Mentor Ship Program

8/4/2019 Mentor Ship Program

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PEER MENTOR PROGRAM

CURRICULUM


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Acknowledgments

Funding for this Peer Mentor Curriculum provided by the U.S. Department of Education, GainingAwareness and Readiness for Undergraduate Programs (GEAR UP) and the Early Academic OutreachProgram (EAOP). GEAR UP/EAOP are designed to increase the number of low-income students who areprepared to enter and succeed in postsecondary education. Working with K-12 schools and district;county offices of education; and other education, community, and business partners, GEAR UP/EAOPpartnership programs build college-bound communities through academic preparation and increasedawareness about college-going pathways.

The UC Santa Cruz Educational Partnership Center (EPC) thanks the many individuals and organizationsfor their assistance with this project, including Rico Dominguez, who originally developed the PeerMentor Program and curriculum. We also thank the former and current EPC staff that contributed to thedevelopment of this curriculum. In particular we would like to recognize the following EducationalPartnership Center staff:

Daisy VillicanaLead College Facilitator

Dianne Brumbach

Operations Coordinator

Ivan AlcarazFormer College Facilitator/Special Project Intern

Osiris OrtizCollege Facilitator

Scott TrugmanProject Associate

Sheryl RobertsonExecutive Assistant

Sofia DiazLead College Facilitator

Yesenia CervantesSouth Zone Assistant Director

For more information, please contact Yesenia Cervantes, Assistant DirectorAt 831-212-4749 or [email protected]


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Table of Contents

Effective Leadership**.......................................................................... 4

Understanding the Requirements: Part 1.......................................... 11

Understanding the Requirements: Part 2.......................................... 17

Connecting with a College .................................................................. 29

Career Exploration.............................................................................. 36

Scholastic and Career Goal Setting ................................................... 42

Stress Management ............................................................................. 48

Learning Styles .................................................................................... 54

How to Develop a Workshop and Presentation Tips........................ 62

Diversity................................................................................................ 71

Conflict Resolution .............................................................................. 77

Communication.................................................................................... 83

Financial Aid........................................................................................ 87

Supplemental: Working With Students............................................. 97

**Each of the workshops is designed to be one hour.


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Effective Leadership

Purpose: To understand the elements of effective leadership

Objectives: This workshop will:

give you the tools to become an effective leader

help you define leadership

identify the benefits of being a leader

Benefits: Participation in this workshop will:

have you reflect on your own leadership style/skills

provide practical advice on how to improve your leadership skills

Supplies: Some supplies are optional or can be substituted for other materials

Cut-outs with names of leaders on it

Tape (any type will do)

Overhead projector with transparencies or overhead markers

Seven Habits of Highly Effective People handout

Seven Habits of Highly Un-Effective People handout

Personal Bank Account handout Who am I? handout

Part 1 (15 min): Introduction to Workshop1. Introduce yourself2. Review the Purpose, Objectives and Benefits (POB).3. ActivityWho am I? (Refer to Who am I? handout). The purpose of the

activity is to have participants begin thinking about famous leaders. Every participant will have a name of a leader (fictitious characters are allowed)

taped to their back without knowing which name they have. Explain that the object of the game is to try to find out who they are by going

around the room and asking yes or no questions.Sample questions:

Am I a female?

Is my hair curly?

Am I dead? Participants cannot ask the same person more than 3 questions. Once they think they know who they are, they must ask someone in the room,

Am I?4. Debrief the Activity Put up the names of the people/characters chosen for the

icebreaker and have a discussion about a couple of them. Why were these peopleleaders? What are their characteristics? (Keep a list of all the characteristics for

later use) Who do they lead? Why is their role important? Make sure to discuss that leaders come in all shapes and sizes. You dont have

to be famous or have a loud voice to be heard. Some of the best leaders arevery quiet or even shy.


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Part 2 (10 min): Why is Leadership Important?1. Hold a discussion with the group about the importance of leadership.2. Discussion topics: Why is leadership important? Why would anyone want to be

leader? What are the benefits of being a leader? What are the benefits for you as aparticipant? Some responses may include:

Become a role model for others

To do good for the community

Create change

To learn more about your hidden strengths and talents

It will make you more competitive for college You will have access to more grants and scholarships

The skills can help you in the future (e.g. college, job/career, personal life)3. What skills will you need to be a leader?

Some ideas might include:

Confidence

Initiative

Determination

Critical thinking skills

Good listening skills

Good people skills

Part 3 (25 min): Effective Leadership1. Share with the participants that there are many books about leadership. One of the

most noted books is Seven Habits of Highly Effective People. This book lists sevenhabits that will make any person an effective leader.

2. Distribute Seven Habits of Highly Effective People handout.3. Go over the Seven Habits and discuss them briefly:

Be proactive

Begin with the end in mind

Put first things first

Think Win-Win Seek first to understand, then to be understood

Synergizework together to achieve more

Sharpen the saw4. Ask participants if they agree with the seven habits or if they feel there is

something that should be added.5. Explain that just like there are Seven Habits of Highly Effective People, there are

Seven Habits of Highly UN-EFFECTIVE people.6. Distribute Seven Habits of Highly Un-Effective People handout.7. Go over the Seven Habits and discuss them briefly:

React

Begin with no end in mind Put first things last

Think Win-Lose

Seek first to talk, then pretend to listen

Dont cooperate

Wear yourself out8. Explain that everyone has a personal bank account (PBA), but instead of money in

that account, there are good actions and bad actions. You make deposits andwithdrawals from your account by the things you think, say, and do. When you


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stick to an idea you hold strong, a deposit is made. When you break a promise, youfeel disappointed and make a withdrawal.

9. Distribute the Personal Bank Account handout.10.Give participants about 2 minutes to fill in some goals for their personal bank

account.11.Go back to a couple of leaders that were brainstormed in the beginning of the

presentation and see if the leaders held any of the Seven Habits.

Part 4 (5 min): Defining Leadership

1. Break the participants up into groups of 3 or 4 and ask them to quickly (2 minutesmax) come up with a one line definition of leadership. Remind them that it doesnthave to be perfect.

2. Each group should share back their definition.3. Some actual definitions may include:

The process of social influence in which one person is able to enlist the aid andsupport of others in the accomplishment of a common task

Leadership is ultimately about creating a way for people to contribute tomaking something extraordinary happen.

Part 5 (5 min): Workshop Debrief

1. Relevant Questions Which skill(s) do you feel is a strength of yours?

Which skill(s) do you feel that you need to develop more?

What do you feel was the most important thing you learned from todayspresentation?

2. The purpose of this workshop was to help you understand what effective leadershipis. You were able to define leadership, identify the benefits of being a leader, andlearned tools to help you become an effective leader.

Were the objectives met?3. Questions and Answers

Ask if any of the participants have any questions about the presentation.

4. Thank the participants for their participation!


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Who Am I?

Objective:Every participant will have a name of a leader (person/character) tapped to their back without knowingwhich name they have. Participants must ask yes or no questions until they figure out who they are.

Rules:

1. Participants must only ask yes or no questions2. Participants can only ask 3 questions to one person and then must move on

Possible Leaders to use: Ghandi

Martin Luther King Jr.

Cesar Chavez

Rosa Parks

Hilary Clinton

Barack Obama

Malcolm X Emiliano Zapata

Mother Teresa

Frida Khalo

George Washington

Adolf Hitler

Francisco Villa

Rigoberta Menchu


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Listen to your language use proactive language not reactive language

Dont be a victimpeople who feel like victims are easily offended and blame others

Turn setbacks into victoriesdont give up just because things get tough

Without an end in mind, people are quick to follow anyone who is willing to lead

Start with your personal goals and set an example

Learn to prioritize and manage your time so that first tings come first and not last.Urgent Not Urgent

Important The Prioritizer The Procrastinator

Not

Important The YES-Man or Woman The Slacker

Prioritize other peoples feelings before yours

Work smarter not harder!

Stress is BAD! Renew your body, mind, heart, and soul!

1.Be Proactive Take responsibility for yourself and your actions

2.Begin with the End in Mind Define YOUR mission and YOURoals in life

3.Put first things first Prioritize and put the important stuff first.

