COLLEGE STRATEGY PRESENTATION 50 POSSIBLE POINTS / DUE: College strategies are important ingredients to your college success. Your group will be responsible to present and teach to other classmates on a specific college strategies. Group Members: 1. 3. 2. 4. Circle one of the following college strategies for your group (no duplicate areas from your classmates): + Effective Goal Setting *Learning College Customs *Effective Test Taking + Effective Stress Management *Effective Reading *Effective Memorizing *Effective Note Taking *Effective Money Management Effective Presentation + Effective Listening *Effective Writing Other: + Effective Time Management *Effective Studying Other: * From you On-Course Textbook: Wise Choices in College . + From your On-Course Textbook: within the chapters. INSTRUCTION/RULES: Minimum of 12 minutes. Maximum of 15 minutes. Provide teaching demonstration to the class on a selected college strategy Create PowerPoint Presentation and have hard copy for the instructor Assess students for understanding of subject (i.e. quiz) Attached any handouts/worksheets/print-out given to students Complete and submit Note Taking Sheet for each group that presents GRADING RUBRICS: ORGANIZATION / FLOW (10 pts) NOTE TAKING SHEET (20 pts) 3-4. Audience cannot understand presentation because there is no 3-4. Notes are partially developed with details related to topics from sequence of information. some groups (points can reflect group and/or individual grade) 5-6. Audience has difficulty following presentation because student 5-6. Notes are partially developed with details related to topics from jumps around. most groups (points can reflect group and/or individual grade) 7-8. Student presents information in logical sequence which 7-8. Notes are mostly developed with details related to topics from audience can follow. all groups (points can reflect group and/or individual grade) 9-10. Student presents information in logical, interesting sequence 9-10. Notes are fully developed with details related to topics from all which audience can follow. groups (points can reflect group and/or individual grade) ELOCUTION / PRESENTATION (10 pts) SUBJECT KNOWLEDGE (10 pts) 3-4. Student mumbles, incorrectly pronounces terms, and speaks 3-4. Student does not have grasp of information; student cannot too quietly for students in the back of class to hear. Student reads answer questions about subject. Inaccurate and shows a surface knowledge only. all of report with no eye contact. 5-6. Student's voice is low. Student incorrectly pronounces terms. 5-6. Student is uncomfortable with information and is able to answer Audience members have difficulty hearing presentation. Student only rudimentary questions. Some understanding of subject but little depth. occasionally uses eye contact, but still reads most of report. 7-8. Student's voice is clear. Student pronounces most words 7-8. Student is at ease with expected answers to all questions, but fails to elaborate. Mostly accurate and certain areas show depth of correctly. Most audience members can hear presentation. Student maintains eye contact most of the time but frequently returns to thought. notes. 9-10. Student demonstrates full knowledge (more than required) by 9-10. Student uses a clear voice and correct, precise pronunciation answering all class questions with explanations and elaboration. of terms so that all audience members can hear presentation. Accurate and shows depth of thought. Student maintains eye contact with audience, seldom returning to notes. Points may be deducted for other factors (i.e., time limit, no ppt, etc.) Note: If any members or group are unable to present on given date, then points may be deducted from group or individual. When an individual misses the group presentation, he/she can receive up to 50% of the group’s grade depending on the work done for the presentation. All presentations will be done in class and may not be made up if missed.
Check List before you present your College Strategy Email and saved PowerPoint Presentation to flash drive (Microsoft 2003 or later) Print out a copy of the PowerPoint Presentation for the professor Make copies of handout for students (optional) Make copies of the quiz/test for audience & one for the teacher Other: ______________________________________________ Other: ______________________________________________ Cornell’s Method of Note Taking (Note Taking Sheet – 20pts) As other groups are presenting, you (audience members) must take notes using the following Cornell’s Method of note taking. Instruction below: Section B: “Cue” should be left Section A: This space is where you actually blank during note taking. You should record your notes during the lecture. Pick a note- not write in this area during the taking format with which you are comfortable -- lecture, while you are taking notes. there are no hard-and-fast rules for this aspect of The cue column is not created until the Cornell system. However, you should not you review your notes (which, ideally, attempt to transcribe verbatim every word spoken you do as soon after the lecture as by the instructor. It is usually not difficult to possible, and certainly before the separate the essential material from the non- next lecture). As you study the essential. For instance, if information is written on material in your notes, you should the blackboard, it is probably important enough to devise questions which the notes include in your notes. To avoid missing information answer (think "Jeopardy"). These during the lecture, you should develop a system of questions are the "cues" that should abbreviations you understand, and you should write be written in the cue column. By in telegraphic sentences (where you only include writing questions, you are forced to enough words to carry the essential meaning). As think about the lecture material in a you take notes, realize that your emphasis should way that clarifies meaning, reveals be on the key ideas, rather than the actual words relationships, establishes continuity, used to convey those ideas. and, most importantly, strengthens memory. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. This area should be reserved for a summary of the notes each page. Your summary should be brief -- at most, only a few sentences. The page summary provides a concise review of the important material on the page, useful for later reference. More importantly, in writing a summary, you are forced to view the material in a way that allows you to see how it all fits together, in a general sense. The summary should be helpful in allowing you to see how specific facts fit into the broader landscape. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
Topic: _______________________________________________ Name: ____________________________________ Section B: Cue should be left blank Section A: Note taking area from lecture or course material. during note taking. Section C: Summary of the key concepts, main ideas and supporting details that appears in section A. Cornell’s Method of Note Taking
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