time_management_facilitator_guide(goerzen2011)

Time Management (Facilitator's Guide) This guide contains facilitator notes for the Time Management Wimba slides. Prior to your presentation, make sure that you have downloaded links available for: Student Handout http://cl.ly/030q3n0V2e2I1W0k2g09 Daily schedule http://www.studygs.net/schedule/index.htm Timetable template http://cl.ly/032I3A401Q3r1S1q282R Learning Commons: Study Toolkits http://learningcommons.ubc.ca/get-started/study-toolkits/ UBC Library’s Assignment Calculator http://assignmentcalculator.library.ubc.ca/ Online Timer Stopwatch http://www.timeme.com/timer-stopwatch.htm Survey http://www.surveyfeedback.ca/surveys/wsb.dll/s/1gaec Workshop Outline Learning OutcomeActionPurposeTime (approx.)Pre-workshop Push the handout and other relevant materials (i.e. templates, links as necessary)Explain that the handout serves as a basis for taking notes and completing activities during the presentation5 minIntroductionIntroduce yourself and poll the students about their backgroundPersonalize the encounter and help the facilitator see the breadth of experience in the classroom2 minOutcomes and motivationOutline the learning outcomes for the workshop and why they are importantProvide students with a clear idea of what to expect in the workshop2 minBarriers to time managementIdentify commons obstacles to effective time management Help students identify time management barriers that they can control5 minStep 1: Self-Assessment ActivityStudents complete handout activity to identify current time management obstacles and complete poll.Identify and analyze groups’ time management challenges10 minStep 2: Analysis of time management practicesStudents’ identify how they spent the last 24hrsIntroduce concept of 10 hours of time management per day 5 minActivity: Personal Time SurveyStudents identify how they spend their time each week and how much time is needed for their studiesHighlight discrepancies between how time is spend and time needed for studies/achieving goals. 10 minPersonal Energy CycleExplain that individuals are more/less productive at certain times of the day.Students map and identify when they are most productive/energetic over the course of a week.3 minStep 3: Prioritize Introduce the concept of goal setting and prioritization.Ensure that students manage their time according to identified goals and priorities2 minSMART GoalsExplain the model of SMART goal-setting and poll students to share one SMART goal.Highlight that goals must be SMART to be achievable. Helps students articulate/identify their personal goals.6 minStep 4: PlanProvide a planning model and template for managing time for a weekDemonstrate an example plan for charting time management for a week 2 minStep 5: Monitor your ProgressRemind students that priorities change and time management practices need to be revisited regularly to remain effectiveEncourage regular practice of time management strategies2 minAdditional resources and toolsOrient students to the UBC Learning Commons website and an online timer toolProvide further resources for students4 minReady, Set, ActionSummarize the actions achieved and those needed to effectively manage time.Affirm actions already taken and encourages further time management strategies2 min Select the relevant content slides It is recommended that you log in to the Learning Commons classroom at least 15 minutes prior to the start of the workshop. When you first log in to the classroom, you will need to select the appropriate slides from the Content dropdown menu. Once you have selected them, click on Go. Workshop Series Title Slide Use this slide to greet the students. Push the handout to them as a download link. If students are having technical troubles, please try to troubleshoot them early on. Facilitator Slide Introduce yourself as the facilitator for the presentation. If you have some special insight or background, make sure to share it with the class. About You Slide Encourage students to share a little bit of their background with you. This helps to personalize the encounter and may help you see the breadth of experience in your classroom. This step should be completed prior to commencing archiving. This is a good time to explain that student names are not attached to the polls. Introduce the Lecture Remind students again that the presentation will be archived. After you click on the Archiving button, wait for the Archiving announcement to complete before speaking. (You will also notice that there are now two new listings in the participants representing the archive and encoder. You can ignore these.) Introduce the workshop again for the benefit of the archive record. Remember that this will be the first slide seen/first words heard by later viewers. Outline Learning Outcomes Identify the learning outcomes for the workshop. Assess use of time. Identify obstacles and potential solutions to develop effective time management skills. Analyze current time management practices and patterns. Describe personal energy cycle. Identify personal goals and practice a method of setting priorities. Create a personal time management plan aligned with goals and priorities. Identify more resources/tools to practice time management strategies and for further study. This is a good opportunity to encourage participants to use the text chat to raise questions, seek clarification, or further discussion during the workshop. Why is time management important? Emphasize improved learning, or engagement and long-term retention of course material… and that satisfaction/confidence go hand in hand with this. Step 1: Assess your current habits and strategies For today’s workshop, we’ll present time management as a 5-step process. Step 1 is about awareness… to critically assess your current habits and strategies. Are they working for you? (assume not if you’re here today ) and if not, why not? What’s getting in the way? The following images might get you thinking… Here are some images to get you thinking… ,[object Object]