4. Think Win-Win Have an everyone can win attitude

5. Seek first to understand, then to be understood Listen toeo le sincerel

6. Synergize Work together to achieve more.

7. Sharpen the Saw Renew yourself regularly


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Uses reactive language

Is the victim

Gives up

Waste time Live forever mentality/attitude

Usually the Slacker or the YES-ManUrgent Not Urgent

Important The Prioritizer The Procrastinator

Not

Important The YES-Man or Woman The Slacker

Will tell their side of the story first

Would rather work alone then bother with others

Avoids exercise, stays away from nature, and stays away from inspiring things

1.React Blame all your problems on someone/something else.

2.Begin with no End in Mind Dont plan and avoid all goals

3.Put first things last Doesnt do what is most important

4. Think Win-Lose Sees life as a vicious competition

5. Seek first to talk, then pretend to listen Loves to talk

6.Dont Cooperate Why try to get along?

7. Wear Yourself Out So busy with life and doesnt take care of self


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How you feel about yourself is your personal bank account (PBA).You make deposits and withdrawals from your account by the thingsyou think, say and do. When you stick to an idea you hold strong, a

deposit is made. When you break a promise, you feel disappointed andmake a withdrawal.

Symptoms of a healthy PBA Symptoms of a poor PBA

If your account is low, dont worry. Start by making small deposits andeventually you will get your confidence back.

Several ways to make deposits are:Keep promises to yourselfBe honest with yourselfBe gentle with yourself

Renew yourselfDo small acts of kindness

Tap into your Talents

You stand up for.

You dont care much aboutpopularity

You are happy for otherswhen

You cave into

You are overly concerned withothers

You get jealous of


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Understanding the Requirements (Part 1)

Purpose: Develop a clearer understanding of high school graduation requirements and collegeadmissions requirements.

Objectives: This workshop will give you the tools to effectively:

identify the A-G/college admissions requirements (course requirements for the Universityof California and California State University)

understand the difference between high school requirements and A-G/college requirements

Benefits: Participation in this workshop will help you to:

identify the courses you need to take to graduate from high school

identify the courses you need to take to be eligible for college

prepare for your future


Poster board

Q-cards

Envelopes

Adhesive Markers

Decorative designs, etc.

Directions: You will need to create a Jeopardy board with questions assigned to each category.The categories should address the A-G/high school (H.S.) requirements. Make sure to have funwith the questions you ask, as your audience needs to be engaged. Make sure you have a sillycategory or allow for creativity.

Categories: A-G requirements should represent each category

A. History/Social ScienceU.S. History, U.S. Government, World CivilizationB. EnglishC. MathematicsAlgebra, Geometry, Algebra II, or higher level MathematicsD. SciencePhysical, Biological/LifeE. Foreign Languageother than EnglishF. Visual/Performing ArtsDance, Drama/Theater, Music, Visual ArtG. Elective

Quantity per category: There should be about five questions representing each category.Each question should get progressively harder, (i.e., the easiest question should start with100 points and the hardest question should be worth 500 points.).

Sample Questions:

How many years of science are needed?

What is the square root of 25?

How many years of physical education do you need for college?

What tests do you need to take to go to college?

Make sure you throw in a few double Jeopardy questions for fun. For example:Where was Superman I filmed? Where do Mary Kate and Ashley Olson go to school?Name this song ____. Name the president and the university he attended.


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Part 1 (15 min): Workshop Introduction

1.Welcome the group; introduce yourself and the workshop topic.2.Review the Purpose, Objectives and Benefits (POB).3.Activity: This activity will help you to get people moving around and into groups. This

activity is best done in a space where people can move around freely. It will require you to becreative and enthusiastic, as you will be directing people to move around. Be considerate ofthe kinds of questions you ask as some people may have a hard time revealing a little bit aboutthemselves.

4.Ask people how they are and wait to get a response. Once you have participants attentionask participants to:

Find a partner and introduce yourself to one another and share the name of your favoritepresident.

Find another partner that you dont know/havent spoken to and tell him/her what yourfavorite book is.

Partner with a group of (please select a number) and add all of your ages together for totalyears of experience.

Find (please select a number) people who are wearing the same color shoes as you anddiscuss what came first the chicken or the egg.

Get into groups of (please select a number) and say a word in a foreign language.

Get into a group of (please select a number) and share the name of your favorite artist ormovie.

Find (please select a number) people and share what you want to be when you grow up.

Partner up with another group until the entire group is divided evenly in half, then sharethe name of the college you want to attend.

5.Now that your group is divided in half, ask them to remain that way and to find a seat. Onceyour group is seated and calm you may begin the lesson by asking participants to reflect onthe activity. Make sure you point out the connection between the activity and the themesbellow:

You have to follow the directions/requirements in order to be able to move on/beadmitted.

The questions asked were related to the A-G requirements.

College will introduce you to a variety of people.

Help to broaden your perspective.

Get you thinking about your future.6.This workshop is designed to help you identify and understand the difference between high

school and college requirements.

Part 2 (10 min): High School Requirements

1. Explain: Each school is composed of different people with varying needs, thus eachschool/district gets to decide what requirements are best aligned with the demands of the stateand the needs of its community. High school requirements indicate what coursework astudent must complete in order to graduate from high school. For this reason it is imperativethat students and parents identify and understand their schools academic requirements.

2. At this time you should pass out the requirements for the high school and explain to theparticipants what the requirements are for graduation. (Refer to the attached IAP worksheetwith high school requirements for an example).


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Ex. Watsonville High School class of 2009

Course HS Req.A. History/Social Science-- U.S. History, U.S. Government, WorldCivilization

3

B. English 4C. MathematicsAlgebra, Geometry, Algebra II, or higher levelmathematics

3--at least one year of Algebra

D. SciencePhysical, Biological/Life 3--1 year of lab and 1 yr physical

E. Foreign Languageother than English 1--or 1 year of fine artsF. Visual/Performing ArtsDance, Drama/Theater, Music, Visual Art 1--or 1 year of foreign languageG. Elective 45 creditsPhysical Education 2Health 1/2 a yearApplied Arts 1/2 a yearTechnology 1/2 a yearEconomics 1/2 a yearCommunity Hours 40Completed 220 credits

3. Ask participants if they have questions.

4. The high school requirements may be and often are different than college requirements. Afterall, the ultimate goal of high school requirements is to help students complete a generaleducation.

Part 3 (10 min): A-G

1. Explain: While all colleges are different most four year accredited universities in Californiaalign their content requirements for admissions with those proposed by the University ofCalifornia, the A-G requirements. The A-G requirements are a set of multidisciplinarycollege preparatory coursework that outline the content standards needed to qualify for a fouryear institution of higher education.

2. You may want to ask students to define interdisciplinary.

3. Explain: In order for students to meet the requirements for college admissions to theUniversity of California, California State University and a number of private institutions theymust complete the following college preparatory course work with a grade of C or better.(Refer to the IAP worksheet with college requirements as an example).

Course California A-G/College Req.A. History/Social ScienceU.S. History, U.S.Government, World Civilization

2

B. English 4C. MathematicsAlgebra, Geometry, Algebra II, orhigher level mathematics

3--must complete Algebra II

D. SciencePhysical, Biological/Life 2-CSU requires 1 year of eachE. Foreign Languageother than English 2F. Visual/Performing ArtsDance, Drama/Theater,Music, Visual Art

1

G. Elective 1Community Hours/Extra Curricular Activities As many as possible/reasonableGPA Vary by SchoolTesting SAT Reasoning or ACT, SAT Subject, varyEssay Vary by school


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Keep in mind that while high school requirements dont always fulfill college requirements,college requirements almost always fulfill high school requirements. Thus, it is better to takecollege prep coursework that fulfill A-G requirements that will provide options for the futurerather than taking the easy way out and not having the requirements needed to attend college.

Part 4 (20 min): A-G Jeopardy1.The group should still be divided in half. That group will now become their team.

