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6
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Toolkit - Student Aids
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Student Aids for Classroom Use
Description
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The collection contains student aids that faculty at GBC have used in their classes to help students.
Creator
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GBC Faculty
Publisher
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GBC Virtual Humanities Center
Date
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July 2014
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Scott A. Gavorsky
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<a href="http://www.youtube.com/watch?v=Vg9Z1s2VoT8&feature=youtu.be" target="_blank">http://www.youtube.com/watch?v=Vg9Z1s2VoT8&feature=youtu.be</a>
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College Study Tips from Students at Washington State University.
Creator
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Edward Felt / Washington State University AEUE (Academic Excellence in Undergraduate Education) Committee of the Student Government
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<a href="http://www.youtube.com/watch?v=Vg9Z1s2VoT8&feature=youtu.be" target="_blank">http://www.youtube.com/watch?v=Vg9Z1s2VoT8&feature=youtu.be</a>
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Washington State University Student Government / Youtube
Date
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22 February 2009
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Scott A. Gavorsky
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Standard Youtube Licence
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English
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Student-produced video discussing common problems with studying in college and how to develop good study skills.
Subject
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Collegiate Study Skills
Description
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Student-produced video discussing common problems with studying in college and how to develop good study skills. Used by Scott A. Gavorsky as an optional reference for students who are beginning college.
Faculty
Personal/Cultural Awareness
Play
student aids
Students
study skills
Toolkit
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Thumbnail - Collegiate Study Skills WebCampus Page
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Scott A. Gavorsky
https://humanities.gbcnv.edu/omeka/files/original/dcb6cac86483b3ea954f12c2c81a84c0.pdf
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PDF Text
Text
���
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Toolkit - Student Aids
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Student Aids for Classroom Use
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GBC Faculty
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GBC Virtual Humanities Center
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July 2014
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Scott A. Gavorsky
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<h3 style="text-align: left;"><span style="font-size: medium;">Those of you coming to college for the first time will likely find that the skills necessary for academic success are different from those learned in secondary education (high school). Most importantly, you will be asked to take more responsibility for your learning and success, as well as scheduling and time management. </span><span style="font-size: medium;">This page lists some ideas and resources that may help.</span></h3>
<h4><span style="text-decoration: underline;"><strong>Practice Effective Study Techniques (from the <a href="http://www.gbcnv.edu/student_life/student_handbook.pdf">GBC Student Handbook, 2013-2014, page 33</a>)</strong></span></h4>
<ol>
<li>
<p><span style="font-size: medium;">Have an appropriate study environment</span></p>
</li>
<li>
<p><span style="font-size: medium;">Study difficult subjects first.</span></p>
</li>
<li>
<p><span style="font-size: medium;">Split large tasks into more manageable tasks (Use distributed learning and practice, study in shorter time blocks with short breaks between)</span></p>
</li>
<li>
<p><span style="font-size: medium;">Read for comprehension, rather than just to get to the end of the chapter.</span></p>
</li>
<li>
<p><span style="font-size: medium;">Be prepared to ask questions as they come up during study, rather than waiting to the last minute to complete your projects.</span></p>
</li>
<li>
<p><span style="font-size: medium;">Read the syllabus as soon as you get it and note all due dates on your calendar.</span></p>
</li>
<li>
<p><span style="font-size: medium;">Be a model student!</span></p>
</li>
</ol>
<p><span style="font-size: medium;">The Student Handbook also has advise on time management, course scheduling, GBC policies, and a number of other issues that you might find useful (see pages 32-39). </span></p>
<p><span style="font-size: medium;">Below are a series of short videos looking at various key collegiate study skills.<br /><br /></span></p>
<h4><span style="text-decoration: underline;"><strong>Find How You Best Like to Study</strong></span></h4>
<table border="0" cellpadding="25">
<tbody>
<tr>
<td width="40%">
