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This class is very diverse. As the teacher, I need to ensure that all students have the ability to show their mastery of time management and technology skills that will be needed for further success in their collegiate pursuits. I would need to embrace a culturally responsive teaching model and use strategies to help students with disabilities to provide the opportunities for students to succeed.

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Use this as a resource to ensure all cultural and ethnically diverse groups have a voice.

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Culturally Responsive Teaching: 5 Strategies for Educators

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Culturally responsive teaching is more necessary than ever in our increasingly diverse schools. Here are five strategies to consider.

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Reaching Students with Learning Disabilities

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Reaching Students with Learning Disabilities

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Use this reference for strategies to teach students with learning disabilities.

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Faculty impart knowledge to students and evaluate whether students have learned the material by creating assignments and exams that allow the student to demonstrate mastery based on course goals, objectives and the nature of the curriculum. Having an understanding of a disability and the limitations caused by that disability are essential when teaching to and interacting with students whose learning styles are different from their peers.

Accommodating Students with Specific Types of Disabilities

Students with Learning Disabilities and Attention Deficit/Hyperactivity Disorder

Often called "hidden disabilities", students with Learning Disabilities (LD's) and/or Attention Deficit/Hyperactivity Disorder (ADHD) make up the majority of students registered with DR. Examples of LD's include Dyslexia, Dysgraphia, Math Disorders, and Nonverbal Learning Disorders. Students are diagnosed after a battery of testing with results that indicate lack of achievement at age and ability level and a severe discrepancy between achievement and intelligence.

Examples of limitations faced by these students are:

Inability to change from one task to another

Difficulty scheduling time to complete short and long-term assignments

Difficulty completing tests without additional time

Difficulty following directions

Difficulty concentrating in lectures

Problems with grammar

Impulsiveness

Difficulty delaying resolution to a problem

Poor self-esteem

Difficulty taking notes

Slow reading rate

Poor comprehension and retention of material read

Difficulty with basic math operations

Difficulty with reasoning

When preparing your lectures, and then presenting the materials, consider the following:

Link previous lecture to current lecture

Outline main points on overhead

State class objective

Write key terms on overhead

Leave overheads up longer than you think necessary for you to copy

Identify patterns of organization

Make lectures interactive

Make notes available on the internet

Maintain student attention by varying delivery approach

Move around the room

Summarize or draw conclusions at the end of the lecture

Commonly used accommodations for students with LD's:

Extended time for testing

Use of a computer with a spell-checking program

Writing on the test, rather than using Scantrons

Use of a calculator

Copies of overheads, handouts, lecture notes

Readers for exams

Preferential seating

Accommodations for students with ADHD may include:

Reduced distraction environment for testing

Extended time for testing

Preferential seating near the front of the class

Notetaking support

Student with Visual Disabilities

There are two categories of visual disabilities: blindness and low vision. Between 70 and 80 percent of all persons in the United States identified with visual disabilities actually have some residual and functional vision, and may use a term such as low vision. To be diagnosed with low vision, visual acuity has to be 20/70 or less in the better eye after the best possible correction, or have a constricted visual field (peripheral vision) of 30 degrees or less. To be diagnosed as legally blind, visual acuity has to be 20/200 or less in the better eye after the best possible correction or a have a visual field (peripheral vision) of 20 degrees or less.

Academic limitations can be the result of constricted peripheral vision, progressive loss of vision, and/or fluctuation of visual acuity. Visual disabilities may result in difficulties with the following activities:

Some examples of accommodations used by students who are blind or have low vision include:

Large print or Braille handouts, signs, equipment labels

TV monitor connected to microscope to enlarge images

Directions, notices, assignments in electronic format

Printed materials on colored paper or materials in high contrast

Computers with enlarged screen images

Seating where the lighting is best

Audio, Braille, electronic formats for notes, handouts, texts

Describe visual aids (text or audio descriptions)

Raised-line drawings and tactile models of graphic materials

Computers with optical character readers, voice activated computers, voice output, Braille keyboards and printers

Extended time for testing

Use of a reader and/or scribe for exams

Use of tinted glasses for indoors/outdoors

Students who are Deaf and Hard of Hearing

Communication access is the most common barrier between students who are Deaf or Hard of Hearing and their hearing peers and instructors. Some of these students use American Sign Language and not spoken English. They often identify with other people of similar upbringing and prefer to be called Deaf with a capital D. People who became deaf later in life may call themselves Deaf or hard-of-hearing based on the degree of hearing loss they experience.