2.Explain: The teams are about to go head to head in an A-G Jeopardy challenge. Similar toJeopardy, each group will have an opportunity to test their wit against their opponent.

Each team will have an opportunity to select a category and quantity.

The moderator/game host will proceed to read the question and give that team 15seconds to identify an answer.

If the team does not answer correctly the opposing team has an opportunity to answerand steal their points (this will not affect their sequence in turns).

Repeat the process by alternating between groups.

Once all of the categories have been answered or one of the teams has reached theagreed upon point amount you may identify the winner.

Part 5 (5 min): Workshop Debrief1.Relevant Questions:

What classes do you have to take to go to college? Can you fulfill A-G requirements with high school requirements? What do you feel was the most important thing you learned from todays workshop?

2.Explain: This workshop was intended to help you develop a clearer plan for fulfilling highschool requirements and college requirements. You should be able to identify the A-Gapproved courses at your school and execute a plan to fulfill college and high schoolrequirements.

3.Take questions and provide answers.

4.Thank you!


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Understanding the Requirements (Part 2)

Purpose: Develop a clearer understanding of high school graduation and college admissionsrequirements.


develop an Individual Academic Plan (IAP)

navigate the UC A-G approved course list on doorways.ucop.edu


execute a plan to fulfill college and high school requirements

identify the approved A-G courses offered at your school


Transcripts

IAP worksheet

Copies of approved A-G course list for the school

Part 1 (10 min): Workshop Introduction1. Introduce yourself2. Review the Purpose, Objectives and Benefits (POB).3. Mind Read icebreaker: This activity will help you to get the energy going again without to

much disruption. Have participants get in groups of two. Once in partners the participantswill play a series of finger/hand games. You will have to get into character for this activity asit will require your enthusiasm to get the crowd excited.Ask participants to:

Find a partner.

Stare deeply into your partners eyes and give them the look of death. Pretend theyjust ate the last peace of dessert. Now smile at them and introduce yourself.

Now seriously, stare deeply into your partners eyes and synchronize your minds Put your hands behind your back.

At the count of three you will raise your right hand forward and expose a givennumber (1-5) of fingers to your partner.

The goal is to have both people try to synchronize the same number of fingers at thesame time.

While staring deep into their partners eyes, without speaking or cheating have themtry to synchronize the same number of fingers on the count of three

Repeat multiple times, you can use two hands to make it more complicated.4. Finger Catch icebreaker:

Ask participants to:

Raise your nose picking finger, (the index finger on the right hand, sorry lefties). Extend your left hand out with palm facing up.

Take the index finger and place it directly centered and pointing straight down overyour partners palm (their left hand).

Dont let your partner cheat. Make sure that the finger is pointing straight down andtouching the palm. Make sure that the palm is flat and not cupping the finger (this isa good opportunity to exaggerate).

At the count of three you will try to catch your partners finger while simultaneouslyretrieving your finger before it gets caught.

Repeat. The best two out of three win.


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Part 2 (5 min): Review College and High School (HS) Requirements (Understanding the Requirements, part 1)

High School Requirements (refer to the IAP worksheet with high school requirements)

Prepare you to receive a general education degree

Review examples of high school courses

Must be passed with grades of D or betterA-G/College Requirements (refer to the IAP worksheet with college school requirements)

Must be A-G approved or college preparatory courses

Must be passed with grades of C or better

Prepare you for college eligibility

Can fulfill high school requirements

Part 3 (5 min): Identifying A-G courses1. Explain: Knowing what the requirements are that you will need to fulfill to go to college

is important but knowing what classes are approved at your school that fulfill thoserequirements is priceless. In order to facilitate this process the University of Californiahas created a website that allows you to review approved course lists for schoolsthroughout California. By visiting http://doorways.ucop.edu and typing in the name orthe high school, students/parents can find the approved A-G course list for their school.If technology is available you should show participants how to do this or have them do itthemselves.

2. Go through the course list and explain to students how to read it.

Explain: As you review the document you will notice that some of the courses listedare the same courses you have taken, are taking or planning to take. Are you or haveyou taken courses that arent listed here? Did they fulfill high school requirements?

Part 4 (20 min): The Individual Academic Plan1.Explain: Now that you know where to find the courses that are A-G approved for your

school and you know what high school requirements you have to fulfill, it is time to createan Individual Academic Plan (IAP). While it is ideal to conduct an IAP as early as 8thgrade, IAPs are useful at any grade as they can always help you to troubleshoot and chartyour academic progress. Refer to the IAP worksheet with High School/Collegerequirements.

2.Distribute (or project) high school and A-G course offerings for the school and transcripts.Refer to the sample completed IAP to show people how a completed IAP will look.

3.Ask participants to follow along as you prepare an Individual Academic Plan with them.

Look at the transcript. Identify the college prep courses taken in the fall of 9th grade andtranscribe them on the IAP, making sure to record the grade that was received. If youare not sure if the course is A-G approved refer to the A-G course list.

Make sure to maximize the most out of your classes by cross checking to ensure that thecourse you take will fulfill both high school and college requirements

Explain how students may be able to make up/recover a course (I.E. after schoolprogram, PASS program, community college, etc.)

Look at the transcript. Identify the college prep courses taken and/or planned for the 10thgrade and transcribe them on the IAP, making sure to record the grade that was receivedif applicable. Repeat through the 12th grade.

Once you have charted all of your courses make sure you are fulfilling all of your highschool and college requirements. If you are missing a requirement, make it up in anafter-school program, PASS program, community college, etc.


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Part 5 (15 min): Case Studies1. In order to help participants better understand how to use the Individual Academic Plan it

is important that we test their skills and knowledge.2.Explain: Now that you are all experts we will collectively identify the gaps and next steps

for each case study that follows. (Using a projector or hand outs, refer to the sample casestudies.)

Part 6 (5 min):Workshop Debrief

1.Relevant Questions: What is the difference between high school and college requirements?

What are the A-G requirements?

Where can you find the A-G approved courses for your school?

What do you feel was the most important thing you learned from todays workshop?2.Explain: This workshop was intended to help you develop a clearer plan for fulfilling high

school graduation and college admissions requirements. You should be able to identify theA-G approved courses at your school and execute a plan to fulfill college and high schoolrequirements.

3.Take/answer questions4.Thank you


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Connecting with a College

Purpose: To learn about the differences in colleges and connect with a college you would like toattend.


research potential colleges

familiarize you with the importance of choosing a campus that will fit yourpersonal and academic needs


understand the importance of researching schools connect with a college

Supplies: Some supplies are optional and can be substituted for other materials

Overhead projector and transparencies of the California Higher EducationOpportunities Handout, and of the university location maps

Poster board Markers Decorative designs Envelopes Adhesives A prize

Part 1 (10 min): Introduction to Workshop1. Welcome the group and introduce yourself and the workshop topic. Grasp the

groups attention and ask them how they are, wait to get a response, etc.2. Review the Purpose, Objectives and Benefits (POB).

3. Introduce the Icebreaker: Discuss why you decided to attend college. Letstudents know that you will be creating a statement. If they agree with thestatement ask them to stand up. Potential statements could include:

I would like to attend a college in a big city

I would like to attend a college that is close to home

I would like to attend a college that is not expensive

I would like to attend a UC4. Explain that the objective of this activity is to help the participant think about

his/her future and identify parameters for the college he/she will be attending.

Part 2 (25min): Why Go to College?

1. Introduce your participants to the differences within the California Collegesystems (Community College-CC, University of California- UC, CaliforniaState Universities-CSU, and privates).

2. On the overhead projector review the California Higher EducationOpportunities handout as well as the maps of the university locations.

3. Tie in all aspects of the workshop and the importance of considering many areaswhen looking at the college/university that best suits them.

4. Distribute the Why Go to College worksheet.


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5. Have each student write a paragraph about where they want to attend collegeand why they wish to attend college.

6. Highlight the importance of considering college characteristics, such as the sizeand location of the campus, type of school, cost and environment, etc.

Part 3 (20 min):California Systems Review1. Interact with your participants by playing College Systems Jeopardy.

