Need to Know Activities Guide
Session 03
For every activity, the focus of discussions should be on how students will apply that information or those skills to their experience in college.
Note to facilitators: In each session, the timing of the activities is less than the 2 ½ hours of the session. This allows for time for transitions between activities, a short break, and time to just talk to students about your experiences, along with their questions and expectations. You may find that some activities take more or less time depending on the group, so be aware of timing and make adjustments as needed. Early sessions have more activities. If you don’t think you will have enough time, use discretion and choose the ones that best meet the needs of your group. Make sure to read over ALL session guides before starting the workshop to get an overview and to plan for the best approach. Then re-read each session guide before you meet with students. Make sure to have needed materials. You might be able to carry some activities over to later sessions if you run out of time.
01. Support Systems
Timing: 10 minutes
Description: Discuss the importance of knowing who they can go to for help. Discuss the different types of help different people might give and help them understand that asking the right person will make a difference in their outcomes. Have them spend a few minutes writing their lists—and offer ideas of people like high school counselors, yourself, teachers—and designating types of help. Encourage them to keep the list and keep adding to it.
Objectives:
· To have a plan in advance of who to contact when students face difficulties
· To remind students that they have others to rely on
· To help students understand the vital role their friends and family can play in their success
· To help students differentiate between the different kinds of help different people can provide
Materials: writing utensils
Notes: When college students face challenges, they often feel isolated. Having a list of people they can reach out to, which they created in advance, will remind them they have somewhere to turn—they don’t have to handle problems alone, and most people don’t do so. If students have trouble thinking of anyone, try to help with ideas—and discuss why this might happen and where they can go. You might have a list of community resources for students to consult to help students who don’t have a personal support system.
02. Campus Support Systems
Timing: 15 minutes
Description: Have students get into small groups of those who are interested in going to the same colleges if possible. In their small groups they can ask you to help them learn how to research and explore college websites to find resources they need. Emphasize how knowing what is available in advance can help them if they feel overwhelmed or in crisis. Even if they end up going to a different school, they should have the tools to make this list in advance of attendance.
Objectives:
· To help students locate assistance of the different types of situations they might face in college
· To teach students who to research and find resources for any school they attend
· To encourage students to be prepared for situations so they don’t have to figure things out when they confront a situation and feel overwhelmed or in crisis
· To help students learn about the different types of resources colleges offer
· To let students know that their tuition pays for these services so they deserve to use them as needed
Materials: writing utensils
Smartphone, tablet, or laptop
Notes: When college students face challenges, they often feel isolated. Having a list of people they can reach out to, which they created in advance, will remind them they have somewhere to turn—they don’t have to handle problems alone, and most people don’t do so. If students have trouble thinking of anyone, try to help with ideas—and discuss why this might happen and where they can go.
03. Study Groups
Timing: 15 minutes
Description: Students should get into small groups to learn how planning can make study groups more effective. Make sure they understand that planning should be brief, but that the act of planning can also aid in their learning. Even if they don’t use this exact method of planning, they can still see that some consideration of the group work will help them to use study groups more effectively.
Objectives:
· To help students understand that study groups can improve their learning and their grades
· To help students plan for study groups so they are most effective
· To help students understand that planning for the study group can enhance learning
Materials: writing utensils
Notes: One of the biggest challenges students might face is finding students to participate in their study groups and then making sure everyone makes equal contributions. It might be nice to provide advice about this using your own experiences.
04. Teammates
Timing: 10 minutes (about 5 minutes to answer questions and 10 minutes to discuss)
Description: Students should work individually to answer the questions. You might have an opportunity to discuss their answers or what they mean.
Objectives:
· To help students uncover their own styles so they can be most effective as a team member
· To help students consider what circumstances work best for them
Materials: writing utensils
Notes: Students are likely to have a better idea of what they like/don’t like in others than in what their own strengths and weaknesses with respect to teams are. They also might have some assumptions about teams that will be worth discussing. You can guide students by asking the questions and giving them a minute or two to answer followed by discussion of the question, or you can let students work independently and then discuss after they have answered the questions.
