NAOBI Conference 2004 How To Prepare for the NIC Written

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NAOBI Conference 2004
 
 

• How To Prepare for the NIC Written Study
  Examination

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Think Socrates
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Food for thought

• I believe that any man's life will be filled with
  constant and unexpected encouragement, if he
  makes up his mind to do his level best each day,
  and as nearly as possible reaching the high water
  mark of pure and useful living.
• Booker T. Washington

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As an adult learner, you

• tend to be self-directed
• have a rich reservoir of experience that can
  serve as a resource for learning
• are frequently affected by your need to know or
  do something
• tend to have a life-, task-, or problem-centered
  orientation to learningas opposed to a
  subject-matter orientation
• are generally motivated to learn from within
  (internally/intrinsically)as opposed to being
  obligated, or subject to, external or extrinsic
  forces

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Activity 1

• Whats your initial reaction?
• Brainstorm thoughts on the subject of
  studying for a national exam.
• Does it appear overwhelming?

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What are my goals today?

• KWLQ
• Complete the first 2 columns of the form

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• What was your experience about how you learn? 
  Did you
• like to read?  Solve
• problems?  memorize?  recite?  interpret?  
• speak to groups?
• know how to summarize?
• ask questions about what you studied?
• review?

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Study?

• have access to information from a variety of
  sources?
• like quiet or study groups?
• need several brief study sessions, or one longer
  one?
• What are your study habits?  How did they
  evolve?  Which worked best?   worst? How did you
  communicate what you learned best?  Through a
  written test, a term paper, an interview?

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Proceed to the Present

• How interested am I in this? How much time do I
  want to spend learning this?What competes for my
  attention? Are the circumstances right for
  success?  What can I control, and what is
  outside my control? Can I change these
  conditions for success?
• What affects my dedication to learning this?
• Do I have a plan?  Does my plan consider my past
  experience and learning style?

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Source

• LearningBegin with the Past  The Study Guides
  and Strategies web site was created and is
  maintained by Joe Landsberger, academic web site
  developer at the University of St. Thomas (UST),
  St. Paul, Minnesota

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Multiple Intelligences/Learning Styles

• Whats Yours?
• Visual, kinesthetic, auditory,verbal,logical,inter
  personal, musical

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Lets Find out!

• Take the inventory now!!
• Do you feel its accurate?

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Multiple Intelligences/Learning Styles

• Intelligence is not fixed at birth or at any
  chronological age, but is dynamic, growing and
  changing throughout ones life
• Culturally bound

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Multiple Intelligences

• Intelligence and mental functioning can be
  improved at any age. One can learn how to be more
  intelligent by activating more levels of
  perception and knowing

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• A stronger, more dominant intelligence can be
  used to train (improve or strengthen) a weaker
  intelligence. Much of ones full intelligence
  potential is in a state of latency due to the
  disuse, but it can be awakened ,strengthened and
  trained.

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Activity Get into triads and discuss the
questions for about 10 minutes.

• How were we taught in school?
• What subject did you have most difficulty with?
• Maybe the instruction used only a few
  intelligences that were weak for your learning
  style

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Benefits of learning about MI

• Promotes lifelong learning and enrichment
• Enhances and amplifies intelligences
• Channels a persons energy toward areas of
  specific strengths
• Uses stronger intelligences to help a person to
  learn in weaker areas

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Benefits

• Increases motivation for learning tasks
• Enables you to succeed and decreases stereotyping
• You dont have to be gifted to benefit from this!
• Source Seven Ways of Knowing Teaching for
  Multiple Intelligences by David Lazear, 1991,
  IRI/Skylight Publishing,

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Know Thyself

• Its important to know whats best before you dive
  into something that you will not be comfortable
  with

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Body/Kinesthetic Intelligence

• Physical movement and knowing wisdom of the body
• Awakened through physical movementsports dance,
  creative/interpretive dance

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Interpersonal Intelligence

• Person to person relationships and communication.
• Interpersonal intelligence is activated by person
  to person encounters in which such things as
  effective communication, working together with
  others for a common goal and noticing
  distinctions among persons are necessary and
  important

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Intra-personal intelligence

• Inner states of being, self reflection,
  metacognition (thinking about thinking) and
  awareness of spiritual realities
• Likes introspection and requires knowledge of the
  internal aspects of the self , such as awareness
  of our feelings, thinking processes, self
  reflection and spirituality

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Logical/Mathematical Intelligence

• Deals with inductive and deductive
  thinking/reasoning , numbers and the recognition
  of abstract patterns. Logical mathematical
  intelligence is activated in situations requiring
  problem solving or meeting a new challenge as
  well as situations requiring pattern discernment
  and recognition.

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Musical/Rhythmic Intelligence

• Recognition of tonal patterns, including various
  environmental sounds and on a sensitivity to
  rhythm and beats.
• Likes the resonance or vibrational effect of
  music and rhythm on the brain

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Verbal/Linguistic Intelligence

• Awakened by the spoken word
• Reading someones ideas thoughts, poetry
• Writing ones own ideas, thoughts or poetry
• Plays on words, jokes and twists of the language

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Visual/Spatial Intelligence

• This intelligence, which relies on the sense of
  sight and being able to visualize an object,
  includes the ability to create internal mental
• images /pictures
• Graphic representation
• Colorful designs, patterns, shapes, pictures

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Activity

• Form a triad and discuss what you learned
• What did you learn about your learning style/MI?
• Did it confirm what you already knew?