Examples of disability related limitations include:

Listening to and understanding lecture information

Taking notes in class

Working effectively in group projects or class discussions

Commonly used accommodations are:

Interpreters, real-time transcription, assistive listening systems, note taking assistance

Face student when speaking

Written copies of any oral instructions (directions, assignments, lab instructions)

Visual aids, visual warning systems

Repeat questions and statements from others

Electronic mail for communicating

Captioned videos and transcripts of audio recordings

Students with Health Related Disabilities

Chronic illnesses include conditions affecting one or more of the body's functions. These conditions can include, but are not limited to, the respiratory, immunological, neurological and circulatory systems. There can be several different impairments and they can vary significantly in their effects and symptoms. In general, these conditions can vary in severity and length of time, and can be very unstable. Examples of chronic medical conditions include:

Cancer

Chemical dependency

Chronic fatigue syndrome

Diabetes

Dysautonomia

Epilepsy/seizure disorder

Human immunodeficiency virus (HIV)

Multiple chemical sensitivities

Multiple sclerosis

Renal disease/failure

Academic difficulties can include:

Most commonly requested accommodations are:

Students with Mental Health Disabilities

Mental Health disabilities may not be apparent, but they can have a dramatic impact on interpersonal and school behavior that affects the learning process. These disabilities cover a wide range of conditions that may be chronic or reoccurring. With appropriate treatment many mental health related disabilities can be effectively controlled or improved. However treatment, which often combines medications and psychotherapy and may effectively stop acute symptoms or halt the downward spiral in some individuals, sometimes causes additional limitations as a result of prescribed medications.

Examples of some mental health disabilities are:

Academic difficulties can include:

Concentration

Cognitive (short term memory difficulties)

Distractibility

Time management

Impulsiveness

Fluctuating stamina causing class absences

Irritability

Feelings of fear and anxiety about exams

Accommodations can include:

Preferential seating, near door

Prearranged or frequent breaks

Audio recorder, note taking assistance

Text, assignments in alternate formats

Personal and private feedback

Permit use of computer software

Extended test taking time

Separate, quiet room for testing

Students with Physical Disabilities

The phrase "physical disability" is used to describe a wide range of physical limitations and diagnoses, the most common of which would be someone that uses a wheelchair or other mobility device. Some limitations may be very severe and noticeable, while other are almost hidden or non-apparent. The most common barrier to academic success for a person with a physical disability is access. Access takes many forms, from a class assigned in an inaccessible building to the person's own limitations preventing them from taking class notes. As with all other disabilities and impairments, it is important to treat students with physical disabilities fairly. Students with physical disabilities typically are very knowledgeable of both their limitations and abilities and are accustomed to communicating their needs to others.

Examples of physical disabilities include:

Wheelchair users

Amputees

Speech impairments

Muscular Dystrophy

Multiple Sclerosis

Some limitations of students with physical disabilities are:

Difficulty writing, such as class notes and on exams

Sitting in a standard desk

Participating in labs where lab tables and equipment are hard to reach

Transportation

Classrooms or buildings that are not wheelchair accessible

Possible accommodations include:

Relocating a class or lab to an accessible building/space

Audio recorder or notetaking assistance

Accessible seating or table in the classroom

Scribe for Scantrons and/or essay exams

Additional time for completing exams

Students with Autism

College campuses are seeing an increase in the number of students who are diagnosed with Autism. Autistic individuals understand and respond to the thoughts and feelings of others in different ways compared to other individuals. Please note that no two students with Autism are alike in terms of how they respond to others and experience the educational environment.

Below are some examples of what one may encounter when working with Autistic students:

The social behavior of persons with Autism may be naive and peculiar.

Some Autistic students expect all people to be good, and it may be jarring for them to learn that some people may try to exploit them.

They may not understand jokes, irony and metaphors.

Autistic students may talk "at" rather than "to" people, disregarding the listener's interest.

Autistic students may talk too loud, stand too close and maintain poor eye contact.

The individual usually does not accurately convey the intensity of his or her emotions until they are full blown, such that the reaction may appear to be far more intense than the situation warrants.

