review expectations and plans
as an instructor
– Obviously, follow through is
essential
• Revisit expectations throughout
the academic year
2. Identify strategies of
academically successful vs.
unsuccessful students
 Strategies cont’d
• Successful • Unsuccessful
– Actively engaged in – Superficial / surface
learning learning
– Information is well – Random information
organized gathering
– Frequent, active review – Seldom review
– Low expectations
– Objective: High
expectations – Frustrated after initial
failure
– Practice patience with
– Focus on 1 or 2 methods
the learning process and of learning
your progress
– Poor test taking skills
– Use multiple methods – Lack focus
for learning
– Think about what is
learned from the “big
picture” perspective
3. Sensitize students towards
different learning styles
1. Visual / Verbal
2. Visual / Nonverbal
3. Tactile / Kinesthetic
4. Auditory / Verbal

• VARK questionnaire
 Visual / Verbal
• Learns best when:
– Information is
presented visually
and in a written
language format
• Benefits from:
– Board / projector
use
– Lecture outline
– Textbooks and class
notes
– Ability to “visualize”
information
• Strategies:
– Emphasis – Words over
visuals
– “Color code” new
information
– Record sentences /
phrases that summarize
key information
– Flashcards
– Use detailed, sequential
explanations in place of
diagrams, mathematical or
technical information
– Re-type key ideas into a
computer, using the print-
outs for visual review
 Visual / Nonverbal
• Learns best when: • Strategies:
– Information is – Emphasis – Visuals over
words
presented visually
– Flashcards of key
and in a picture or information, including
design format symbols and pictures
– “Color code” new
• Benefits from: information
– Visual aids – Use tables, charts or
spreadsheets to organize
– Pictures and mathematical or technical
diagrams in information
textbooks – Re-type key information
– Ability to visualize into a computer, using the
print-outs for visual
pictures and review
diagrams
www.nv.cc.va.us/home/ nvhodgm/Nadsfl99/sld011.htm
 Tactile / Kinesthetic
• Learns best when:
– Physically engaged in
“hands on” activities
• Benefits from:
– Lab settings
– When physically
active in the learning
environment
• Strategies:
– Emphasis – Physical activity
to stimulate learning
– Walk / move whenever
possible
– Sit near the front of the
room
– Take notes throughout the
class period
– Make learning tangible
– “Color code” new information
– Re-type key information
from notes and textbook
into a computer to reinforce
learning through the sense
of touch
– Listen to tapes while walking
/ exercising
 Auditory / Verbal
• Learns best when: • Strategies:
– Information is – Study with a buddy or
presented orally group
• Benefits from: – Talk aloud to aid recall
– Listening to lectures – Record class lectures
and participating in or create your own
group discussions – “Speak through”
– Obtaining mathematical or
information from technical information
audio tape
4. Teach Preparedness /
Organizational skills
• Emphasize punctuality
• Keep a date book / schedule
– Remain up to date with
assignments
• Materials checklist
• Set task priorities
 Preparedness cont’d
• Use a daily “to do” list
– Schedule according to energy
• Organize materials
• Avoid wasteful activities
– Value every minute
“Until you value yourself
– Carry pocket work you will not value your
time. Until you value
your time, you will not
do anything with it.” M.
Scott Peck
5. Improve note taking skills
• Stats to consider:
– Students forget 80% of what
they see and hear in class if
they don’t take notes
– Teachers can speak at a pace
that is 5 to 6 times faster
than students can write
• Hear – 500 words per minute
• Write – 30 words per minute
 Note taking cont’d
• Sit in the front of class
• Be consistent
• It is impossible to record
everything that a lecturer says
– Write only key memory jogs
– Avoid complete sentences
• Use abbreviations where possible
 Note taking cont’d
• Process information
systematically
– As it is taught
– Label possible test questions
• Adapt the material to your own
learning style
• Questions? Ask immediately
 Note taking cont’d
• Listen for key phrases:
– “First, Second…”
– In other words
– Listen closely
– On the other hand
– Alternatively
– However
– Remember
– In conclusion
 Note taking cont’d
• Listen intently during the last
minute
– Teacher’s running out of time –
needs to cram
– Highlight / recap key points
6. Use memory enhancers
• Key = Create meaning
– More likely to remember
• Develop an interest, inherent or
external, in the topic
• Listen with an intent to remember
• Enhance your background
information
7. Strengthen Review Habits
• Avoid distractions when studying
– Preferably during daylight hours
• Establish specific review times
• Create summary sheets, flash
cards, and practice tests
• Highlight
 Review Habits cont’d
• Find a study partner in each class
• Review routinely
• Prepare in advance of each class
– As if there will be a pop quiz
8. Enhance test taking skills
• Before beginning the
test:
– Read the directions
carefully
– Preview the test, noting
the point value of each
question
– Calculate proper time
allocation
• Time vs. # of Q’s
• Point value
– Make quick notes of
“forgettable items”
– Outline answers to essays
 Test taking skills cont’d
• While taking the test:
– Answer the easy questions first;
build confidence and momentum
– Return to the difficult questions
at the end
– Answer every question
– Ask for clarification when needed
 Test taking skills cont’d
• While taking the test cont’d:
– Use the instructor’s point of view
– Use the margin for elaboration
when uncertainty remains
• Opportunity for partial credit
 Test taking skills cont’d
• While taking the test cont’d:
– Identify key words in difficult
questions; promotes stronger focus
– Rephrase difficult questions
– Use all of the time allotted; rework
the questions if possible
 Test taking skills cont’d
• After the test
– Review the test with the teacher
• Focus on weakest areas
– Where did I go wrong?
– How might I avoid similar issues in the
future?
– File away test for future review
 9. Assign HW fairly
• Make assignments clear and
appropriate
– Not too hard, tedious, or viewed as
busy work
• Provide homework accommodations,
resources
• Teach Study Skills
• Use an assignment planner
• Maintain strong home / school
communication
 Sources / Resources
• Strategies - http://www.ucc.vt.edu/lynch/SSStrategies2.htm
• Learning styles - http://www.metamath.com/lsweb/fourls.htm
• Multiple Intelligences -
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3/ict/mul
• Preparedness -http://www.mtsu.edu/~studskl/sucstu.html
• Memory enhancers - http://www.mtsu.edu/~studskl/mem.html
Curve of Forgetting 1) http://
www.flashfact.com/images/curve_of_forgetting.jpg
• 2) http://monitor.admin.musc.edu/~cfs/forgetting/COF.jpg
• Time Management -
http://www.mtsu.edu/~studskl/tmt_files/frame.htm
• Study Skill Checklist - http://www.ucc.vt.edu/stdysk/checklis.html
• Test taking - http://www.mtsu.edu/~studskl/teststrat.html
• HW -