Stephen Chew presentation

1. G.G. Flint,
Michelle Lee, and
Nani VishwanathBETTER STUDENT,
BETTER LEADER

2. Stephen L. Chew, PhD
Samford University
slchew@samford.edu
ADAPTED
CONTENT
FROM:

3. Move With Me
ACTIVITY

4. 1) Understand yourself as a student
2) Discuss the link between leadership and academic
success
3) Discuss common myths about learning
4) Explain levels of processing to improve learning
5) Discuss strategies for improving learning and
achievement
GOALS OF TODAY’S WORKSHOP

5. VISUAL AUDITORY KINESTHETIC
IDENTIFY YOUR LEARNING STYLE(S)
LEARNING MODALITIES (BARBE, SWASSING & MILONE, 1979)
“I ask for directions before
putting things together”
“Sometimes, I need to read
aloud to comprehend
something”
“I prefer classroom
discussion where I can
contribute to the
conversation”
“Maps and graphics are
helpful for my learning”
“I remember pictures better
than words”
“Diagrams are helpful when I
am assembling something”
“I color code things to help
organize them in my mind”
“When I talk, I use a lot of
gestures and movements”
“I like lessons where I can
actively engage with what we
are learning- through
experimentation”
“Activities where we move
around the classroom help
me to understand”

6.  Our learning styles are connected to our identities & our identities are connected to
who we are as leaders
 Questions we’d like to ask YOU:
 How are you engaged? (sports, school clubs and orgs, etc;)
 Are you a leader in your community?
 Succeeding in our learning and growing in engagement- You can do both these
things!
 As a leader, why might it be important to lead your peers and community to be
academically successful?
 Our Stories…
YOU AS A LEADER & A STUDENT

7. 1. You can only learn in a
way that matches your
personal learning style
2. Being good at a subject
is a matter of inborn
talent rather than hard
work
3. All studying is effective
1. Don’t box yourself in to one
style – you can succeed in
many kinds of learning
environments with the right
preparation
2. Natural ability or talent is
not the only predictor of
success
3. Certain studying techniques
are significantly more
effective than others
COMMON MYTHS ABOUT LEARNING
Myths: Research Shows:

8. Myths:
6. Spending a lot of time
studying and paying
close attention to the
material is the
important
7. You can learn and study
efficiently by
multitasking
Research Shows:
6. What you think about
while studying is
important
7. Multitasking reduces your
learning drastically
COMMON MYTHS ABOUT LEARNING

9. How well do you Multitask?
ACTIVITY:

10.  Switching attention is time consuming and effortful
20 alerts and you’ve wasted an hour (without checking anything)
 The average Facebook visit is about 20 minutes
3 visits and you’ve wasted an hour
 Checking texts, Twitter, etc. wastes at least a few minutes every time
 There is no such thing as a momentary distraction
A MOMENTARY DISTRACTION?

11. “24 WORDS”
ACTIVITY

12.  Shallow processing
 Spelling
 Appearance
 Isolated facts
 Deep processing
 Make meaning
 Connect to what you already know
LEVELS OF PROCESSING

13. As you study, ask yourself:
 How is this different from other things that I
know?
 How does this connect to other things I
know?
 What can I use this for?
 What does this mean to me?
DEEP PROCESSING

14. Preparation Schedule for Next Exam
 How many days before the exam will you complete reading
and viewing all materials for the first time?
 How many days before the exam will you begin reviewing
and studying the materials?
 About how many hours each day do you plan to study for
the exam?
 How do you plan to minimize distractions while studying?
APPLICATION: CHANGE YOUR STUDY HABITS

15. Exam Reflection
 Metacognitive awareness:
 I felt very prepared
 I was surprised at how I performed
 What affected your performance?
 How many classes did you miss?
 My class notes were not detailed enough
 Allowed myself distractions while I was studying
APPLICATION: CHANGE YOUR STUDY HABITS

16. INTENSE STUDY SESSIONS (ISS):
1) Set a Goal (1-2 min)
• Decide what you want to accomplish in your study session
2) Study with Focus (30-50 min)
• Eliminate all distractions and temptations
• Use deep processing
3) Reward Yourself (5-10 min)
• Take a break– text a friend, play a short game, get a snack
4) Review (5 min)
• Go over what you just studied
• Recall without looking
APPLICATION: CHANGE YOUR STUDY HABITS

17.  Partner with a classmate to keep each other on track
 Check in with your teachers & advisors – they want you
to succeed!
 Online resources
 Reinforce this new information about learning by
teaching it to other students
DON’T DO IT ALONE!

18. HEAD:
 What did you learn from this workshop?
HEART:
 How did this workshop make you feel?
FEET:
 What steps will you take to apply this?
 What is an upcoming academic assignment or test you can
apply this to?
REFLECTION: YOUR TAKEAWAYS

19. Please complete the provided assessment 
THANK YOU!