Although Autistic individuals may crave social interaction, his or her unusual manner may rebuff others, leaving them feeling misunderstood and isolated.

Difficulty "fitting in" with other college students (many students with Autism know they are different, there are some students that may have a desire to be "typical").

Social immaturity (interest in relationships can be appropriate for their physical developmental level, but their social developmental level may lag behind).

Lack of structure (students may not know what to do with much more free time than in high school)

Experience difficulty with classes that are not within their interests (often have preoccupations and they may not see the relevance of "core curriculum" classes).

Difficulty dealing with ambiguity and lack of problem solving skills.

Difficulty getting a job after college (poor interviewing skills, limited knowledge of how to look for a job, lack of references).

When interacting with a student with Autism:

Use clear, specific language (avoid slang or regional terms).

Give specific directions.

Find out the students strengths and limitations and advise accordingly.

Get to know the student so he/she will feel comfortable coming to you with problems.

Help connect students to academic advisor or other professional who can be a resource.

Set explicit guidelines for classroom behavior.

Parents may be more involved in their student's lives compared to other students.

Communicate with the student's Access Coordinator in Disability Resources if you observe any behavior or interactions that you are unsure of how to approach.

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Faculty Guide: Teaching & Interacting with Students with Disabilities - Disability Resources

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Faculty impart knowledge to students and evaluate whether students have learned the material by creating assignments and exams that allow the student to demonstrate mastery based on course goals, objectives [...]

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Start with this quick self-assessment to identify any technology areas you may need additional assistance or practice. The assessment will make suggestions on where to get help.

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Qualtrics Survey | Qualtrics Experience Management

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The most powerful, simple and trusted way to gather experience data. Start your journey to experience management and try a free account today.

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You can download this app to assist with translation of classroom materials to your native language

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Create a more inclusive classroom for both students and parents with live translation and captions

ABOUT

What is Translator for Education?

The Translator for Education site provides free resources, tools, and how-to guides for live captioning and translation in the classroom. Schools are increasingly diverse. Teachers manage many types of learners, including students who are deaf or hard of hearing (DHH) who require assistive technology, and language learners (and their parents) who may not speak or understand the language of the classroom well. Microsoft Translator helps bridge these communication gaps, supporting accessible classroom learning with live captioning, cross-language understanding, and even multilingual casual conversations to help with student integration.

FOR PARENTS

Parent Resources

Learn about the Translator app's conversation feature and how you can have live, translated parent-teacher conferences in your chosen language.
PARENT RESOURCES PAGE

FOR STUDENTS

Student Resources

Use the Translator app in school, on campus, for study groups, and other situations where captions and translations are needed. Share the app with friends to start a live conversation and break communication barriers.
STUDENT RESOURCES PAGE

SEE IT IN ACTION

Case Studies

Read how Translator can help students pass their final exams, break language barriers during parent-teacher conferences, and create inclusive environments for deaf and hard-of-hearing students.
CASE STUDIES PAGE

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Microsoft Translator for Education - Microsoft Translator

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Microsoft Translator for Education tools creates a more inclusive classroom for both students and parents with live translation and captions.

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Refer students to this article to help them with work-life-school balance.

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Time Management and Personal Productivity: Achieving More with Less Stress

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The Value of Time Time is a finite resource, and how you use it matters. Effective time management is a key component of personal development, as it empowers you to accomplish your goals, reduce stress, and create a balanced and fulfilling life. In this blog, we’ll delve into time management strategies, productivity hacks, and the…

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Make the best use of your study time!

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Do you ever feel like your study habits simply aren't cutting it? Do you wonder what you could be doing to perform better in class and on exams? Many students realize that their high school study habits aren't very effective in college. This is understandable, as college is quite different from high school. The professors are less personally involved, classes are bigger, exams are worth more, reading is more intense, and classes are much more rigorous. That doesn't mean there's anything wrong with you; it just means you need to learn some more effective study skills. Fortunately, there are many active, effective study strategies that are shown to be effective in college classes.

This handout offers several tips on effective studying. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. Experiment with them and find some that work for you.

Reading is not studying

Simply reading and re-reading texts or notes is not actively engaging in the material. It is simply re-reading your notes. Only 'doing' the readings for class is not studying. It is simply doing the reading for class. Re-reading leads to quick forgetting.

Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994).

Ideas for active studying include:

Create a study guide by topic. Formulate questions and problems and write complete answers. Create your own quiz.

Become a teacher. Say the information aloud in your own words as if you are the instructor and teaching the concepts to a class.

Derive examples that relate to your own experiences.

Create concept maps or diagrams that explain the material.

Develop symbols that represent concepts.

For non-technical classes (e.g., English, History, Psychology), figure out the big ideas so you can explain, contrast, and re-evaluate them.

For technical classes, work the problems and explain the steps and why they work.

Study in terms of question, evidence, and conclusion: What is the question posed by the instructor/author? What is the evidence that they present? What is the conclusion?

Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Often professors provide subtopics on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics.

For more information on the principle behind active studying, check out our tipsheet on metacognition.

Understand the Study Cycle

The Study Cycle, developed by Frank Christ, breaks down the different parts of studying: previewing, attending class, reviewing, studying, and checking your understanding. Although each step may seem obvious at a glance, all too often students try to take shortcuts and miss opportunities for good learning. For example, you may skip a reading before class because the professor covers the same material in class; doing so misses a key opportunity to learn in different modes (reading and listening) and to benefit from the repetition and distributed practice (see #3 below) that you'll get from both reading ahead and attending class. Understanding the importance of all stages of this cycle will help make sure you don't miss opportunities to learn effectively.

Spacing out is good

One of the most impactful learning strategies is "distributed practice"-spacing out your studying over several short periods of time over several days and weeks (Newport, 2007). The most effective practice is to work a short time on each class every day. The total amount of time spent studying will be the same (or less) than one or two marathon library sessions, but you will learn the information more deeply and retain much more for the long term-which will help get you an A on the final. The important thing is how you use your study time, not how long you study. Long study sessions lead to a lack of concentration and thus a lack of learning and retention.

In order to spread out studying over short periods of time across several days and weeks, you need control over your schedule. Keeping a list of tasks to complete on a daily basis will help you to include regular active studying sessions for each class. Try to do something for each class each day. Be specific and realistic regarding how long you plan to spend on each task-you should not have more tasks on your list than you can reasonably complete during the day.

For example, you may do a few problems per day in math rather than all of them the hour before class. In history, you can spend 15-20 minutes each day actively studying your class notes. Thus, your studying time may still be the same length, but rather than only preparing for one class, you will be preparing for all of your classes in short stretches. This will help focus, stay on top of your work, and retain information.

In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. The shorter, more consistent time to work on a dreaded project is likely to be more acceptable and less likely to be delayed to the last minute. Finally, if you have to memorize material for class (names, dates, formulas), it is best to make flashcards for this material and review periodically throughout the day rather than one long, memorization session (Wissman and Rawson, 2012). See our handout on memorization strategies to learn more.

It's good to be intense

Not all studying is equal. You will accomplish more if you study intensively. Intensive study sessions are short and will allow you to get work done with minimal wasted effort. Shorter, intensive study times are more effective than drawn out studying.

In fact, one of the most impactful study strategies is distributing studying over multiple sessions (Newport, 2007). Intensive study sessions can last 30 or 45-minute sessions and include active studying strategies. For example, self-testing is an active study strategy that improves the intensity of studying and efficiency of learning. However, planning to spend hours on end self-testing is likely to cause you to become distracted and lose your attention.

On the other hand, if you plan to quiz yourself on the course material for 45 minutes and then take a break, you are much more likely to maintain your attention and retain the information. Furthermore, the shorter, more intense sessions will likely put the pressure on that is needed to prevent procrastination.

Silence isn't golden

Know where you study best. The silence of a library may not be the best place for you. It's important to consider what noise environment works best for you. You might find that you concentrate better with some background noise. Some people find that listening to classical music while studying helps them concentrate, while others find this highly distracting. The point is that the silence of the library may be just as distracting (or more) than the noise of a gymnasium. Thus, if silence is distracting, but you prefer to study in the library, try the first or second floors where there is more background 'buzz.'

Keep in mind that active studying is rarely silent as it often requires saying the material aloud.

Problems are your friend

Working and re-working problems is important for technical courses (e.g., math, economics). Be able to explain the steps of the problems and why they work.