2. The college jeopardy game consists of four categories which represent the fourcollege systems. Each category is broken down into a 100, 200, 300 and 400point system. Each question gets progressively harder as the point systemincreases. For example, a participant that is able to identify all of the UCs canearn 400 points.

California College Systems Jeopardy

UCs CSUs Privates Community College

100 100 100 100

200 200 200 200

300 300 300 300400 400 400 400

Sample Questions:

Name all of the UCs? Riverside, Santa Cruz, Merced, LA, Davis, Berkeley,Irvine, San Diego, Santa Barbara and San Francisco

Name the least expensive college system? Community College

Which system is the most expensive? Privates

Which UCs are on the semester system? UC Berkeley and UC Merced

You can obtain an associates degree, but not a bachelor degree from thiscollege system: Community College

Name the college system that requires a minimum of a 2.0 GPA and thecollege system that requires a minimum of a 3.0.The CSUs require a 2.0 and UCs require a 3.0

Which UC has the banana slug as their mascot? UC Santa CruzThe objective of this activity is to test your participants on the information youpresented. Be creative in the questions you ask. The goal of the activity is to keepeveryone engaged.

Part 4 (5min): Workshop Debrief1. Relevant Questions:

Which college system offers the curricula that matches your educational goals? Where do you want to attend college? Do you want to live close or far from home? What was the most important thing you learned from todays workshop?

2. This workshop was intended to help you develop a greater understanding of thecollege systems and help you connect with a college.

3. Take/ answer questions4. Thank you!


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5.

Know yourself and your reasons for attending college:

Analyze your interests and values

Consider a personal goal Prepare for a career and expand your learning

1. Briefly explain why you want to go to college:

It is important to consider these college characteristics:

Majors and educational programs

Type of school and degrees offered

Admission policy

Location and size

Costs and financial aid Campus activities Support services


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Map of California Community

Colleges


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Map of the University of California (UC)

Campuses


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Map of California State

Universities (CSUs)


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CALIFORNIA HIGHER EDUCATION OPPORTUNITIES

Note: additional resources are available at: www.collegeboard.com, http://www.ucop.edu/doorways/, www.assi

CALIFORNIA

COLLEGESYSTEMS

COMMUNITY

COLLEGE

109 STATEWIDE

CALIFORNIA STATE

UNIVERSITY (CSU)

23 STATEWIDE

UNIVERSITY OF

CALIFORNIA (UC)

10 STATEWIDE

NATURE OFPROGRAMS

CURRICULA

2 YEAR COLLEGES1. Career and jobentry majors2. Transfer programs(Complete the first2yrs of a 4yr degree)3. Associate Degrees4. CertificatePrograms

5. PersonalEnrichment

4 YEAR COLLEGES1. Various majors, depending oncampus2. Pre-professional training3. Bachelor (4 yr) Degrees4. Masters Degrees5. Teaching Credentials

4 YEAR COLLEGES W/GRADUATE &PROFESSIONAL SCHOOL1. Various majors, dependingcampus2. Teaching Credentials3. Bachelor (4yr) Degrees4. Masters Degrees5. Doctorates and Profession

Degrees (e.g. medicine, law,dentistry, etc)

FRESHMANENTRANCEREQUIREMENTS

1.Subjects & GPA

2. TestRequirements

Must be 18 years ofage or High SchoolGraduate

No SubjectRequirements

Must have minimum GPA of 2.0in required subjects

CSU Subject RequirementsA. History/ Social Science-2 yrsB. English- 4yrsC. Mathematics-3yrsD. Laboratory Science- 2yrsE. Foreign Language- 2yrsF. Visual/Performing Arts-1 yr

G. College Prep Electives- 1 yrSAT I or ACT required if GPA isbelow 3.0

Must have minimum GPA ofin A-G Subjects

UC A-G Subject RequirementA. History/ Social Science-2 yB. English- 4yrsC. Mathematics-3yrsD. Laboratory Science- 2yrsE. Foreign Language- 2yrsF. Visual/Performing Arts-1 y

G. College Prep Electives- 1 ySAT I or ACT and SAT II


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Career Exploration

Purpose: To introduce the many career pathways students can take that relate to their interests.

Objectives: This workshop will enable you to:

assess your career interests

explore careers


begin planning your educational pathway


Computer lab, if available

Cardstock or poster boards

Markers

Magazines

Career Exploration worksheet

Pathway Interest Activity worksheet

Career Interest Results worksheet

Part 1 (20 min): Introduction to the Workshop1. Introduce yourself.2. Review the Purpose, Objectives and Benefits (POB).3. You will need to have cardstock/poster boards, markers and many magazines.4. Tell the participants to create a collage that represents their thoughts and dreams for

the future. Tell them to visualize where they will be in 15 years (job/career, home,car) as they create the board.

5. Ask a couple of the participants to share their collages. Tell the participants to keeptheir boards in mind as they go through the workshop. Explain that pursuing higher

education will allow them to have greater opportunities and resources.6. Ask the participants to stand up if they agree with the following statements (read

one statement at a time):

Students can increase their future income by 16% for each year they stayin school.

Less than 33% of American employers believe that recent high schoolgraduates are prepared to hold jobs in their businesses.

While the participants are standing ask them to acknowledge each other.7. Explain to the participants that having a realistic view on life after high school is

important when making decisions about their high school education.8. Follow the appropriate with computer lab access or without computer lab

access path.

With Computer Lab Access:

Part 2 (35 min): California Colleges Assessments1. Distribute the Career Exploration worksheet.2. Complete the worksheet with the participants step-by-step. Read the

question/statement out loud and have the participants answer the question on theworksheet.


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Sign in on the internet

Go to www.californiacolleges.edu

Click on Create an Account

Follow the steps to create an account.

Write down your log in and password, somewhere safe. (You may ask thatyour participant write the information on a list for you to keep.)

After creating the account log in.

Click on Careers at the top on the menu bar.

Under Interests click on Career Key Survey.

Complete the survey.

What are your results?

Click the Student Career Matching Assistant.

Complete the form.

Click on View Matching Careers.3. Ask the participants to select two careers to explore and complete the bottom

portion of the Career Exploration worksheet.4. Remind the participants that they can always go back onto California Colleges and

complete the remainder of the surveys on their own time.

Part 3 (5 min): Workshop Debrief1. Relevant Questions:

What careers did the assessment connect with you? Do you think youwould like to go into those career paths?

What do you feel was the most important thing you learned from todaysworkshop?

2. Remind the participants that this workshop was intended to help them assess theircareer interests and begin planning their educational pathway.

3. Have a quick Q&A.4. Thank you!

Without Computer Lab Access:

Part 2 (35 min): Pathway Interest Activity1. Distribute the Pathway Interest Activity worksheet.2. Have the participants complete the Pathway Interest Activity worksheet. Do not

show the participants how to score it until they are done answering the questions.Here is a sample statement that you may use to introduce activity: This activity is not a test. It is simply a way to help you decide your likes and

dislikes concerning different types of careers. When reading each item, answer

the question, Would I like to? and insert the item. For example, on item #1,answer the question, Would I like to raise cattle or horses? Circle Y if youanswer yes, or N if you answer no. Do not consider whether you think anitem reflects traditional male or female work tasks, but only whether you feelyou would find it interesting. Be honest with yourself because this will helpyou make the best career plans for your future. Work down the page incolumns answering the questions in order of 1 through 64. (Pathways to theWorld of Careers Lesson 5)

3. When the participants have completed the worksheet ask them to score the activity.Scoring Directions:


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Instruct the students to count the number of Ys circled in each row goingacross the page and write the total in the score column on the right. Forexample, on the first line, they would look at items numbered #1, #17, #33, and#49 and put the total of Ys circled on the line A. The A through H scoresdesignations are repeated; students will need to add the two As, Bs, etc.,together and record the grand totals at the bottom of the page. The letter(s)with the highest number(s) represent the pathway(s) with the highest interest(s).Refer to the Career Interest Results handout.(Pathways to the World of

Careers Lesson 5)4. Distribute the Career Interest Results worksheet.5. Have the participants complete the Career Interest Results worksheet.