<p style="vertical-align: top;"><span style="font-size: medium;">Studying is an intensely personal activity, and not everyone studies the same way--nor necessarily the same way for every subject. Identifying the environment in which you study best--time, place, background, tools--should be one of your major learning projects in college.</span><br /><br /></p>
<p><span style="font-size: medium;">There are, however, some commonalities in <em><strong>bad</strong></em> study techniques. Students at Washington State University put together this video discussing some of the issues involved in studying at the collegiate level.</span></p>
</td>
<td style="text-align: center; background-color: #eeeeee;"><span style="font-size: medium;"><a id="" href="http://youtu.be/Vg9Z1s2VoT8">"College Study Tips" from the Washington State University Academic Excellence in Undergraduate Education Residence Life Committee.</a></span></td>
</tr>
</tbody>
</table>
<p> </p>
<h4><span style="text-decoration: underline;"><strong>Reading Strategies: SQ3R<br /></strong></span></h4>
<table border="0" cellpadding="25">
<tbody>
<tr>
<td width="40%">
<p><span style="font-size: medium;">Reading is not a simple skill. Information does not just pass from the page into the student. It requires the effort to place the information into a larger context, which means the reader must actively engage with the material being read.</span><br /><br /></p>
<p><span style="font-size: medium;">SQ3R stands for "Survey, Question, Read, Recite, and Review." This is one approach to active reading that is quite popular for college students who are confronting complex texts for the first time.</span></p>
</td>
<td style="text-align: center; background-color: #eeeeee;"><span style="font-size: medium;"><a id="" href="http://youtu.be/8Ui2mpPDP7E">Dr. John Body of the Office of Learning Strategies at Mount Holyoke College explains the SQ3R Method.</a></span>
<p><span style="font-size: medium;"> </span></p>
</td>
</tr>
</tbody>
</table>
<p> </p>
<h4><span style="text-decoration: underline;"><strong>Cornell Note-Taking System</strong></span></h4>
<table border="0" cellpadding="10">
<tbody>
<tr>
<td width="40%">
<p><span style="font-size: medium;">Many students arrive in college with poor note-taking skills. While digital technology provides an easy means of looking up and verifying factual information, note-taking is still a valuable skill in dynamic environments where relationships between facts must be captured--such as in a classroom discussion or business meeting.<br /><br /></span></p>
<p><span style="font-size: medium; line-height: 20px;">The </span><strong style="font-size: medium; line-height: 20px;">Cornell Note-Taking System</strong><span style="font-size: medium; line-height: 20px;"> was developed by Dr. Walter Pauk, director of Cornell University's Reading and Study Center and author of </span><em style="font-size: medium; line-height: 20px;">How to Study in College</em><span style="font-size: medium; line-height: 20px;">. Pauk's system has been widely used in colleges since the 1960s because it provides an emphasis on synthesis, analysis, and application over simple recall of information (see Keil Jacobs, "</span><a style="font-size: medium; line-height: 20px;" href="http://soar.wichita.edu/dspace/bitstream/handle/10057/1388/grasp-2008-56.pdf?sequence=1">A Comparison of Two Note Taking Methods in a Secondary English Classroom</a><span style="font-size: medium; line-height: 20px;">" in </span><em style="font-size: medium; line-height: 20px;">Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects</em><span style="font-size: medium; line-height: 20px;"> [79], Wichita State University, April 25, 2008).</span></p>
</td>
<td style="text-align: center; background-color: #eeeeee;"><span style="font-size: medium;"><a id="" href="http://youtu.be/JPSmXRIlyS8">S. Clowes demonstrates the Cornell Note Taking System</a></span></td>
</tr>
</tbody>
</table>
<p> </p>
<h4><span style="text-decoration: underline;"><strong>Campus Resources</strong></span></h4>
<p><span style="font-size: medium;">Even though the ultimate responsibility for learning is yours, GBC offers a number of resources to help you complete your studies here. If you are feeling lost or overwhelmed, but all means consult one of these resources. Among the most commonly used are:</span></p>
<p><span style="font-size: medium;"><a href="http://www.gbcnv.edu/asc/">Academic Success Center:</a> Tutoring is available for a wide range of subjects as well as general skills such as writing and research.</span></p>
<p><span style="font-size: medium;"><a href="http://www.gbcnv.edu/retention/">Student Support Services:</a> Support for balancing college with everyday life, and Peer Mentoring is available.</span></p>
<p><span style="font-size: medium;"><a href="http://www.gbcnv.edu/computing/helpdesk.html">GBC Computer Help Desk:</a> Problems with WebCampus or other software? This should be your first stop for support.</span></p>
<p><span style="font-size: medium;"><a href="http://www.gbcnv.edu/disabilities/">Services for Students with Disabilities:</a> They can assist in making any necessary arrangements required by documented disabilities.</span></p>
<p>Instructor: If you are unsure about items for this course, or any other issue, feel free to contact your instructor. </span></p>
<p> </p>
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
INSTRUCTIONS:
1) Copy the text above.