In technical courses, it is usually more important to work problems than read the text (Newport, 2007). In class, write down in detail the practice problems demonstrated by the professor. Annotate each step and ask questions if you are confused. At the very least, record the question and the answer (even if you miss the steps).

When preparing for tests, put together a large list of problems from the course materials and lectures. Work the problems and explain the steps and why they work (Carrier, 2003).

Reconsider multitasking

A significant amount of research indicates that multi-tasking does not improve efficiency and actually negatively affects results (Junco, 2012).

In order to study smarter, not harder, you will need to eliminate distractions during your study sessions. Social media, web browsing, game playing, texting, etc. will severely affect the intensity of your study sessions if you allow them! Research is clear that multi-tasking (e.g., responding to texts, while studying), increases the amount of time needed to learn material and decreases the quality of the learning (Junco, 2012).

Eliminating the distractions will allow you to fully engage during your study sessions. If you don't need your computer for homework, then don't use it. Use apps to help you set limits on the amount of time you can spend at certain sites during the day. Turn your phone off. Reward intensive studying with a social-media break (but make sure you time your break!) See our handout on managing technology for more tips and strategies.

Switch up your setting

Find several places to study in and around campus and change up your space if you find that it is no longer a working space for you.

Know when and where you study best. It may be that your focus at 10:00 PM. is not as sharp as at 10:00 AM. Perhaps you are more productive at a coffee shop with background noise, or in the study lounge in your residence hall. Perhaps when you study on your bed, you fall asleep.

Have a variety of places in and around campus that are good study environments for you. That way wherever you are, you can find your perfect study spot. After a while, you might find that your spot is too comfortable and no longer is a good place to study, so it's time to hop to a new spot!

Become a teacher

Try to explain the material in your own words, as if you are the teacher. You can do this in a study group, with a study partner, or on your own. Saying the material aloud will point out where you are confused and need more information and will help you retain the information. As you are explaining the material, use examples and make connections between concepts (just as a teacher does). It is okay (even encouraged) to do this with your notes in your hands. At first you may need to rely on your notes to explain the material, but eventually you'll be able to teach it without your notes.

Creating a quiz for yourself will help you to think like your professor. What does your professor want you to know? Quizzing yourself is a highly effective study technique. Make a study guide and carry it with you so you can review the questions and answers periodically throughout the day and across several days. Identify the questions that you don't know and quiz yourself on only those questions. Say your answers aloud. This will help you to retain the information and make corrections where they are needed. For technical courses, do the sample problems and explain how you got from the question to the answer. Re-do the problems that give you trouble. Learning the material in this way actively engages your brain and will significantly improve your memory (Craik, 1975).

Take control of your calendar

Controlling your schedule and your distractions will help you to accomplish your goals.

If you are in control of your calendar, you will be able to complete your assignments and stay on top of your coursework. The following are steps to getting control of your calendar:

1. On the same day each week, (perhaps Sunday nights or Saturday mornings) plan out your schedule for the week.

2. Go through each class and write down what you'd like to get completed for each class that week.

3. Look at your calendar and determine how many hours you have to complete your work.

4. Determine whether your list can be completed in the amount of time that you have available. (You may want to put the amount of time expected to complete each assignment.) Make adjustments as needed. For example, if you find that it will take more hours to complete your work than you have available, you will likely need to triage your readings. Completing all of the readings is a luxury. You will need to make decisions about your readings based on what is covered in class. You should read and take notes on all of the assignments from the favored class source (the one that is used a lot in the class). This may be the textbook or a reading that directly addresses the topic for the day. You can likely skim supplemental readings.

5. Pencil into your calendar when you plan to get assignments completed.

6. Before going to bed each night, make your plan for the next day. Waking up with a plan will make you more productive.

See our handout on calendars and college for more tips on using calendars as time management.

Use downtime to your advantage

Beware of 'easy' weeks. This is the calm before the storm. Lighter work weeks are a great time to get ahead on work or to start long projects. Use the extra hours to get ahead on assignments or start big projects or papers. You should plan to work on every class every week even if you don't have anything due. In fact, it is preferable to do some work for each of your classes every day. Spending 30 minutes per class each day will add up to three hours per week, but spreading this time out over six days is more effective than cramming it all in during one long three-hour session. If you have completed all of the work for a particular class, then use the 30 minutes to get ahead or start a longer project.