Instruct the students to transfer the scores at the bottom of the interest activity tothe appropriate column in the interest results, that is, the total for A goes in thecolumn A, Agriculture, and the same for columns B through H.(Pathwaysto the World of Careers Lesson 5)

6. Review/read the definitions of each pathway and link them to high school coursesthat they may find interesting.

7. The participants will probably want to share their pathways. In order to encouragecommunication and further investigation of their pathways, have the participants

break up into groups according to their same pathway interest.8. Tell them to create a list of famous people that work(ed) in the participants

assigned pathway.9. Instruct participants to pick a person to share their list with the rest of the group.10.Tell the participants about www.californiacolleges.edu. and the various career

interest assessments they can take, and the many careers they could explore.Encourage them to create an account.

Part 3 (5 min): Workshop Debrief1. Ask the participants for volunteers to answer the following questions:

What careers did the assessment connect with you? Do you think you would

like to go into those career paths? What do you feel was the most important thing you learned from todays

workshop?2. Remind the participants that this workshop was intended to help them assess their

career interests and begin planning their educational pathway.3. Have a quick Q&A.4. Thank you!


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Follow the directions below.

Creating an Account:

1. Sign in on the internet2. Go to www.californiacolleges.edu3. Click on Create an Account4. Follow the steps to create an account.5. Write down your log in and password, somewhere safe.

After creating the account log in.1. Click on Careers at the top on the menu bar.2. Under Interests click on Career Key Survey.3. Complete the survey.4. What are your results?

Student Career Matching Assistant1. Click the Student Career Matching Assistant.2. Complete the form.3. Click on View Matching Careers.

Select two Careers to explore and complete the bottom portion of this sheet.

#1 Career Name:What is the minimum education level for this career?

What is the salary for this career?

Do you find this career interesting? Why?

#2 Career Name:What is the minimum education level for this career?

What is the salary for this career?

Do you find this career interesting? Why?


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Pathways to the World of CareersPathway Interest Results

A

B

C

D

E

F

G

H

AGRICULTURE

ARTS, MEDIA&ENTERTAINMENT

BUSINESS

ENGINEERINGTECHNOLOGY

HEALTH CAREERS

HOME ECONOMICSCAREERS& TECHNOLOGY

INDUSTRIAL &TECHNOLOGY

PUBLIC & HUMANSERVICES

Careers can be found working in agricultural equipmentrepair, plant and crop development, agricultural sales,animal care, forestry and landscaping*courses: lab science, plant science, animal science,horticulture, forestry, diesel engines and agribusiness

Careers can be found in television, journalism, acting, modeling,music, athletics, dance, photography, animation and film production.*Courses: drama, music, art, photography, sports, forensics/debatenewspaper, yearbook and dance

Careers can be found in accounting, sales, management,computer operating, advertising, and finance.*Courses: Business, accounting, marketing, economicsand computers

Careers can be found in researching and designing roads, buildings,computers, fuels, chemicals, machines, cars and airplanes.*Courses: advanced math, advanced science, electronics, draftingcomputers

Careers can be found in medicinal and dental services, vision careservices, patient care, medical office, research and testing, therapy andisease prevention.*Courses: life science, health, medical terminology, First Aid/ CPR

anatomy and physiology

Careers can be found in fashion and interior decorating, food servicesnutrition and dietetics, tourism, recreation, retail sales and childdevelopment.*Courses: home economics, food and nutrition, fashion design,interior design, retail sales and child development

Careers can be found in aviation, construction, drafting, electronics,auto technology, graphics and printing, manufacturing andtransportation.*Courses: electronics, automotive, graphics, manufacturing,construction, computers and drafting

Careers can be found in law enforcement, public safety, legal servicemilitary services, social work, education and counseling.*Courses: criminology, teacher education, child development, firescience, psychology and human behavior

*courses in addition to required classes in English, math, social science, science, physical education and humanities


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Scholastic and Career Goal Setting

Purpose: To learn practical skills to achieve realistic scholastic/career goals

Objectives: This workshop will give you the tools to effectively: Develop a scholastic/career goal Break down a goal into smaller, more attainable action steps Set a timeline for the goal and its components Accomplish your goal

Benefits: Participation in this workshop will help you: Set and accomplish realistic and attainable career/scholastic goals

Supplies: Some supplies are optional or can be substituted for other materials Blackboard or white board and writing utensils Copies of the Self Evaluation handout Copies of the S.M.A.R.T. Goal handout

Part 1 (15 min): Introduction / Purpose, Objectives, Benefits / Ice Breaker

1. Introduce yourself to the participants by stating your name, city, occupation and aninteresting fact about yourself.

2. Review the Purpose, Objectives and Benefits (POB).3. Begin the icebreaker: The Human Knot. This icebreaker is for 4-8 people (if the

number of participants is odd, the instructor will have to participate).4. Instructions:

a. Arrange the participants in a standing circle.b. Review the rules:

i. You cannot hold the hand of the person to the left or right of youii. You cannot let go of the hands you are holding after the game has started. If

you do happen to let go, then the game is instantly over.

iii. To end the icebreaker, the team should have "unknotted" themselves, andshould be in a full-standing circle. (Not everyone needs to be facing thecenter.)

iv. It is okay to move hand positions (but hands must remain clasped) whileplaying the game in order to make yourself more comfortable.

v. It is also okay to end up in two circles and for some people to be facingoutward when the game is over.

c. Ask them to now place their right hands in the circle.d. Now tell them to grab a random hand, but once again, remind them that it cannot

be the hand of the person to the left or right of them.e. Repeat Step 2 with left hand.

f. Now ask them once again to grab hold of a random hand but make sure that it isnot the hand of the same person with whom you are already holding hands.

g. As they are holding hands, make sure to explain the general objective of theicebreaker, as well as the underlying objective.

h. Now tell them to work as a team and unknot themselves to form a circle.5. Debrief ice breaker and connect to overall workshop:

Purpose: To break the personal space between the participants, so as to makethem more comfortable with one another. It's also meant to enhance bothcooperation and communication skills.


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Objective: To show that if participants surround themselves with positivepeople, then they have the ability to overcome any obstacle they encounter,both in school and in their personal lives.

Part 2 (10 min): Introduction to Lesson1. Read the following quote by Ms. Jennifer Adrian, GEAR UP counselor: No

matter who you are, you can always do better.2. Have a short discussion about the quote with participants

3. Evaluate the meaning of the quote.4. Distribute the Self Evaluation handout.5. Guide participants through each question and tell them to fill it out according

to their own preferences.6. Help them understand why self-improvement is a key factor to success (setting

goals will help to attain them).7. Advise them that they should only do what is realistically possible for them8. Raise their awareness of competition for schools, careers/ jobs, and their place

in the economy.9. Ask the group if anyone would like to share.10. Review the objective: to take inventory of ones current status and encourage

opportunities for growth. Then ask How are you going to get there?

Part 3 (25 min): Lesson1. Distribute the S.M.A.R.T. Goal handout.2. Discuss S.M.A.R.T. Goal definition.3. Have participants brainstorm goals for themselves (write on black/white board).4. Have participants write down one goal for the semester (using the guidelines in the

handout).5. Have participants break down the goal into steps.6. Have participants provide realistic deadline dates for each of the steps.7. When everyone is done, ask them to share with the rest of the group.

Part 4 (10 min): Workshop Debrief1. Relevant Questions

What does SMART stand for? What are the action steps needed to set goals? What do you feel was the most important thing you learned from todays

presentation?2. Review todays activities and make sure that each participant understands the

importance of developing a scholastic/career goal and the steps that can betaken to achieve that goal

3. Q & A: Does anyone have any questions or comments?

4. Thank the participants for their cooperation!


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Self-Evaluation

Name:________________________________ Date:___________

Answer the following in complete sentences.

1. Am I doing the best I can to prepare myself for college? Why or Why not?________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. How can I improve my overall performance in high school?________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

3. Am I going to settle for less? Why or why not?________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


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S.M.A.R.T. Goal Definition

In order to be S.M.A.R.T., a goal needs to be:

SPECIFIC: A general goal would be Get in shape. A specific goal would be, Join a health cluband workout 3 days a week

MEASURABLE: To determine if your goal is measurable, ask questions such as How much? Howmany? How will I know if and when I have accomplished my goal?