2) In WebCampus course shell, click Add New Page.
3) In page editor, click on "HTML Editor"
4) Paste the text into the HTML Editor.
5) Save and test links.
Dublin Core
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Title
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Collegiate Study Skills - WebCampus Page
Subject
The topic of the resource
WebCampus Page with html code for links to study skills and student resources.
Description
An account of the resource
A complete WebCampus page in HTML coding with links to various collegiate study skill guides and student resources at GBC.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Date
A point or period of time associated with an event in the lifecycle of the resource
2013-2014
Contributor
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Scott A. Gavorsky
Rights
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Creative Commons
Format
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HTML coding that can be copied-and-pasted.
Language
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English / HTML code
Empathy
Faculty
html
student aids
study skills
Toolkit
WebCampus
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Video Still - Creating Cornell Notes (S. Clowes)
Subject
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S. Clowes' YouTube video "Creating Cornell Notes"
Description
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Title card of of S. Clowes' YouTube video "Creating Cornell Notes" used as an identifier for the item.
Creator
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S. Clowes / SCEduVideos
Source
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http://www.youtube.com/watch?v=JPSmXRIlyS8
Publisher
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SCEduVideos (YouTube Channel)
Date
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31 January 2012
Contributor
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Scott A. Gavorsky
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Standard YouTube Licence
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200px x 200px JPEG
Language
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English
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Title
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Toolkit - Student Aids
Subject
The topic of the resource
Student Aids for Classroom Use
Description
An account of the resource
The collection contains student aids that faculty at GBC have used in their classes to help students.
Creator
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GBC Faculty
Publisher
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GBC Virtual Humanities Center
Date
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July 2014
Contributor
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Scott A. Gavorsky
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URL
<a href="http://www.youtube.com/watch?v=JPSmXRIlyS8" target="_blank">http://www.youtube.com/watch?v=JPSmXRIlyS8</a>
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Creating Cornell Notes - S. Clowes
Subject
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How-to overview of the Cornell Note-Taking system
Description
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S. Clowes explains what Cornell Notes are, how to create them, and how to use them.
Creator
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S. Clowes
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<a href="http://www.youtube.com/watch?v=JPSmXRIlyS8" target="_blank">YouTube Video: http://www.youtube.com/watch?v=JPSmXRIlyS8</a>
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SCEduVideos (YouTube channel identifier)
Date
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31 January 2012
Contributor
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Scott A. Gavorsky
Rights
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Standard YouTube License
Format
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Hyperlink to YouTube Video
Language
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English
Type
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Teacher-produced video
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
A good introductory video which covers the basics of the Cornell Note-Taking method and walks students through the principles.
Cornell
Faculty
how-to
Meaning
note-taking
student aids
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/bcfb2748b141b2d554138a9aeec1a1e8.pdf
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PDF Text
Text
General Education Objective: Critical [and Creative] Thinking Humanities Core Skills/ Habits of Mind At the heart of GBC’s Virtual Humanities Center (VHC) is this list of core skills and habits of mind that the humanities encourage and promote. Every aspect of the VHC is centered on these skills. They are not only college learning skills, but life skills, and they are aligned with GBC’s General Education Objectives. ÐÐ the ability to use facts: working from evidence to a conclusion (induction) ÐÐ gathering enough facts to warrant the conclusion ÐÐ making valid inferences based on facts ÐÐ using accurate observation to form a hypothesis and then test it (the scientific method) ÐÐ the ability to use principles: working from principle(s) to a conclusion (deduction) ÐÐ avoiding prejudices, pressure from authority or peers ÐÐ avoiding flaws in thinking: personal attack, overgeneralization ÐÐ the ability to absorb, analyze and interpret complex artifacts or texts ÐÐ the ability to assess the reliability and validity of information, especially on the web ÐÐ the ability to synthesize information from diverse sources ÐÐ the ability to place data into a larger context ÐÐ the ability to make decisions based on evidence ÐÐ the ability to analyze and interpret abstract ideas ÐÐ the ability to recognize and compensate for ambiguity ÐÐ the ability to prioritize ÐÐ the ability to innovate ÐÐ the capacity for curiosity General Education Objective: Communication Skills ÐÐ the capacity to write intelligently, lucidly, and