Use all your resources

Remember that you can make an appointment with an academic coach to work on implementing any of the strategies suggested in this handout.

Works consulted

Carrier, L. M. (2003). College students' choices of study strategies. Perceptual and Motor Skills, 96(1), 54-56.

Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268.

Davis, S. G., & Gray, E. S. (2007). Going beyond test-taking strategies: Building self-regulated students and teachers. Journal of Curriculum and Instruction, 1(1), 31-47.

Edwards, A. J., Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (2014). Learning and study strategies: Issues in assessment, instruction, and evaluation. Elsevier.

Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514.

Mackenzie, A. M. (1994). Examination preparation, anxiety and examination performance in a group of adult students. International Journal of Lifelong Education, 13(5), 373-388.

McGuire, S.Y. & McGuire, S. (2016). Teach Students How to Learn: Strategies You Can Incorporate in Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing, LLC.

Newport, C. (2006). How to become a straight-a student: the unconventional strategies real college students use to score high while studying less. Three Rivers Press.

Paul, K. (1996). Study smarter, not harder. Self Counsel Press.

Robinson, A. (1993). What smart students know: maximum grades, optimum learning, minimum time. Crown trade paperbacks.

Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012). How and when do students use flashcards? Memory, 20, 568-579.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
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Studying 101: Study Smarter Not Harder - Learning Center

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Do you ever feel like your study habits simply aren't cutting it? Do you wonder what you could be doing to perform better in class and on exams? Many students realize that their high school study habits aren't very effective ... Read more

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Part 1: Students will complete the learning styles inventory.

Part 2: Students will then partner with a classmate with the same learning style to discuss two assessment strategies that would allow the students to demonstrate their prefered learning style.

Part 3: Student pairs will then give a 3-5 minute share out to the rest of the class on how the assessment strategies pair well with a specific learning style.

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Are you in school now? Maybe you have a child in school? Or you are a working professional trying to pick up a new skill to advance in your career?

Do some topics come more easily to you than others? Until now you probably thought it had to do with the topic itself, but we have found that in almost all cases that is not true. The difference is how we are taught. If you learn better by doing ( kinesthetic) then you need to do something or use a skill to learn it. If your learning style is more visual then you may do better from video courses. Maybe audio books are the best option for if you are auditory.

How about your personality? Did you know that your personality type also has a large effect on how you learn? An extrovert will do better in a group setting, while the introvert generally learns better by themselves. Some people learn better under with clear goals, while others learn better in when they feel emotionally vested in the outcome.

Find out what J-KAV™ learning style is the best fit for you. Just click the button below to start the free learning style quiz. No email or registration required.

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Free Learning Style Quiz: How Do You Learn?

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Do you want better grades at school? Or do you want to learn new skills for your career? Discovering your unique learning style can be the key to reaching your goals. Take our free learning style quiz. No email required.

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Task 1: Obtain a copy of a weekly calendar with all hours of the day included.

Task 2: Using different colors for each section, fill in your non-negotiable activities and your leisure/social activities.

Task 3: Do a quick write about your time allocations. Do you have too many things in your schedule? What can you omit/delegate? Do you have an accurate estimate of how long your tasks will take? What can you adjust?

Task 4: Pair-Share, with someone new. What is one thing you can change to allow for more time to spend on your coursework?

Task 5: Implement the change for one week. Report back to the class the results.

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Task 1: Create a slide sharing who you are and what is important to you?

Task 2: Share the slide with the class in the class's slideshow.

Task 3: Each student must ask a question of three classmates regarding something that was shared.

Task 4: Students must answer all questions that are asked.

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In this lesson, students use the collage technique to create a visual representation of their social, emotional, and cultural identity; along with a written artist’s statement.

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Each student will write two true facts about themselves and one goal (academic or personal) they have for the timeframe of the course.

Students will work in groups of 5-6 to guess which is the goal.

When the goal is identified, the student will share how they plan to acheive the goal or identify a place they need support to achieve the goal.

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Two Truths and a Dream - Team Icebreaker - Leaders for Leaders

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Try this fresh (and more honest) take on the ‘Two Truths and a Lie’ icebreaker. Team members can share their accomplishments and dreams.

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Digital Toolbox for Adult Learning Reflection