ATTAINABLE: Something you are capable of achieving

REALISTIC: To be realistic, a goal must represent an objective toward which you are bothwilling aable to work.

TIMELY: A goal should be grounded with a time frame. With no time frame tied to it, there is nosense of urgency

S.M.A.R.T. Goal StepsStep 1:Establish

Before setting your goal be S.M.A.R.T. (see above definition) The point to organizing and writing down your goals is to succeed. If your goal does not contain

the above it may be difficult to reach! For example, My goal is to get As and Bs on my next progress report in December Answer the following for this exercise:

My goal for this semester is to:

Step 2:Define Expanding on the details of your goal is important for the success of the goals. The more information you write, the more likely you will succeed For example, I want to achieve As and Bs on my next progress report to show how much I have

learned in all of my classes and make my parents and myself proud! It will also increase thechances of getting into the college of my choice and not having to take any remedial classes.

I want to achieve my goal for this semester because:


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Step 3: Divide Divide your goal into action steps. It is much easier to reach a goal step by step, than all at once! For example, To achieve my goal of getting As and Bs on my next progress report, I will 1) stud

more math, 2) complete and turn in all of my homework, and 3) come to school on time.

These are the action steps I will need to take to accomplish my goal for this semester:

1.

2.

3.

Step 4: Timeline Establish a timeline for every one of your action steps keeping in mind the end date of your goal. For example, In order to accomplish my goal of getting As and Bs on my next progress report, I

will 1) study 3 hours of math every week, 2) complete and turn in all of my homework every weeand 3) come to school on time every day.

These are the action steps I will need to take to accomplish my goal for this semester:

1. by:

2. by:

3. by:

An additional note:If you share your goal with someone, they can be your support to help you stick to your commitments!

You can use the forms below to set more goals


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MY GOAL FOR THE MONTH:

I WANT TO ACHIEVE MY GOAL BECAUSE:

THE ACTION STEPS AND DEADLINES I WILL COMMIT TO:

1. by:

2. by:

3. by:

MY GOAL FOR THE SEMESTER:



1. by:

2. by:

3. by:

MY GOAL FORFill in the blank



1. by:

2. by:

3. by:


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Stress Management

Purpose: To learn practical skills to identify stressors and utilize resources to manage stress

Objectives: This workshop will give you the tools to effectively: identify stressors place stressors in categories: internal & external identify stress management resources manage stress and maintain control

Benefits: Participation in this workshop will help you: identify and cope with stressors in your school life and at home

Supplies: Some supplies are optional or can be substituted for other material Paper and pens/pencils for every participant Post-Its, a white board or chalk board and a marker or chalk Copies of the Stress Scenario handout) Copies of the Stress Reliever Tips handout

Part 1 (20 min): Introduction / Purpose, Objectives, Benefits / Ice Breaker1. Introduce yourself to the participants by stating your name, city, occupation and an

interesting fact about yourself.2. The purpose of this lesson is to help participants identify stressors and to provide

tools to cope with stress which will improve overall performance in academics (oranywhere else in the participants lives).

3. Begin the icebreaker: Demonstrate Please. This icebreaker is for 5-8 people.Instructions:a. Have the participants form a circle sitting down.b. Pass out one piece of paper and a pencil to everyone.c. Have the participants write down both something he/she likes to do and

something he/she does not like to do, but have them keep this piece ofinformation to themselves. (Please inform the participants that they have 1minute to write this.)

d. Ask everyone to stand up, but maintain the form of the circle.e. Randomly choose one person to go into the center of the circle with what

he/she wrote.f. Read the exact following statement: Now that you have written down

something you like to do and something you do not like to do, you must act itout to express those two items. However, you cannot speak during thisprocess. (Have one of the participants do a quick demonstration. Make sure itis something that he/she did not write down for the icebreaker.)

g. Tell the person in the center of the circle to act it out while everyone elseshouts out what he/she thinks that person is trying to communicate. If theperson in the center of the circle speaks, he/she is out of the game.

h. After people have figured out that persons like and dislike, the person in thecenter may choose the next person to go into the center.

i. Repeat steps g & h until everyone gets a chance (Keep track of time).4. Debrief icebreaker and connect to overall workshop: Purpose: To express your

likes and dislikes through body movement, without talking. Objective: To promote


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greater communication and to get to know one another. Stress is reduced whenpeople get to know one another.

Part 2 (20 min): Introduction to Lesson1. Circumstances of Stress (5 min.)

Discuss two types of circumstances that cause stress: internal and external.Internal Circumstances: Situations that occur because of something you do orsomething you control. This includes your ability to organize your time wisely. In

other words, stress control is in your hands.External Circumstances: Situations that occur suddenly, which are not alwaysunder your control, such as an unexpected breakdown of a car. In other words,these situations may lead to spontaneous stress. Ask if there are any questions regarding what these terms mean. Make sure the participants are clear with the objective and the definitions.

2. Causes of Stress (10 min.)Discussion questions: What causes stress? (Have each participant share his or her response.)

Definition: Stress could be caused by emotional or mental pressure. What is stress to you? (Have each participant write a response on a post-it.)

1. Draw a table on a white board, organized by internal causes and externalcauses.

2. Ask the participants to place their post-its in the correct category: external,internal, or between both categories.

3. When all participants are done, ask them why they think their situation belongsin internal or external.

3. Stress Management Resources: People and Time (5 min)Discuss the following resources with the participants: People: individuals and organizations you can rely on or go to for help, such as

family and close friends. Time: Although it is a given constraint (there are only 24 hours in a day), you

may manage your task differently to fit a time frame, such as overlapping youractivities. The use of a planner/calendar/Blackberry can help plan outdays/weeks/semesters.

Part 3 (10 min): Scenario Activity & Discussion1. Divide participants into eight groups (doesnt matter how many are in a group)2. Distribute one scenario to each group (refer to the Stress Scenario handout).3. Each group will collaborate and decide the type of circumstance (internal or

external) and the best solution to handle the situation by using the resources:people and time

4. After 5 minutes, bring the groups together and create a dialogue reminding

them that there is no right answer and that the best resource is based upon theindividual and his or her circumstance.

Part 5 (10 min): Workshop Debrief Relevant Questions

o What are the two types of circumstances that cause stress?o What are two types of stress management resources?.o What do you feel was the most important thing you learned from

todays presentation?


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Reviewtodays activities and make sure that each participant understands theimportance ofidentifying stressors and using the resources learned to cope withthem.

Q & A: Does anyone have any questions or comments? Give each participant the Stress Reliever Tips handout Thank the participants for their cooperation!


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Scenarios

1) Scenario #1: George has been working all semester on his final paper. He has spent much time atschool and at home working on the paper and has sent it to many of his friends for editing. The nightbefore the paper is due, Georges computer crashes, and he loses all of his saved work. Consideringpeople, time, and money, how can George work his way out of this difficult situation?

2) Scenario #2: Jason has devoted this weekend to studying for an important test that he will have onMonday. Saturday night, his mom tells him, unexpectedly, that the family will be attending a familyreunion and he is expected to go. Considering people, time, and money, how can Jason manage bothstudying for his test and attending the family reunion on the same night?

3) Scenario # 3: Larry was driving to work one day, but, unexpectedly, his car began making a strangenoise. Larry and everyone he knows are not familiar with cars and mechanics, so considering people,time and money, how can Larry handle this unexpected situation?

4) Scenario#4: Jenny has worked very hard to complete all of her work before she leaves on a 3 dayschool field-trip. After finishing two papers, and turning them in, Jenny finds out that there will be ashort essay and a pop quiz on a book the day she gets back. Considering people, time, and money,what can Jenny do to prepare for her quiz and essay?

5) Scenario#5: After working at Jamba Juice for a month, Aaron needs to complete some paperworkregarding his employment. He has asked his boss for the paperwork, and, after two or three reminders,he has not received it. His co-workers have claimed that he will never get the paperwork because theboss is very unreliable. Considering people, time, and money, how can Aaron gain the necessarypaperwork without damaging his work environment?

