Pre-College Skills Support 1 Trimester 1 Period 3 Assignments

Instructions: Through a participatory approach to learning, students work together in a context of collaboration and support to develop learning. The Student-Led Teaching assignment allows students to be simultaneously teachers and students in the class and contribute directly to the learning process. The goal of each Student-Led Teaching assignment is to provide opportunities to help foster understanding and learning around our in-class reading, by providing student groups with opportunities to develop further insights and topics that connect to the reading. 

As we work through our class reading and develop a fuller understanding, we will work together as a class to develop topics of interest around the reading that provide insights and context to develop a better and fuller understanding of the material. In groups, students will narrow these topics down to provide specific details and discuss the application of the topic and the class reading to the lives of their community. Using the template below, students will construct a lesson around their assigned topic with the goal of creating a deeper understanding of the class reading for their peers. 

For each group, you need to assign one member to each of the following roles: Facilitator, Task Manager, Time Keeper, & Data Checker. These roles will correspond to specific roles within the creation and development of the lesson and translate to specific roles and sections while groups teach their lesson. Through class discussion, we will develop an outline of the responsibilities for each role. Each group member needs to participate in planning the group’s presentation, ensuring participation and contribution. In turn, each student needs to be prepared to discuss their section with the class as their group presents their lesson.
Each student will keep a journal of what members of the group do during the lesson preparation and presentation on the SHO: Student-Led Teaching Group Roles


Presentations must include all members of the group and each individual group member will be evaluated for the work they present as well as the entire group.

Purpose of Assignment

Utilizing a concept map, students will create a concept map outlining the concepts of best self, overall well-being, and mind-body connection from Chapter 7, Sections 1, 2, & 3. 
The chapter provides lots of discussions of an overall sense of well-being for academic success, choose one main point from the chapter to focus on, and create a concept map that captures the main point. 
On the back of the concept map, write out a summary of the information captured on the front of the concept map and provide 5 practice test questions. 
To create a good set of notes, utilize recursive reading when reviewing the sections.
Engage in practice testing, both while completing the Concept Map, i.e. the summary section for each section, and then develop 5 questions from the three sections.
Use the Practice Testing section in 5.3: Studying, to help develop a set of practice test questions.
Write out your 5 questions on the back of your concept map with your summary.  
*****Review the full instructions attached*****

Purpose of Assignment

Utilizing a concept map, students will create a concept map outlining the concepts of building relationships from Chapter 6, Sections 1 & 2. 
The chapter provides lots of discussions of relationships and relationship building for academic success, choose one main point from the chapter to focus on, and create a concept map that captures the main point. 
On the back of the concept map, write out a summary of the information captured on the front of the concept map. 

Purpose of Assignment
Students will utilize recursive reading and the Cornell Note-taking system to develop a set of notes on Ch. 5, sections 5.3: Studying & 5.4: Test Taking. From these notes, students will develop a practice test that incorporates 5 specific questions from the two sections and quiz their group members on the questions in preparation for the Ch. 5 quiz.
Students should review their lecture & reading notes from Ch. 5
Using the Cornell Notes handout, create a set of Cornell notes on sections 5.3 & 5.4
To create a good set of notes, utilize recursive reading when reviewing the sections.
Engage in practice testing, both while completing the Cornell Notes, i.e. the summary section for each section, and then develop 5 questions from the two sections.
Use the Practice Testing section in 5.3: Studying, to help develop a practice test of questions, you may use a quizlet, Kahoot, or create flashcards and then test your table partners (each member needs 5 questions, but you can put them all together when practice testing each other).
Post your Cornell Notes & and practice questions to the Google Assignment on Google Classroom.

Purpose of Assignment
To introduce the visual mapping method of note-taking and to support students in discovering which note-taking styles work best for them.
In table groups, choose a tv show or movie you enjoy. Drawing on the “visual mapping” note-taking system outlined in Chapter 4, section 4.4, construct a visual map of the show or movie: use images, symbols, different colors… anything to help represent the story, characters, themes, plot, setting, and action creatively and visually. Pretend you will be tested on the show and need to remember key information.

Complete the following assignment covering the information in the first half of Chapter 4: Reading & Note-Taking. Please review the textbook and the video to develop an understanding of the important skills, techniques, and practices for reading. 

For the Crash Course Video on Reading Assignment:


Improving Our Reading Efficacy
How to make the most of the time you spend reading
What techniques can help us boost reading speed?
What techniques & skills will allow us to remember more of what we read?
How do we know what to read?
Improving Reading Ability & Capacity.
Skimming as a Tool
Remembering More of What You Read

The purpose of this assignment is to allow students to demonstrate what they have learned about managing their time and prioritizing tasks. 

Time management is a skill that will contribute to your overall success. Managing your time includes setting priorities; creating an action plan; balancing school, work, and your personal life; and avoiding procrastination.

Refining your time management skills based on an honest assessment is something that should never stop. The benefits of good time management skills are something that will apply to the rest of your life, and you will no doubt be working on improving those skills for years to come. Now that you have read and reflected on the main ideas of the chapter, consider developing a plan to help you achieve college success by considering what you want to know more about that could help you. Review the list below and commit to working on one or more of the concepts this term and beyond:
Develop better self-awareness about the psychological reasons for procrastinating and create a plan to reduce your procrastination.
Learn to predict accurately the time needed to complete tasks in college.
Eliminate technology and social media as distractions by setting specific times of the day you will engage in them.
Try out additional time management strategies to supplement what you already do. Choose one to use this week and reflect on what worked or not and why.

Students will create a poster that represents their identity and who they are. Follow the instructions below for your poster project.
Complete the questions in the Identity Poster Student Handout below. Full answers, complete paragraphs.
Create a poster sketch
Create a completed poster
Present your poster on Friday, September 13, 2024