fluently ÐÐ the capacity to speak intelligently, lucidly, and fluently ÐÐ the capacity to communicate through a variety of media: visual, performance, design & composition ÐÐ the ability to participate effectively in deliberative conversation ÐÐ the ability to analyze and interpret visual communication General Education Objective: Technological Understanding ÐÐ the ability to utilize new technologies as they are developed ÐÐ the ability to understand the ethical implications of technological advances ÐÐ the ability to use technology to benefit humanistic inquiry, not to replace it ÐÐ the ability to capitalize on technology as a tool to enhance the experience of the humanities ÐÐ the ability to use technological tools to expand and extend our understanding of what it means to be human General Education Objective: Personal/Cultural Awareness ÐÐ the ability to understand the historical and cultural foundations of ethical behavior, and develop and apply a personal code of ethics based on that understanding ÐÐ the maturity to take responsibility for one’s thinking and actions ÐÐ the capacity to express an opinion that diverges from that of the majority [OR the ability to hold and defend a divergent point of view and to allow others the same right] ÐÐ the capacity to recognize the validity of alternate viewpoints or opinions ÐÐ the capacity to recognize multiple perspectives, from local to global ÐÐ the capacity to accept diversity of people and ideas ÐÐ the capacity for a critical understanding of fine arts expressions ÐÐ an awareness of the past and its application to the present ÐÐ the application of knowledge to real-world problems Visit our website at humanities.gbcnv.edu
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Toolkit - Student Aids
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Student Aids for Classroom Use
Description
An account of the resource
The collection contains student aids that faculty at GBC have used in their classes to help students.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
July 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Text
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pdf file
Original Format
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pdf file
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Humanities Core Skills Flyer
Subject
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The core skills which humanities-based education can help develop in students.
Description
An account of the resource
A flyer listing the core skills a humanities-based education can deliver. The skills are broken down into the categories used by Great Basin College in the General Education Requirements.
Creator
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GBC Humanities Grant Committee of the Whole
Publisher
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GBC
Contributor
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Scott A. Gavorsky
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GBC
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pdf file
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English
core skills
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Reading for Information.notebook
March 24, 2017
Study Skills Workshop #3:
Reading for Information
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s
Employment and Training Administration. The solution was created by the grantee and does not
necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such
information, including any information on linked sites and including, but not limited to, accuracy of the
information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
Great Basin College (GBC) does not discriminate on the basis of race, religion, color, age, sex, sexual
orientation, military status, disability, national origin, gender identity or expression, or genetic
information. GBC is an equal opportunity employer/program and auxiliary aids and services are
available upon request to individuals with disabilities. For inquiries, call (775) 7388493.
This project was funded $4,009,331 (100% of its total cost), from a grant awarded under the Trade
Adjustment Assistance Community College and Career Training Grants, as implemented by the U.S.
Department of Labor’s Employment and Training Administration.
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
Mar 2411:39 AM
Copy and paste the hyperlink below to
view the full video presentation:
http://gbcnv.mediasite.com/mediasite/Play/
1d93246705ce48278e70d99c2aa42e661d
Mar 2411:28 AM
Study Skills Workshop 3:
Reading for Information
Season Riley, Project Director
Annie Hicks, Pathways Specialist
TAACCCT Grant (Round 3): Great Basin College
This project was funded $4,009,331 (100% of its total cost), from a grant awarded under the Trade Adjustment Assistance Community College and Career Training Grants, as
implemented by the U.S. Department of Labor’s Employment and Training Administration.
Creative Commons ?
Jan 94:27 PM
1
�Reading for Information.notebook
March 24, 2017
How do you identify what you
"looking" for as you read?
Jan 232:37 PM
Practice these reading comprehension skills:
1. Survey the document
2. Highlight bold section titles
3. Underline subheadings
4. Write key words and phrases next to each
section
For this activity, we will use an online article from Education Corner:
Education Corner. (2017). Improving reading comprehension.
Retrieved from http://www.educationcorner.com/readingcomprehension.html
Jan 232:37 PM
Prereading survey Before reading a text, complete a prereading survey for a brief summary of it. This will give you an idea of what to expect in
the text, so your reading will be more productive. The first thing you should do in a prereading survey is read the introduction and review the table
of contents. Next, read section and chapter headings and text highlighted with bold print. Throughout the process, be sure to focus on general
information, not specifics.
The following is a bullet list of specifics things you should look over and/or read when performing a prereading survey of a textbook chapter.