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Ways to Prepare for National Exams

• Discussion Study Groups
• Online Study Groups
• Independent Learning

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Discussion Groups Source Bowen and
Jackson(1985-1986 )

• Expect to learn
• Team up with people you dont know
• Form a heterogeneous group
• Begin with a relaxed meal without spouses or
  dates
• Establish goals

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Discussion Groups

• Give good feedback to each other
• Keep the commitment to the end of the
• You can work with those you dont like or respect
• Choose a leader/ facilitator for the group
• Someone to keep everyone on track

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Discussion groups

• Develop study questions to go with each book
  assignment
• Come together to review and share data
• Get the quiet group member involved
• Agree on materials to use
• Come up with meeting dates to begin and end
• Make it Fun!!!

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Techniques

• What to study?
• The leader/facilitator assign topics to study
• Each week take turns presenting a topic from the
  RID Study Guide
• Determine the major topics in the guide
• Determine resources needed

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NIC Study Guidelines Activity

• What are the specific areas of knowledge for the
  written test ?
• Form a triad and discuss the major elements of
  the test
• Do you need all of those resources?
• Takes Notes for yourself

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Next? What ?

• Read for information
• Look first for things you can understand first
• Give the book a superficial reading
• Skim read each chapter looking for the basic meat
  of the topic

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Mindmapping
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Hierarchy Concept Map
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Systems Concept Map
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The SQ3R Reading

• Survey

• the title, headings, and s
• subheadings
• captions under pictures, charts, graphs or maps
• review questions or teacher-made study guides
• introductory and concluding paragraphs
• summary

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• Turn the title, headings, and/or subheadings into
  questions
• Read questions at the end of the chapters or
  after each subheading
• Ask yourself, "What did my instructor say about
  this chapter or subject when it was assigned?"
• Ask yourself, "What do I already know about this
  subject?"
• Note  If it is helpful to you, write out these
  questions for consideration.  This variation is
  called SQW3R

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READ

• Look for answers to the questions you first
  raised
• Answer questions at the beginning or end of
  chapters or study guides
• Reread captions under pictures, graphs, etc.
• Note all the underlined, italicized, bold printed
  words or phrases

• Study graphic aids
• Reduce your speed for difficult passages
• Stop and reread parts which are not clear
• Read only a section at a time and recite after
  each section

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RECITE

• Orally ask yourself questions about what you have
  just read and/or summarize, in your own words,
  what you read
• Take notes from the text but write the
  information in your own words
• Underline/highlight important points you've just
  read

• Use the method of recitation which best suits
  your particular learning style but remember, the
  more senses you use the more likely you are to
  remember what you read - i.e.,
• TRIPLE STRENGTH LEARNING Seeing, saying,
  hearing-QUADRUPLE STRENGTH LEARNING Seeing ,
  saying , hearing, writing!!!

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REVIEW

• Day OneAfter you have read and recited the
  entire chapter, write questions for those points
  you have highlighted/underlined in the margins.
  If your method of recitation included note-taking
  in the left hand margins of your notebook, write
  questions for the notes you have taken.
• Day TwoPage through the text and/or your
  notebook to re-acquaint yourself with the
  important points. Cover the right hand column of
  your text/note-book and orally ask yourself the
  questions in the left hand margins. Orally recite
  or write the answers from memory. Make "flash
  cards" for those questions which give you
  difficulty. Develop mnemonic devices for material
  which need to be memorized.

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REVIEW

• Days Three, Four and FiveAlternate between your
  flash cards and notes and test yourself (orally
  or in writing) on the questions you formulated.
  Make additional flash cards if necessary.
• WeekendUsing the text and notebook, make a Table
  of Contents - list all the topics and sub-topics
  you need to know from the chapter. From the Table
  of Contents, make a Study Sheet/ Spatial Map.
  Recite the information orally and in your own
  words as you put the Study Sheet/Map together.
• Now that you have consolidated all the
  information you need for that chapter,
  periodically review the Sheet/Map so that at test
  time you will not have to cram.

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What about the actual test!!
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Test Taking Takes Strategy

• Know what they are looking for
• Are they looking general opinions or
• Professional knowledge
• State of the art

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Multiple Choice Tests

• Multiple choice questions usually include a
  phrase or stemfollowed by three to five options
• Test strategies
• Read the directions carefully
• Know if each question has one or more correct
  option
• Know if you are penalized for guessing
• Answer easy questions first

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Answering optionsImprove your odds, think
critically Cover the options, read the stem, and
try to answerSelect the option that most closely
matches your answer Read the stem with each
optionTreat each option as a true-false
question, and choose the "most true
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Strategies

• Strategies to answer difficult questions
• Eliminate options you know to be incorrect
• Question options that grammatically don't fit
  with the stem
• Question options that are totally unfamiliar to
  you
• Question options that contain negative or
  absolute words.Try substituting a qualified term
  for the absolute one, like frequently for always
  or typical for every to see if you can eliminate
  it
• "All of the above"If you know two of three
  options seem correct, "all of the above" is a
  strong possibility

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Strategies

• Number answerstoss out the high and low and
  consider the middle range numbers
• "Look alike options"probably one is correct
  choose the best but eliminate choices that mean
  basically the same thing, and thus cancel each
  other out
• Echo optionsIf two options are opposite each
  other, chances are one of them is correct
• Favor options that contain qualifiersThe result
  is longer, more inclusive items that better fill
  the role of the answer
• If two alternatives seem correct,compare them
  for differences, then refer to the stem to find
  your best answer

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Strategies

• Guessing
• Always guess when there is no penaltyfor
  guessing or you can eliminate options
• Don't guess if you are penalizedfor guessing and
  if you have no basis for your choice
• Don't change your answersunless you are sure of
  the correction
• Use hints from questions you knowto answer
  questions you do not.