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Activity #1 (Exams: High School vs. College) 5 Minutes
Activity #1 (Exams: High School vs. College) 5 Minutes
College)
5 minutes
- Pull up slide #2 which contains two empty blocks of text with bullet points
- Ask the students to briefly turn to someone and discuss differences between high
school and college exams
- Ask Each group to contribute at least bullet point
- Write down their answers on the ppt.
A. This activity seeks to assess students prior knowledge of college exams.
Midterms are still a little way down the road, and some students may not have
even taken an exam yet. As the instructor, I want to understand what my students
know about exams before we engage in discussions questions about exams.
This activity aligns with the Maximize your learning learning outcome.
B. So far, my students have not been the most talkative bunch. Certain
individuals will participate, and I have found that having students talk to one and
another is very effective before discussions.
C. Discussion Question(s)
D. none
10 minutes
10 minutes
-Click to the next slide which shows a picture of a jacket. Tell students the jacket
metaphor, which is that bringing a jacket is better than not bringing a jacket, because
you can not take a jacket off if you do not have it in the first place. This applies to
studying. It is better to study more than not enough.
-Now that the students have your tips and advice for college test taking, ask them to pull
out the sheet from earlier. Ask students to look page 20 of their textbook and fill in times
where and when they could study. Also, ask students to include the number of hours
they anticipate they should study.
-Discuss if any of the students changed their approach to studying for exams
A. This activity entails the majority of study skills of the lesson. In this
discussion, students will understand how to use resources such as syllabi,
professors, office hours, lecture notes, and quizzes for exam preparation. This
section focuses on maximizing learning.
B. Like I said in activity one, discussions in my class go more smoothly if
students discuss within groups then share answers. This gives the opportunity to
participate without speaking in front of the class. These students will think
5 minutes
i.
D. none