>
Chapter title and subtitles. – Reading the chapter title and subtitles will provide you overall topic of the chapter, and will provide your
reading direction and focus.
>
Focus questions at the beginning of each chapter. – Many (not all) text books include focus questions at beginning of each chapter.
Reviewing these questions before reading the text will help provide focus and indicate what to look for while reading the chapter.
>
Chapter introductions and first paragraphs. – The first paragraph of a chapter usually provides an introduction to what the chapter will
be about. Reading the first paragraph, or introduction, will what the material you're about to read is going to be about.
>
Boldface subheadings. – Many section will begin with boldface subheadings. Reviewing these subheading before reading the chapter
will provide you an idea of what major topics to focus on as you read each chapter section.
>
First sentence of each paragraph. – The first sentence of a paragraph usually introduces the central thought of the paragraph. It tells you
what the paragraph is about. However, in some texts, the first sentence is more of an attention getter. If this case, you'll need to read the
first and second sentence of each paragraph. This exercise alone will provide you a very good idea of what the entire chapter is about and
the major themes to look for as you read.
>
Visual aids – Look for any material that is presented in list form (ie., 1,2,3, lettered a,b,c, etc.). Bulleted list of information, pictures,
diagrams, maps and pictures can all help you identify the most important points of the chapter.
>
Last paragraph or chapter summary. – The last paragraph or summary provides a condensed explanation of what the chapter was about
– including the most important take aways.
>
Endofchapter material. – Sometimes text books will provide study questions, or other study materials, at the end of each chapter. If
present, review these materials to get a better idea of the important ideas and concepts to look for as you read.
Define your purpose Many texts contain information and details that is unrelated to the most important concepts and ideas. Identifying a purpose or
objective when reading will keep you focused on what's important. Defining your purpose ahead of time will also help you classify information that
is relevant to the main concepts, as well as that which is nonessential, so you can maximize the time spent studying what's most important.
Read the text Now that you've completed your prereading survey and identified a purpose, it's time to actually sit down and read the text. If you
have a difficult time concentrating when you read, we recommend reading out loud. Many people comprehend material better if they read it out loud
– especially if your an auditory learner.
Take notes or highlight important concepts Writing something down is one of the most effective memory techniques. As you come across key
concepts, facts and ideas, use a highlighter, write them down on a piece of paper, or make a note in the margin. This will help you remember what
you've read and be able to quickly access important sections for future reference.
Postreading review After reading a text, take time to identify what you've learned and important take aways. This will help you internalize what
you've learned and help you retain it for future reference. Identifying what you've learned will also help you identify what you still do not fully
comprehend, so you can spend more time reviewing unclear concepts.
Jan 232:52 PM
2
�Reading for Information.notebook
March 24, 2017
Before starting the reading, you answered
this question: How do you identify what you
are "looking" for as you read?
After reviewing your response, how does
what you read match up to those answers?
Jan 232:42 PM
Synthesize the information read by reviewing
the items listed in the first practice activity:
Jan 232:43 PM
How might these reading comprehension
strategies be used in a work setting?
A personal setting?
Jan 232:45 PM
3
�Reading for Information.notebook
March 24, 2017
References
Academic Skills Center: Dartmouth College. (2001). Getting to know your
textbook. Retrieved from http://www.dartmouth.edu/~acskills/success/reading.html
Academic Skills Center: Dartmouth College. (2001). Using your texbook.
Retrieved from http://www.dartmouth.edu/~acskills/success/reading.html
Academic Skills Center: Dartmouth College. (2001). 2 R's for academic survival.
Retrieved from http://www.dartmouth.edu/~acskills/success/reading.html
Adapted from Robinson, F.P. (1946). Effective study (Chapter 2). New York, NY:
Harper and Brothers.
