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Positive Message by Jazmine and Burdette "Empower Yourself"

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Positive Message by Jazmine and Burdette "Empower Yourself"

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Become an influence on your learning capabilities! Here at the Learning Center, we provide a malleable environment that caters to your personal educational needs.

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Find your zone!
Visit a peer educator to find your zone between individual learning and supported learning to achieve your goals!

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It's not about what you can't do, It's about your ability to keep trying. :)

"You can't sink if you learn to swim."

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Failure is not exactly failure, it is the key to unlocking success. Digging into what you already know and applying it is already two steps greater than not starting at all.

Application of failure is the key to success.

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Positive Message by Bri and Dalton "Learning Together"

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Positive Message by Bri and Dalton "Learning Together"

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Even though it may seem impossibly difficult at times making you feel overwhelmed, you are not alone and there is help out there. We as student tutors have been in your shoes before, and know what you are going through. So, come and see us, it might help more than you realize.

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1. the concept of modeling and how you and the student are basically learning together and building more complex schemas

2. cognitive load theory: Claims that for any given cognitive task, there are three relevant sets of demands on working memory: (a) Intrinsic Cognitive Load (inherent difficulty); (b) Extraneous Cognitive Load (strain on learning); (c) Germane Cognitive Load (automation of schemas

3. Refrain from admitting the learner into a passive role. The student is likely to have been exposed to core concepts so reiteration of previously exposed material should be avoided. Instead, incorporate the learner into an active role that focuses on interaction

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1. The Airplane: How our working memory connects to our long term memory
2. Entrenchment: Our memory becomes so concrete that we don't really need to worry about forgetting how to do it.
3. Modeling: Teaching someone the basics to have them model what you just did, then having them be able to learn the more complex parts.

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1. Scaffolding- I use this a lot because I have often had to help students develop the tone of their writing and their thesis statements.

2. ZPD- I frequently use this in terms of seeing students on multiple occasions where they are working to develop a skill.

3. Modeling- as writing tutors, we often come across times where we will show a student our work in order to give them a better idea of what their goal should be for that item.

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1. As a peer educator, we need to be very tuned in on students individual preferred learning techniques to help them retain information.
2. Be careful not to interrupt a student’s working memory when they are thinking about and/or explaining a subject.
3. It is very beneficial to employ active learning strategies to help mold their memory.

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- Schemas and building connections like how you would build muscle
-Recall of everything you know about a word or topic
- Working memory like a plane and how we apply new material.

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a. A lower level business course
b. About a year and a half ago.
c. John, a sophomore who was still figuring out how to be academically successful.
d. I worked with John to develop an understanding of the value in reading the textbook. We broke down the long reading into smaller sections. I asked him to read a section silently while I did also. We stopped and I asked him to write down what the key terms were from the section as well as to write in his own words (like taking notes) what the key information was from that section. Then we talked about each. This made the complex task much simpler for John, so it didn't overwhelm his working memory.
e. It was very successful, in my opinion. He had never done more than skimmed the text for bold terms.
f. We should have continued to meet regularly so that he could develop simple cognitive schema into more complex cognitive schema. This would have also given us the opportunity to help him entrench previously learned content by opening reviews or focus questions.