05. Common Problems
Timing: 20 minutes
Description: Have students form groups of 2 to 4 members. Each group can discuss all six problems, or each group can be assigned one or more problems to present to the larger group. These problems are common situations that students face when they are assigned teamwork in classes. Once they discuss the problems, teams should role play team members and act out their solutions.
Objectives:
To foresee possible problems with teamwork and develop viable solutions
To practice addressing problems with other students to build comfort with difficult interactions
Materials: writing utensils
Notes: Students can consider the problems for a couple of minutes before getting into groups to act out solutions. You can have students do all of the problems or you can assign a problem to each group and have them present their solutions to the whole group. To save time, you can choose between this activity and “Scenarios.” This will allow more time to spend on other activities.
06. Roommate Agreements
Timing: 10 minutes (2 minutes to watch The Big Bang Theory clip, 5 minutes to answer questions, 3 minutes to discuss)
Description: Getting along with a roommate—or not—can have a huge impact on students’ experiences. Whatever students feel about roommates, this is a good opportunity to learn about themselves and to practice strong negotiating skills. Showing the clip is a nice bit of humor. You can stop it after 2 minutes: https://www.youtube.com/watch?v=WNU1QmRl90I
Objectives:
· To help students choose roommates wisely if they are able to choose
· To help students consider the dynamics of living with someone they do or don’t know
· To help students to consider how they can deal with roommates to make their college experience as positive as possible
Materials: projector, computer, writing utensils
Notes: Students expectations for roommates can be unrealistic. It’s worth spending a little time discussing how they feel and addressing concerns.
07. Student Court
Timing: 20 minutes
Description: Assign the roles of Student 1, Student 2, Student 3, Mediator—the rest of the students will make up the panel. Have the mediator describe the situation briefly and then let each student present his or her perspective. Allow the panel to offer their insights into the situation and develop a course of action. In the end, all participants can vote on the best solution.
Objectives:
· To have students uncover their concerns about group work
· To help students consider solutions to problems with group work
Materials: writing utensils
Notes: Encourage all students to participate in the discussion. Discuss what underlying beliefs about teamwork might inform their ideas.
08. Writing to Your Professor
Timing: 15 minutes
Description: You can either go through each example and discuss as a large group or have students break up into smaller groups to discuss. In the interest of time, you can assign each group one example to discuss, rewrite, and present to the larger group.
Objectives:
· To help students understand how to write to achieve their goals with their professors
· To help students consider how a reader will respond to different messages
· To help students rewrite ineffective emails to make them more effective
· To help students consider themselves in the role of adult/professional
Materials: writing utensils
Notes: A wide range of answers might work, so discuss the pros and cons of different student rewrites. These are (slightly rewritten) examples that actual students have sent to professors, so don’t let students dismiss them as not realistic enough to deal with. It is easier to find the flaws in others’ work than in their own.
09. Scenarios
Timing: 20 minutes
Description: Divide students into small groups. Give them 10 minutes to discuss and develop solutions. Have them put solutions in the bin that corresponds to the situation. Spend about 10 minutes pulling slips out of the bins (make sure you choose at least one from each bin) and discuss as a large group.
Objectives:
· To help students develop problem-solving skills
· To help students consider a number of different options for a situation
· To remind students that they have people they can call on and to give them a model for reaching out
Materials: writing utensils, slips of paper, bins to collect answers—numbered 1, 2, 3, and 4
Notes: Students might not encounter exactly these situations, but they can use the same problem-solving skills for the issues they do confront. Emphasize the process of problem solving, as well as the effectiveness of the solutions. To save time, you can choose between this activity and “Common Problems.” This will allow more time to spend on other activities.
10. Wrap Up: Gist and List
Timing: 5 minutes
Description: Students should be able to summarize what they learned in the session under the “Gist” column. Then they can pick out specific points that are important and list them under the “List” column.
Objectives:
· To help students digest and think about material
· To serve as a memory aid
Materials: writing utensils
Notes: This is an opportunity for students to process the information they learned and put it in their own words. This will facilitate learning and let students control their use of information. If you run out of time, this can be assigned as homework—it should only take a few minutes and will serve as a reminder for students of what they learned before moving to the next session.