1. Secrets of Academic Success: Strategies for Achievement

2. Bruce W. Tuckman, Ph.D.

Professor of Educational Psychology
The Ohio State University
Columbus, OH, USA
tuckman.5@osu.edu
http://ALL.successcenter.ohio-state.edu/

3. Goals of Presentation

Describe Strategies-for-Achievement (stACH)
Describe content and pedagogy of academic skills course (EPL 259) in which stACH are taught
Describe results of course on students' academic performance (GPA) across ability levels
Answer your questions

4. Strategies for Achievement

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5. stACH #1: Take Reasonable Risk

Set goals that are challenging but attainable (GO FOR GOAL)
Break tasks into small, manageable steps (BITE SIZE PIECES)

6. stACH #2: Take Responsibility

Believe in your own effort and compatibility (THINK POSITIVE)
Build a plan (PLAN)

7. stACH #3: Search the Environment

Ask questions (JUST ASK)
Build models (VISUALIZE IT)

8. stACH #4: Use Feedback

Monitor your actions (KEEP TRACK)
Give yourself instructions (TELL YOURSELF)

9. Student Problem Areas

1. Procrastination
2. Active listening and reading
3. Preparing for tests
4. Preparing for papers and speeches
5. Self-regulation

10. Rationalizations for Procrastination

1. "I work better under pressure."
2. "I don't know how to do it."
3. "I don't want to do it."
4. "It doesn't matter if I delay."
5. "I'm not in the mood."
6. "I can pull it off at the last minute."

11. Real Reasons for Procrastinating

Lack of self-confidence
Low frustration tolerance
Hostility

12. Using stACH for Procrastination BUSTING

Break down tasks into BITE SIZE PIECES ... SPECIFIC BEHAVIORS
KEEP TRACK of how you spend your time
THINK POSITIVELY about your ability to get started
Build a PLAN ... to-do checklist WITH REWARD AT THE END
TELL YOURSELF to get to work ... OR ELSE!

13. Using stACH to READ AND LISTEN

Questioning
Lectures and textbooks are the ANSWERS
Read ACTIVELY: Find the corresponding QUESTIONS to unlock meaning
Plus, QUESTIONS = TESTS: Create questions that preview test questions

14. Types of Questions

DETAIL Questions -- Not Useful
RECAP Questions --Summarize sections and subsections
REFLECTION Questions -- Summarize paragraphs
REASONING Questions -- Go beyond text; speculate, interpret, extend WHAT IF...? WHY...?

15. Using stACH to Prepare for Tests

ASK QUESTIONS: Note cards; Q & A Outlines
ORGANIZE AND VISUALIZE: CC web charts; Skeleton key diagrams
OVERCOME TEST ANXIETY
STUDY IN GROUPS

16. Visual Learning: CC Web Chart

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17. Preparing for Papers and Speeches

List specific tasks that need to be accomplished... BITE SIZE PIECES
Ask questions that will be ANSWERED
ORGANIZE AND VISUALIZE
-CC web charts
-Skeleton key diagrams

18. Your World

You live in a MENTAL WORLD largely of your OWN MAKING.

19. Managing Your Life

KEEP TRACK of your behavior and the conditions under which it occurs
GO FOR GOAL; set intermediate goals
Use a VARIETY of coping strategies, not just one
Create MOTIVATING INCENTIVES
TELL YOURSELF what to do in a consistent and persistent way

20. Make a MENTAL World of Good Adjustment

Maintain SELF-CONTROL even if depressed, anxious, or angry
Create a SUPPORTIVE ENVIRONMENT before problems occur and avoid unsupportive ones
THINK POSITIVE - "I can/will manage my life."
Regard a slip as a temporary setback, redouble efforts to REINSTATE CONTROL

21. DON'T Believe This...

... EXTERNAL EVENTS act on PERSONAL WEAKNESSES to produce EMOTIONAL and BEHAVIORAL PROBLEMS

22. DO Believe This...

... SELF-REGULATING STRATEGIES enhance PERSONAL ADAPTATION to produce SUCCESSFUL COPING

23. ALL's Instructional Model: ADAPT

What is ADAPT?
Active Discovery And Participation through Technology
A new way of teaching EPL 259 in Ohio State's Academic Learning Lab

24. ALL's Instructional Model: ADAPT

Regular class attendance is required
An instructor is present to provide individual assistance
New context is provided in the course textbook:
Tuckman, Abry & Smith (2002). Learning & motivation strategies: Your guide to success.
Class time is spent doing assignments on computers, individually and in pairs

25. In the Time Spent Listening to Lectures...

... All EPL 259 students:
should be able to complete most of their coursework (including their "homework") in class
work at their own pace
receive feedback as they work
apply achievement strategies in "real life"

26. Why is EPL 259 Good for Students?

Course Quarter GPA goes up .5 more
Course Quarter GPA without course grade included goes up from .2 to .5 more
Next Quarter GPA goes up .2 more
Significantly greater improvements are made in all three, regardless of background or ability

27. Quarter GPA

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28. Thank You for Coming!

The Academic Learning Lab
Younkin Success Center
1640 Neil Avenue
614-688-3967
wedlc_staff@osu.edu

29. Quarter GPA Without Course Grade

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30. Next Quarter GPA

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