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NAOBI Conference 2004 How To Prepare for the NIC Written

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Title: NAOBI Conference 2004 How To Prepare for the NIC Written


1
NAOBI Conference 2004
 
 
  • How To Prepare for the NIC Written Study
    Examination

2
Think Socrates
3
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

4
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 learning as 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

5
Activity 1
  • Whats your initial reaction?
  • Brainstorm thoughts on the subject of
    studying for a national exam.
  • Does it appear overwhelming?

6
What are my goals today?
  • KWLQ
  • Complete the first 2 columns of the form

7
  • 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?

,
8
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?

9
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?

10
Source
  • Learning Begin 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

11
(No Transcript)
12
Multiple Intelligences/Learning Styles
  • Whats Yours?
  • Visual, kinesthetic, auditory,verbal,logical,inter
    personal, musical

13
Lets Find out!
  • Take the inventory now!!
  • Do you feel its accurate?

14
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

15
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

16
  • 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.

17
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

18
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

19
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,

20
Know Thyself
  • Its important to know whats best before you dive
    into something that you will not be comfortable
    with

21
Body/Kinesthetic Intelligence
  • Physical movement and knowing wisdom of the body
  • Awakened through physical movementsports dance,
    creative/interpretive dance

22
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

23
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

24
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.

25
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

26
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

27
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

28
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?

29
Ways to Prepare for National Exams
  • Discussion Study Groups
  • Online Study Groups
  • Independent Learning

30
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

31
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

32
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!!!

33
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

34
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

35
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

36
Mindmapping
37
Hierarchy Concept Map
38
Systems Concept Map
39
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

40
  • 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

41
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

42
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!!!

43
REVIEW
  • Day One After 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 Two Page 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.

44
REVIEW
  • Days Three, Four and Five Alternate between your
    flash cards and notes and test yourself (orally
    or in writing) on the questions you formulated.
    Make additional flash cards if necessary.
  • Weekend Using 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.

45
What about the actual test!!
46
Test Taking Takes Strategy
  • Know what they are looking for
  • Are they looking general opinions or
  • Professional knowledge
  • State of the art

47
Multiple Choice Tests
  • Multiple choice questions usually include a
    phrase or stem followed 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

48
Answering options Improve your odds, think
critically Cover the options, read the stem, and
try to answer Select the option that most closely
matches your answer Read the stem with each
option Treat each option as a true-false
question, and choose the "most true
49
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

50
Strategies
  • Number answers toss 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 options If two options are opposite each
    other, chances are one of them is correct
  • Favor options that contain qualifiers The 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

51
Strategies
  • Guessing
  • Always guess when there is no penalty for
    guessing or you can eliminate options
  • Don't guess if you are penalized for guessing and
    if you have no basis for your choice
  • Don't change your answers unless you are sure of
    the correction
  • Use hints from questions you know to answer
    questions you do not.
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