6) Scenario#6: Jims internship is very stressful. He is looking forward to his three-week vacation withfamily and friends before he goes back into work. Unfortunately, his boss asks him to complete aproject that he will not be able to finish before his big vacation. Considering people, time, and money,how can Jim complete the project without cancelling his vacation?

7) Scenario#7: Ryan is in a tough spot. His mother and father are out of town for the week on a businessengagement, and Ryan is responsible for finding his own way to school. After the second day of theweek, Anthonys bike, which he has been using to get to school, breaks. Considering people, time,

and money, what is one way for Anthony to make it to school?

8) Scenario#8: Emily is growing frustrated because she spends most of her time at work doing one of herco-workers jobs. She has tried to talk to the co-worker about doing more work, but the co-workerrefuses to accept responsibility. Emily has been forced to stay late after work to clean up the co-workers mess. Considering, time, and money, how can Emily solve this potentially stressful situation?


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Top 10 School Stress Relievers

Most participants experience a significant amount of stress, but with all of the activities andresponsibilities that fill the average persons schedule; its sometimes difficult to find the time to try newstress relievers. The following is a list of stress relievers that are most appropriate for participants:relatively easy, quick, and relevant to a students life and types of stress. Theyll help you to function atyour best and enjoy the journey.

1. Power Naps

Participants, with their packed schedules, are notorious for missing sleep. Unfortunately, operating in asleep-deprived state puts you at a distinct disadvantage. Youre less productive, you may find it moredifficult to learn, and you may even be a hazard behind the wheel!

2. Visualization

This one is easy, effective, and can help you do better in school. Visualizations can help you calm down,

detach from whats stressing you and turn off your bodys stress response. You can also use visualizationsto prepare for presentations. They can also help you reduce stress and score higher on tests by vividlyseeing yourself performing just as youd like to.

3. Exercise

One of the healthiest ways to blow off steam is to have a regular exercise program. Participants can workexercise easily into their schedules by doing yoga in the morning, walking or biking to campus, orreviewing for tests with a friend while walking on a treadmill at the gym. Starting now and keeping aregular exercise practice throughout your lifetime can help you live longer and enjoy your life more.

4. Breathing Exercise

When your body is experiencing a stress response, youre often not thinking as clearly as you could be. Aquick way to calm down is to practice breathing exercises. These can be done virtually anywhere torelieve stress in minutes, and are especially effective for reducing anxiety before or even during tests, aswell as during other times when stress feels overwhelming.

5. Progressive Muscle Relaxation (PMR)

Another great stress reliever that can be used during tests as well as before bed (to prepare for sleep), or atother times when stress has you physically wound up, is something called Progressive Muscle

Relaxation, or PMR. This technique involves tensing and relaxing all muscles until the body is completelyrelaxed. With practice, you can learn to release stress from your body in seconds.

6. Music

Music is a convenient stress reliever that has also shown many cognitive benefits. It can help you relievestress and either calm you down or stimulate your mind. Participants can harness the benefits of music byplaying classical music while studying, playing upbeat music to wake up mentally, or relaxing with thehelp of their favorite slow melodies.


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7. Staying Organized

Its a fact that clutter causes stress, decreases productivity and even costs you money! Many participantslive in a cluttered place and even have cluttered study areas. This can have a negative effect on grades.One way to reduce the amount of stress that you experience as a student is to keep a minimalist study areathats free of distractions and clutter. Its worth the effort!

8. Eat Right

You may not realize it but your diet can either boost your brain power or sap you of mental energy! Whilea healthy diet isnt generally thought of as a stress management technique or a study aid, it can actuallyfunction as both! A healthy diet can keep you from experiencing diet-related mood swings, light-headedness and more.

9. Self-Hypnosis

Participants often find themselves getting very sleepy (like when they pull all-nighters), but allkidding aside self-hypnosis can be an effective stress management tool and a power productivity tool as

well. With it you can help yourself release tension from your body and stress from your mind and plantthe seeds of success in your subconscious mind with the power of auto-suggestion.

10. Positive Thinking and Affirmations

Did you know that optimists actually experience better circumstances, in part, because their way ofthinking helps to create better circumstances in their lives? Its true! The habit of optimism and positivethinking can bring better health, better relationships, and yes, better grades.


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Learning Styles

Purpose: To introduce participants to different learning styles and how to apply them to their studyskills.


identify your learning style

construct your study skills


understand the different learning styles

improve your study skills

Supplies:

What is Your Learning Style worksheet

Students Learning Style handout

Learning Style Strategies handout

Part 1 (10 min): Introduction to the Workshop1. Please introduce yourself.2. Review the Purpose, Objectives and Benefits (POB).3. Introduce yourself and have two participants volunteer for the icebreaker.4. Participant #1 will be asking participant #2 questions. (For example: How many

brothers and sisters do you have? What is your favorite color? Do you have anyhobbies?)

5. Participant #2 will try to answer the questions and walk in a straight line at the sametime. The participant should try to answer the questions as quickly as possible. (Note:Students who identify themselves as auditory learners will have no problem answeringthe questions and walk at the same time. However, others will pause and try to answer

the question before they continue to walk.)6. Have the two participants switch roles and compare the length it took them to answereach question. Notice whether the student needed to stop walking in order to answerthe question.

Part 2 (20 min): Visual, Auditory or Kinesthetic learner?1. Ask participants: Have you ever studied with a friend, but then your friend did better

on the test?2. Allow participants to acknowledge and then ask: Have you ever sat through a lesson

in class, and even though you tried to pay attention, you didnt remember as much asyour friend did? Allow students to acknowledge this.

3. Explain to participants that not everyone learns the same way and that several styles oflearning do exist. It might mean that the way they studied or the way the lesson wastaught might be right for the friend, but not for themselves. If they studied a differentway the learning process for them might be easier.

4. Give the participants the following scenario Imagine you are in the park and younoticed everyone playing a new game that youve never played. You would like tojoin.

5. Ask participants: How would you do it? (Note: Most students will respond, watchthe game or ask how to play.)


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6. Explain that some people will try to learn how to play by watching the game. Othersmight be confused trying to learn by watching and decide to ask someone to explainthe game to him or her. The best way for the second participant to learn is by havingsomeone explain the game. A third person might get bored or confused trying to figureout the game by just watching or listening so this person might just go out and play. Heor she will figure out the rules as they play.

7. Ask participants: Do you know what your learning style is?

Part 3 (20 min): Learning Style Questionnaire and Debrief1. Hand out What is your Learning Style?2. Explain to the participants that they will now complete a questionnaire that will help

them identify their own style of learning.3. Give the participants a few minutes to take the Learning Styles Inventory.4. Have participants check the statements that apply to them.5. Explain that there are actually several stages to learning and we use different styles at

each stage

Stage 1: Receiving new information

Stage 2: Making decisions about and using new information

Stage 3: Creative thinking

6. Have the participants evaluate their response Look at the first section and total up how many a, v, and k responses you

have.

Write the letter that you have the most of by that section. Some people will bevery strong in one type, others will be split between more than one.

Do the same for the other two sections.

Take the letter from each section and put them together in order to form a three-letter code, like AVK or KAV.

7. Give the participants a minute to calculate their three-letter code. Some participantsmay have a tie in some categories, or even have the same style for two differentstages, but most will have a definite style and sequence. For participants without clearresults, explain that the way people learn is complex and a short questionnaire is notalways sufficient.

8. Use the Students Learning Styles handout to find and learn more about your three-letter learning style. There are many combinations possible. This handout has onlysome of the more common ones.

9. Ask individual participants their code and have them read the description.

Part 4 (10 min): Learning Style Strategies1. Have the participants look over the Learning Style Strategies handout to find ideas on

the best ways for them to learn at each stage.2. Have them identify a minimum of three strategies and go over what strategies are best

for them at each stage.3. Ask participants to develop a plan of action that outlines when, where and how they

plan to use the strategies.