Education Corner. (2017). Improving reading comprehension. Retrieved from
http://www.educationcorner.com/readingcomprehension.html
Jan 101:27 PM
4
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Student Aids
Subject
The topic of the resource
Student Aids for Classroom Use
Description
An account of the resource
The collection contains student aids that faculty at GBC have used in their classes to help students.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
July 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Study Skills Workshop # 3: Reading for Information
Description
An account of the resource
<p>TAACCCT Grant developed guide for students on reading for information across a variety of contexts. The MediaSite video is hosted by TAACCCT team members Season Riley and Annie Hicks.</p>
<p><a title="View Presentation on Reading for Information" href="http://gbcnv.mediasite.com/mediasite/Play/1d93246705ce48278e70d99c2aa42e661d" target="_blank" rel="noopener">Click to view MediaSite Video Presentation: http://gbcnv.mediasite.com/mediasite/Play/1d93246705ce48278e70d99c2aa42e661d</a></p>
<p><a title="View Accompanying Worksheet as pdf" href="/omeka/files/original/6d09db7edfb0e5f8bbc8c52713c830e4.pdf" target="_blank" rel="noopener">Presentation Slide Show Accompanying Worksheet [pdf file]</a></p>
Creator
An entity primarily responsible for making the resource
TAACCCT Grant
Source
A related resource from which the described resource is derived
http://gbcnv.mediasite.com/mediasite/Play/1d93246705ce48278e70d99c2aa42e661d
Date
A point or period of time associated with an event in the lifecycle of the resource
24 March 2017
Contributor
An entity responsible for making contributions to the resource
Annie Hicks; Season Riley [TAACCCT Grant]; Scott A. Gavorsky [VHC]
* This project was funded $4,009,331 (100% of its total cost), from a grant awarded under the Trade Adjustment Assistance Community College and Career Training Grants, as implemented by the U.S. Department of Labor’s Employment and Training Administration.
Rights
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<img src="https://mail.google.com/mail/u/0/?ui=2&ik=6d21cffdbe&view=fimg&th=15b69135e3c8d198&attid=0.1&disp=emb&realattid=ii_15b690f580227be1&attbid=ANGjdJ_gPS-ejaatCDvWz9zw8IgmiABwFq6zoXg-6UMY9bdJ1wQWc2-h1PHtmAxe3BTxjZpzpkJ76FfLPbglVILhf40OS-6lI_JTOtv-Lnc32lL1EdoiweSETWgAdFM&sz=w176-h62&ats=1492116530396&rm=15b69135e3c8d198&zw&atsh=1" alt="Inline image 1" /><br /><a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" data-saferedirecturl="https://www.google.com/url?hl=en&q=https://creativecommons.org/licenses/by/4.0/&source=gmail&ust=1492202930399000&usg=AFQjCNEHnjdndELrEoWFePgaOu8ZOUVoGg" rel="noopener">https://creativecommons.org/licenses/by/4.0/</a><br /><br /><strong>The CC BY 4.0 License Deed states that you are free to:</strong> <br />
<ul>
<li>Share — copy and redistribute the material in any medium or format </li>
<li>Adapt — remix, transform, and build upon the material for any purpose, even commercially. </li>
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The licensor cannot revoke these freedoms as long as you follow the license terms.
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MediaSite file; 10:00 min.
Language
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English
-
https://humanities.gbcnv.edu/omeka/files/original/b3d0bb463a561a526a6b9c39e481a8a7.pdf
458ddeef5b48afb82409820540e5afc4
PDF Text
Text
STUDENT HANDBOOK
AND DAY PLANNER
2013-2014 Academic Year
GBC Student Government Association
www.gbcnv.edu
�TIME MANAGEMENT – DEFINITION
One of the keys to a successful college career is to have good time
management.
By definition, time management is the effective selection of the best task
from all those available and completing it to the best of your ability.
Making the right choices about how you spend your time is the most
important decision for you to make. The big payoff is that you can have
control of your life. Getting control starts with planning. The following
page is devoted to assisting you with panning your time schedule for
college.
Unlike the formal structure of a high school schedule, much of the time in a
college schedule can be very unstructured. You and you alone can control
the schedule that you choose. Many selections of the same class are offered
at various times of the day. It is up to you to select the time you want to
attend a section of a particular class. It is possible to arrange your schedule
so that you attend school on selected days of the week. In other words, it is
not mandatory for you to go to school Monday through Friday.
Because of the flexibility involved in your college schedule, it is important
to include other aspects of your life in your planning such as work, family,
commitments, and recreational activities. In fact, you are encouraged to take
into consideration all aspects of your life when planning your college class
schedule.
Planning study time is a key step to academic success. Most college classes
require far more study time than high school classes do. A general rule of
thumb to follow when setting a time schedule for each class is plan on two
to three hours of study per week for each hour of class. For example, a
three-hour class may require up to nine hours of study per week.
