This module address communications skills and academic survival skills, and provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.
Students should have the following skills prior to using this module:
The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:
Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.
The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction. Provide students with the following information:
Each module contains activities designed to help students learn and practice the concepts presented. Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts. Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice. Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.
The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.
To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.
Open the first file in the module folder to begin the lesson.
This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)
The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used. Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials. Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.
Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.
Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.
In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.
As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments. Including this information in your course syllabus will make it readily available to students.
Following are the assignments embedded in the Test Anxiety module:
Activity 1: Activity - test anxiety survey to determine student's level of anxiety
Activity 2: Reflective question - think about how you react to exams
Activity 3: Quiz
Activity 4: Quiz
Activity 5: Reflective question - think about what you do when you are taking an exam
Activity 6: Quiz
This module is related to other modules on personal effectiveness, including note taking, active reading, active listening, project planning, interview skills, stress management, conflict management, peer tutoring, and brainstorming.
Therefore, it is recommended that instructors introduce this module to students in conjunction with other personal effectiveness modules.
Begin by introducing the module and having student complete the test anxiety survey to determine their personal level of anxiety. Some students might find that they have a very low level of test anxiety, however, strategies described in the module for studying, relaxing, and staying focused will be of benefit to all students, no matter what their anxiety level.
After reviewing the goals and objectives for the module, students should read the information and complete the activities. Instructors might consider using additional ANGEL tools, like the message board, to have students discuss the topic further.
In-class discussions would give students opportinities to apply the tips and suggestions to their personal situations. Small group discussions also work well for this topic.
These points are covered in the iStudy module, but should be emphasized in any discussions.
Instructors may want to emphasize the total study time one should spend just on class work:
On average you should spend 2-3 hours outside of class for every hour in class. This means you would spend 45 hours per week on your classes if you had a 15-credit semester. In addition, you will have other demands for your time, such as a part-time job, family responsibilities, extra-curricular activities, and so on. A common cause of test anxiety is not planning for enough time to study.
Common symptoms of lack of preparation include:
There are three areas students should focus on to combat test anxiety:
Other important areas to focus on are attitude, when and how to study for an exam, and strategies for the day of the exam and taking the exam.
Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):
Where |
Domain |
Activities |
% |
iStudy module |
Knowledge |
The student can identify common mistakes and pitfalls when preparing for an exam. |
|
iStudy module |
Comprehension |
The student can determine goals for reducing anxiety and obtaining satisfactory preformance on exams. |
|
In-class |
Application |
The student can develop a semester-long test-taking stragegy for coping with test anxiety and improving scores. |
|
iStudy module |
Analysis |
The student can determine if their level of anxiety has been reduced by following the plan they created. |
|
100 |