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1 年間コース教材にアクセスできます。
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含まれるもの
21 録画レッスン
7 週間
教師のサポート1年間のアクセス
コンテンツに宿題:
週あたり 1-2 時間. Each week, students will be given a task to complete or a tool to try. (See the Class Experience section for more information.) The amount of time to complete these tasks will vary each week and for each student. For example, students may find homework from Weeks 4, 5, and 7 easily integrates into their daily routine, needing less than an hour to complete the tasks; however, homework from the first three weeks may require more concentration and an hour or more of dedicated time. Learners demonstrate that they have completed the tasks by uploading photos and/or videos to Outschool. Additionally, learners will be given questions to answer in their videos or posts such as what they found easy, challenging, or helpful.評価
Students will not receive a traditional grade for this class. However, a certificate of completion is available upon request if the student completes all required tasks, and I am happy to provide written feedback about the student's success and recommendations for next steps.この文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 7 - 10
Beginner レベル向け
This class helps learners build executive functioning skills related to time management including planning, task initiation, task completion, and attention. The primary focus is helping learners improve their study habits through managing their time more carefully. A handout is provided each week along with at least one lecture. Students should watch the lecture(s) and complete the assigned homework. Then, students will share their homework in the Outschool classroom via text, photo, or video. This is a self-paced class, and students may complete the homework as quickly or as slowly as they feel is best for them. I check-in with students in self-paced classes twice each week, typically on Mondays and Thursdays, for the first five weeks of this class. After that, I am happy to stay in contact if arrangements are made in advance, such as students who need extra time due to extenuating circumstances. A detailed syllabus is provided in this course description. However, this is a brief summary of lectures and homework: Week 1: Productivity Personalities -Lecture: Students will be given an overview of the course and presented with information about the four personality types related to productivity: morning larks, night owls, afternoon people, and nappers. Learners will use this information to determine their most effective study time. -Homework: Create a general weekly schedule to visualize how the learner spends their time, including the best potential time block for studying. Students are provided with a handout for this activity, but they are welcome to use Google Calendar or another type of calendar if they find that more effective. Color and creativity are encouraged! Week 2: Fighting Time Blindness -Lecture: Most people–teens and adults–underestimate how long tasks actually take to complete, and this is especially true with homework assignments. This week discusses how long academic tasks often take and helps students track their own time for better estimations and time blocking in the future. -Homework: Estimate and track actual time for regular activities. If school is in session, the priority should be to track time reading, taking notes, and studying. If school is not in session, learners can track daily tasks such as morning and evening routines, chores, and activities. Week 3: Time Blocking -Lecture: This week, students learn how to dedicate blocks of time to specific tasks. -Homework: Using the schedule from Week 1, learners will time block their schedule for the upcoming week. Then, they will report the effectiveness of the new technique and how they could improve upon it. If school is in session, learners should use time blocks specifically for studying; if school is not in session, they should time block other responsibilities, such as chores or sports. Week 4: Habit Stacking -Lecture: Students will learn how to “habit stack” to maximize the effectiveness of new time management practices without becoming overwhelmed. -Homework: Based on their time blocking experience last week, learners will introduce three new habits, which they will “stack” between pre-existing habits. If they are in school, at least one habit should be related to studying (e.g. beginning homework immediately after an afternoon snack or working exclusively at their desk). Week 5: Attention, Hyperfocus, and the Interruption Page -Lecture: Students will be introduced to the basics of attention, as well as the pros and cons of hyperfocus. They will be taught how to use an interruption page as a study tool to help them stay on task. Additional videos by Dan Simons, including his Ted Talk “Seeing the World as It Isn’t”, will be available to further expand on the concept of attention. -Homework: Learners will use the interruption page during study sessions (or other times when they need to concentrate). They will also be mindful of the frequency and durations of their breaks in order to prepare for next week. Week 6: The Pomodoro Technique, Effective Breaks, and Workflow -Lecture: Students will learn about the Pomodoro technique and how it can be personalized to make breaks more effective. I’ll also lecture about how breaks can help or hinder workflow. -Homework: Learners will use the Pomodoro technique and adjust it to match their learning style. When possible, variations of this tool should be used over multiple study sessions and used in conjunction with the interruption page from Week 5. Week 7: Eat the Frog and Review -Lecture: We’ll discuss the “Eat the Frog” technique to feel productive and lower anxiety. (This will be review for students who have completed the prioritization class.) We’ll close the class with a brief review. -Homework: Students will attempt to “eat the frog” at least twice during the week. As their final assignment, students should discuss which tools were most effective and how they’ll continue to use those tools in the future.
