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UAGC Graduate Readiness Module 2 Success In The Classroom

Transcript

Slide 1: Welcome to the Graduate Readiness Program: Strategies for Classroom Success.

Slide 2: In this module you will explore your goals for getting a graduate degree. You will also gain a realistic

picture of your academic responsibilities and how you can address them through time planning and

use of strategic study skills.

Slide 3: Why did you become a Graduate Student? The reason people advance their education are as unique

as each individual. These can include: Opportunities for professional advancement. A desire to move

into a leadership role, Demonstrating the value of college to your children or interest in research or

academia.

Slide 4: Let’s zoom in to your vision of your life once you have graduated with your Masters Degree. On a

piece of paper or electronic document write 1 – 3 reasons why you have committed to the work and

personal transformation of this program. You can pause this slide while you write.

Slide 5: This module will help you get closer to your academic goals by planning for your success.

Slide 6: As a graduate student, you'll need how to figure out how to fit your classwork into your weekly

schedule. It may be helpful to think of the degree as a part-time job. You might need to cut out some

activities and develop strategies for efficiently managing others. It's also important to communicate

with family, friends, managers, and professional colleagues about your academic vision.

Slide 7: In the classroom. First: Let's look at some tips and tricks for how to approach your assignments

efficiently and effectively.

Slide 8: One of the most important tips for efficiently using your time in the classroom is to look at the big

picture on or before the first day of each week. You will find that spending 30-60 minutes briefly

reviewing the readings and the assignments will help you plan your week. As you realize which

activities require more time and effort and which ones you can complete fairly quickly, you will find

that in your mind you will be organizing your week accordingly.

Slide 9: The next big tip is to review the following resources available to you in the class that will help you

plan and organize your week even more: These include: All announcements posted by your

instructor The Weekly Instructor Guides And Required Course Materials.

Slide 10: Now let’s look at the types of assignments that you can expect to find week by week. Class activities

can include written papers, applied learning projects, journals, and discussion boards. It’s helpful to

know about the amount of effort needed for each type of assignment. So let’s take a look at each of

these in more detail.

Slide 11: Discussion Boards. Discussion Boards offer a place to examine a topic with your classmates and

instructor. They help to provide insight around an issue by exchanging perspectives and ideas with

others. Because an insightful conversation depends on knowledgeable participants, students are

expected to complete research and activities before joining the conversation.

Slide 12: When responding to discussion boards, First carefully review the instructions. Next complete the

required readings or research. To prevent lost work, draft your posts in a word or text document so

you can copy and paste it into the discussion board. Once you’ve posted your initial response,

respond to your peers by asking reflective questions or providing an alternative perspective. Also,

remember to be respectful of other’s ideas, no matter how much they might differ from your own.

Don’t forget to look for and respond to instructor posts to you and also to other students, as these

will help you reflect more deeply on the topic. And don’t forget to check in at least 3 times during the

week to continue the conversation!

Slide 13: Journals. The goal of a journal is to give you a chance to reflect on what you learned during the week.

Journal writing can be more casual as they typically ask for personal experiences and viewpoints.

Although there is usually not a lot of preparation or research required in a journal, you will be

expected to demonstrate that you have completed the week’s activities and readings, and therefore

can reflect on them.

Slide 14: Applied Learning. Some assignments ask students to apply what they are learning to a real-world

situation or event. This gives you the opportunity to practice what you’re learning and to see it in

action. Examples of Applied Learning Activities might be: Data collection or investigative activities,

Exploration of the home or work environment, Development of a proposal or grant, and so on.

Slide 15: Applied Learning assignments can be complex and engaging. When approaching this type of

assignment you will want to read the instructions carefully, and perhaps make note of each step. For

example, you may first be assigned some reading material or Web research. Once you have learned

about the issue or topic, you may then be asked to complete an activity using your new skills and

knowledge. You will then complete a project or product. And finally, there may be a reflection of your

experience before submitting everything to your instructor.

Slide 16: Papers and Essays. Written papers require you to conduct research and synthesize ideas and

information into a written format. In a Graduate program, written papers usually include visiting the

Library to examine peer reviewed articles. You can learn more in the Graduate Readiness Module:

The Research Process.

Slide 17: Rubrics are used by your instructor to assess and grade your assignments. A rubric breaks out each

assignment into several components, or criteria. Instructors use rubrics to examine and score each

criteria to assess quality of your work.

Slide 18: Here is an example of a few of the criteria for a final project in an Instructional Design class. In this

project, students are expected to: Describe the audience and the lesson, Describe the purpose of the

lesson and the Learning Objectives, and Explain the theories they used in designing the lesson.

Slide 19: Now let’s take a look at the Levels of Performance for one criterion. Under Describe the Audience

and Lesson, for a Distinguished score, students are expected to: Provide an entirely detailed

description of the audience and the lesson being taught. For a Proficient score, although the student

has provided a description of the audience and the lesson, minor details are missing. And so on

through Basic, Below Expectations, and Non-Performance, which awards a zero score for this one

component of the Rubric.

Slide 20: Rubrics provide transparency to you as a student so you know what you are being graded on. Use

your rubrics to help you approach each assignment. When you address all criteria of a rubric, you can

be sure you are addressing all requirements of the assignment. Therefore, rubrics are your secret

weapon to completing assignments.

Slide 21: Let’s go over the steps for approaching and completing an assignment. First read the instructions and

break out each task sequentially. Next scan the Weekly Announcements and Instructor Guidance to

find tips & resources for that assignment. Now take a good look at the assignment grading

rubric. You can find the link the bottom of your assignment instructions. Make sure you address all

criteria in the rubric. Now, make a plan for how you will complete the assignment throughout the

week. Next, you’re ready to do the work. Once you have completed and finalized your assignment,

you can submit it to your instructor on or prior to the due date.

Slide 22: Carving out Time for School. Let’s look at some tips and tricks for how to approach your assignments

efficiently and effectively.

Slide 23: How will you fit your schoolwork into your weekly calendar? Here is an example for a student who

spends approximately 20 hours per week on school: He or she may want to spread their work across

six days of the week, spending about three and a half hours per day. Or they might allocate four

hours a day, five days a week. Or they might prefer a full seven-hour day, three days a week. There

are many ways to break out time for school across a typical week. The most important thing is to set

a schedule and stick to it.

Slide 24: It’s important to be in the classroom on Tuesday, the first day of the week. On Tuesday you want to

Review your assignments and activities for the week. Read the weekly Instructor Guide, and Plan

your week. At the end of the week, on Sunday or Monday be sure to respond to any last discussion

board posts and to give your assignment one last check before you submit it. You may also want to

take a look at the upcoming week to begin prepping and planning for the new week.

Slide 25: As you continue on your academic journey, establishing and sticking to a schedule will help ensure

your success. You will also start to become familiar with different types of assignments which are

more demanding than others helping you plan each week to make the most of your time and effort.

You will want to communicate to family, friends and colleagues about the demands of the degree

and the length of time to complete it so they can support you in your vision. Education is a

transformative process that will enrich and empower you across a lifetime. Commit to success by

allocating the time and effort necessary to cross the finish line.

Slide 26: In this module we’ve explored strategies and tips for approaching your classwork that will help you

achieve your graduation goals. As you begin your academic journey, always keep your long-range

goals in mind, holding the vision of why you began this degree program. Think back to the academic

goals that you shared at the beginning of this module. These goals and others will serve as

inspiration to help you focus and persist on the journey to graduation.

Slide 27: You have now completed the next module in the Graduate Readiness Program: Strategies for

Classroom Success. Thank You!