Part 5 (5 min): Workshop Debrief1. Relevant Questions:

What is your learning style? What are three strategies that can help you learn new information?


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What do you feel was the most important thing you learned from todayspresentation?

2. This workshop was intended to help participants understand the different ways peoplelearn. You should be able to implement the learning style strategies into your dailystudy plan.

3. Take questions and provide answers.4. Thank the participants.


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WHAT IS YOUR LEARNING STYLE?

Here are some questions you can ask yourself to help determine the learning style you prefer. Thequestions are organized by which modality (kinesthetic, visual and auditory) a person prefers for differentlearning tasks: taking in and organizing new information, decision making, and remembering andcreating.

Questions to determine the taking in and organizing preference:

1. I learn new information best by:k ( ) participating in an activity myself after a short explanationv ( ) reading or looking at a diagram or demonstrationa ( ) listening to a lecture or spoken instructions

2. When I am inactive but need to stay alert, I :k ( ) find ways to movev ( ) stare, watch something, or doodlea ( ) listen to sounds around me, hum, or talk to myself

3. I have these qualities:k ( ) Interact best by moving, doing, physical contact and like hands-on activityv ( ) Connect with others through eye contact and need visual ordera ( ) Interact easily by talking and like lectures and discussions

4. The kind of language I most commonly use is:k ( ) how do you feel about this, I cant grasp that, that is comfortable for mev ( ) look at it this way, I just cant see the point, that is crystal clear to mea ( ) can I tell you how I think about that, do you hear me, that sounds right to me

5. My emotions are apparent to others by:

k ( ) muscular state and movementv ( ) facial expressiona ( ) voice tone

Questions to determine the decision making or sorting preference:

1. As part of my sorting process, I:k ( ) use my hands to find wordsv ( ) use writing, drawing, or visual images to find words and feelingsa ( ) recall information through words such as a quote or the line of a song that fits

that fits the situation

2. If I am trying to make a decision, it helps me to:k ( ) do something physical like go for a walkv ( ) write, draw, or look at naturea ( ) speak to someone or listen to something


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3. I can do these things at the same time:

k ( ) move or touch something and also feel emotions deeplyv ( ) see things externally and also have inner visual imagesa ( ) listen to external sounds and to own thoughts, listen to radio and read

4. For me intimacy involves:k ( ) talking about feelings and fantasies or having total silence and eye contact

v ( ) seeing and being seen, especially deeply receiving someone with own eyesa ( ) hearing and being heard, speaking slower to become more personal

Questions to determine the remembering and creating preference:

1. It takes longer for me to access:k ( ) physical sensationsv ( ) visual imagesa ( ) words and sounds

2. A characteristic I have is:k ( ) disliking most physical competition and being able to sit still a long timev ( ) becoming overwhelmed by visual detail and disliking eye contacta ( ) spacing out from lots of spoken words and navigating through questions

3. Another quality I have is that I:k ( ) am relatively unaware of bodily sensationsv ( ) get lost in visual materiala ( ) get lost in conversation or listening to a lecture

4. If I am listening to someone on the phone, I would be most distracted by:

k ( ) someone putting their hand on my arm or massaging my shouldersv ( ) someone giving me something they want me to reada ( ) someone asking me a question or playing loud music


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STUDENTS LEARNING STYLES

A = Auditory V = Visual K = Kinesthetic

1st letter represents alert, organized thinking and the way a person is most comfortable receiving newinformation and expressing themselves in public

2nd letter represents sorting thinking and the way a person evaluates options and makes decisions

3rd letter represents creative thinking and the way a person integrates new information with what theyalready know and is hardest to access

AVK:Best order to receive new information hear, see, experienceBest way to express what is learned say, show, doThey can speak well, have large spoken vocabularies, and must talk to learn. It may be difficult for themto be alone or feel what is going on in their bodies. Debating and using humor are natural for them.Doing something repeatedly bores them.

Learning support needed - Listen to them tell you about what they are learning, and ask their opinionsabout things. For memorizing have them put facts into a rhyme or rap song. They can record that andlisten to or lip-synch the recording. Support them to be physically active, but dont force them to playteam sports.

AKV:Best orders to receive new information listen, experience, seeBest way to express what is learned say, do, showTheir words usually come easily and are full of feeling and rhythm. They have a lot of energy bubblingjust beneath the surface. They are good at taking action on their own. They like giving orders and wise-cracking. They can often see the big picture but find visual details difficult or boring. They may havedifficulty with handwriting and reading quickly.

Learning support needed Combine movement with reading to help them stay alert. Encourage them tospeak about what they read so they remember it. Have them dictate into a tape recorder what they want towrite about, and then write as they listen to the reading. They can use the same memorizing method asthe AVK. They may concentrate better while studying if they have music of their own choice in thebackground.

KVA:Best order to receive new information experience, see and hearBest way to express what is learned do, show, sayThey are often soft spoken and like to work alone. It may be hard for them to talk and do something atthe same time. Oral presentations can be difficult for them, and hearing a lot of words may overwhelmthem. They navigate through life by asking questions.

Learning support needed Give them lots of time for physical activities and quiet time.Encourage them to be in motion while reading. For oral presentations encourage them to use notes andprops. Help them find non-distracting ways to move their bodies or hands to stay alert while they arelistening.


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KAV:Best order to receive new information experience, hear, and seeBest way to express what is learned do, say, showThey have huge amounts of physical energy and cant think without movement or touch.They learn best by using their bodies, rhythm, and hands. They often are eye-shy and can find writteninformation overwhelming. Handwriting may be difficult for them. They dont like to read instructionsbut would rather just figure things out.

Learning support needed Help create study spaces where they can both move around and be comfortablewhile sitting. Encourage them to be physically active before studying and in motion while reading.Reading aloud may help them concentrate. Help them act out stories they read and word problems inmath.

VAK:Best order to receive new information see, hear, experienceBest ways to express what is learned show, say, doThey love to tell stories and are excellent readers. They think well in metaphors and like to doodle. Eyecontact and how they are seen is important to them. Physical competition may be difficult for them.

They dont like to do the same thing in the same way twice.

Learning support needed Help them set up a study space without visual clutter. Help them break downwriting projects into smaller tasks. Listen to what they have written because it helps them to edit theirwriting if they can hear the flow of their words out loud. They often think and write well with acomputer.

VKA:Best way to receive new information see, experience, hearBest ways to express what is learned show, do, sayThey feel what they see. They can learn to do any activity by watching, but words can confuse things. It

is difficult for them to speak without using their hands. They may speak in circles and have difficultygetting to the point. They work well in groups.

Learning support needed Listen to them share what they are learning. Take notes from that and let themuse the notes as a visual model and add to them. For oral presentations, help them prepare notes andprops. Relate what they are learning to their experiences or to visual images. Use flashcards. Help themset up a study area without visual clutter.


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Learning Style Strategies

Doing well in school involves receiving and organizing large amounts of new information, makingdecisions about how to use that information in school projects and exams, and creating original papers orspeeches with that information. Now that you know your primary learning style, there are some tips onhow to accomplish these tasks in each modality.

Tips for receiving new information:

A Listen to tapes or lectures if possible, tape yourself as you read aloud from books, discuss newinformation with others

K Move your body while listening to or reading new material (doodle, play with clay, take notes, etc.),rewrite or verbalize new ideas you read or hear by using experiential language and personal examples assoon as possible

V Read new material before hearing a lecture or discussing it, make notes, diagrams, outlines, etc. asyou listen to or read new information, read in a neat environment without visual clutter

Tips for making decisions about how to use new information:

A Discuss your ideas for projects with others, listen to relaxing music or nature sounds while decidingwhat you want to write or speak about

K Go for a walk while deciding what you want to write or speak about, move your hands as youconsider options for projects

V Write down all your ideas for projects, focus on a painting or beautiful scenery while deciding whatyou want to write or speak about

Tips for creating original projects with new information:

A Ask yourself questions and write the answers to them write or make your project in a very quiet placeor while listening to instrumental music

K Move to different places around the room as you write or make your project; allow yourself lots ofuninterrupted time for writing or making your project

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