If you work:
40 hours per week
30 hours per week
20 hours per week
5 to 15 hours per week
Take no more than:
6 credits
9 credits
12 credits
14-16 credits
Blank time management schedules are provided for you on the following
pages. Please use them. More importantly, revise your schedule once the
semester begins if it is not meeting your needs. Effective time management
plays a key role in your success at GBC. Please see a counselor if you are
having difficulty with your planning. The phone number for an
appointment with a counselor is: Elko 775.753.2168, Ely 775.289.3589,
Winnemucca 775.623.4824, Battle Mountain 775.635.2318, and Pahrump
775.727.2000. Remember that your success in college is important to us,
and we are here to assist you.
32
�TIME MANAGEMENT WORKSHEET
Goals of Time Management
1. Be Organized
a. Use calendars, “to do” lists, email, answering machines, file
folders
b. Have an organized work place
2.
Plan Ahead (Schedule it and it will happen)
a. Determine how long your tasks will take and schedule it
b. Try to combine activities
c. Determine if big tasks can be broken down into smaller tasks
d. Identify “best time” for studying and use these “power times”
for studying and “down times” for routine activities
3.
Prioritize your tasks
a. Use an A-B-C rating system for items on your “to do” lists
with A item being highest priority
b. Set goals for both the short term and long term
c. Look at your “to do” list to gauge the time requirement for
each item and whether additional resources will be needed to
accomplish them
4.
Avoid Overload and Take Care of Yourself
a. Include time for rest, relaxation, sleep, eating, exercise, and
socializing in your schedule (College is more than studying.
You need a social life, yet you need to have a balance in your
life.)
b. Make sure you get plenty of sleep and eat properly
c. Don’t put everything off until the last minute
d. Don’t be a perfectionist
e. Learn to say NO
5.
Practice Effective Study Techniques
a. Have an appropriate study environment
b. Study difficult subjects first
c. Split large task into more manageable tasks (Use distributed
learning and practice, study in shorter time blocks with short
breaks between.)
d. Read for comprehension, rather than just to get to the end of
the chapter
e. Be prepared to ask questions as they come up during study,
rather than waiting until the last minute to complete your
projects
f. Read the syllabus as soon as you get it and note all due dates
on your calendar
g. Be a model student! (Be attentive and participative in class,
and punctual, prepared and eager to learn.)
33
�6.
Be Flexible
a. The unexpected happens (sickness, car troubles, etc.). You
need to be able to fit it into your schedule
b. Know how to rearrange your schedule when necessary (so it
doesn’t manage you, manage it)
c. Know who to ask for help when needed
7.
Have a vision (why are you doing all of this?)
a. Don’t forget the “big picture” - Why are you doing the task? Is
it important to your long-term personal goals?
b. Have and follow a personal mission statement (personal and
career). Are your activities ultimately helping you achieve
your goals?
c. Know what is important to you and what you value most?
d. Have a POSITIVE ATTITUDE!
34
�How Will I Spend My Time
Sunday
Monday
Tuesday
Wednesday
35
Thursday
Friday
Saturday
�TIME MANAGEMENT SCHEDULE
TIME
M
T
W
TH
6 a.m.
7 a.m.
8 a.m.
9 a.m.
10
a.m.
11
a.m.
12
p.m.
1 p.m.
2 p.m.
3 p.m.
4 p.m.
5 p.m.
6 p.m.
7 p.m.
8 p.m.
9 p.m.
10
p.m.
36
F
SAT
SUN
�
https://humanities.gbcnv.edu/omeka/files/original/97996f6297901d5b5249bb0733e81854.jpg
598444be73a00aa5a5dc58b3cc69dbc4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Student Aids
Subject
The topic of the resource
Student Aids for Classroom Use
Description
An account of the resource
The collection contains student aids that faculty at GBC have used in their classes to help students.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
July 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Physical Object
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Time Management Advice and Worksheets
Subject
The topic of the resource
Guide to collegiate time management skills and worksheets of time planning.
Description
An account of the resource
Collegiate Time Management advice and worksheets put together by the GBC Student Government and included in the 2013-2014 GBC Student Handbook.
Creator
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GBC Student Government Association
Source
A related resource from which the described resource is derived
2013-2014 GBC Student Handbook and Calendar, pages 32-36.
Publisher
An entity responsible for making the resource available
GBC SGA
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
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GBC SGA
Format
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pdf file of extracted pages
Language
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English
Type
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student aid
Play
SGA
Student
study skills
time management
Toolkit
worksheet