学習到達目標
By completing this class, students will learn to:
–Choose the right times to study
–Block time to improve studying efficiency
–Successfully introduce new, positive habits
–Pay attention to their homework or other tasks
–Use a version of the Pomodoro technique to create better workflow
シラバス
4 ユニット
21 レッスン
7 週間以上ユニット 1: Productivity Personalities
レッスン 1:
Introduction and Overview of Class
This post includes Week 1 handout and a video providing an overview of the class. (1:08)
レッスン 2:
Productivity Personalities and Sleep
This video gives a brief overview of the productivity personalities. (1:21)
レッスン 3:
Productivity Personalities: Morning Larks
This video describes characteristics of morning larks. (1:36)
レッスン 4:
Productivity Personalities: Night Owls
This video describes characteristics of night owls. (2:43)
その他の情報
保護者へのお知らせ
Students are strongly encouraged to upload photos or videos of their set goals to the Outschool classroom. This helps students better visualize and show pride in their accomplishments.
Although photos and videos are encouraged, students do not need to show their face on camera or voice if it makes them uncomfortable. Students should never share personal information, which includes any sensitive information about their tasks. If I notice personal information, I will remove the video, but please speak to your learner if you have any reservations about what they might share.
受講に必要なもの
Each week, one handout is provided with specific steps for completing that week's homework. Students may find it helpful to print the handout. Alternatively, they can type or write their answers. Additionally, learners will need access to a timer for Week 6, but this could be on another electronic device.
外部リソース
このクラスでは、Outschool内のクラスルームに加えて、以下を使用します。
使用する教材
The more scientific information from the Week 1 lectures is primarily sourced from “There is more to chronotypes than larks and owls. evidence of two additional chronotypes in humans from a large scale community-based survey” (Mairesse et al., 2019). (https://www.researchgate.net/publication/337958849_There_is_more_to_chronotypes_than_larks_and_owls_evidence_of_two_additional_chronotypes_in_humans_from_a_large_scale_community-based_survey)
Some of the information presented in Week 2 is based on Chapter 3 of “College Success” published by Rice University (Baldwin et al., 2023). (https://openstax.org/details/books/college-success)
For Week 5, a variety of videos by Dan Simons will be available:
–TED Talk “Seeing the World as It Isn’t” (2011) (https://www.youtube.com/watch?v=9Il_D3Xt9W0)
–Selective Attention Test (https://www.youtube.com/watch?v=vJG698U2Mvo)
–Movie Perception Test 1 (https://www.youtube.com/watch?v=wBoMjORwA-4)
–Movie Perception Test 2 (https://www.youtube.com/watch?v=6JONMYxaZ_s)
–The Door Study (https://www.youtube.com/watch?v=FWSxSQsspiQ)
先生について
教師の専門知識と資格
学士号 Colorado State Universityから
I was a Title I tutor for over five years and have worked as an educator and private tutor since January 2020. In 2022, I began offering professional executive functioning coaching services, and I hosted a virtual executive functioning summer camp in August 2023. Nearly every learner I have taught or coached has been diagnosed with ADHD or another learning difference.
Additionally, I have completed 24 graduate credits in applied neuroscience, giving me a more in-depth understanding of the brain’s role in learning differences and executive functioning.
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