What do you do with your time between classes?

Does transit seem to suck up all your time?

…or is it just that you have unrealistic expectations for what you can accomplish in a given period of time and it feels like you’re always playing catch-up?What are your time management obstacles? Many factors affect how we manage our time (both internal and external). It is key to focus on the factors we are able to control. As we discuss each of these common factors ask yourself: What are my biggest problems? Do I have control over any of these? What are some potential solutions? High School versus University Expectations: Techniques that worked in high school do not always transfer to the university setting. (i.e.: suddenly, cramming doesn’t quite cut it). University students are expected to be more independent and quot;
self directedquot;
when it comes to learning and studying, necessitating proper time management. Also, since some university students study, live, and socialize in the same environment, setting the boundaries of quot;
workquot;
versus leisure time can be a challenge. Procrastination 40% of university students experience procrastination as a problem. Screen time is an obvious example (Facebook, YouTube, MSN, movies, TV, etc). More subtle or “busy-work procrastination” are things like doing laundry, cleaning, re-organizing, running small errands… whenever you’re doing it to put off studying / doing schoolwork (paper, assignment, readings), it’s procrastination. Time between classes (the snail slide) “I only have an hour. . . I’ll just grab a coffee, check my email, before the next class.” Many students see time between classes as being too short to get anything significant done, when in fact, a lot that can be done with that time. Be strategic with your time – head directly from class to a quiet study space and set a goal of what you want to accomplish in the time you have. Schedule it in if you have to. Even if you read half a chapter or work through half a math problem, it is less to do in the future. The more you can do while you are at school, the less you have to do when you get home! Commuting (waiting for the bus!) Commuting to and from university can be a major time waster – but this time can be used productively. Read or study your notes on the bus or Skytrain (if you can without getting sick!), deal with your phone/email msg. If you drive, try taping your professors lectures, and listening to them on your commute to school. OR use the commute as down time – take a nap, listen to music, read for pleasure, think about things or do nothing at all. Then there’s less ‘you’ time that you need to take for yourself at home/school. Perfectionism Often the source of failure for well-intentioned time management systems. Taking a disproportionate amount of time to finish even a small task because it’s not ‘just right’ deteriorates even the best-laid plans quite quickly. Give yourself a time limit, stick to it, when it’s done, MOVE ON. Unrealistic expectations Expecting to finish large portions of work in short periods of time I.e. Attempting to learn half the course in the two days before midterms. This becomes a problem when students do not initiate a time management approach until they are already falling behind in their work. In such cases, time management becomes a means of catching up (“Catch-up time management”). Thus, the “plan” is cramming everything that has to be done into the remaining timeline without appropriate regard for the time required to accomplish each task. Spending too much time on one activity so one’s concentration dwindles. If you have three hours of reading to do for a subject, rather than do a three hour reading session where you must fight sleepiness and daydreaming, read one hour over three days. When spending this much time on a task in unavoidable, like when studying for an exam, try to break up your study tactics—making/condensing notes from lectures/textbooks, quizzing yourself with practice questions. Also make sure to take breaks – even 5 or 10 minutes helps. Student Activity Turn to page 2 of your handout. Take the next couple minutes and complete the activity to become more aware of the challenges you face. (i.e. give your first thought/ instinctive response). Poll: Time Management Obstacles (Put up poll and ask students to respond once finished with their hand-out activity.) Debrief and encourage brainstorming suggestions/solutions in text chat. While participants are completing polls, it is a good idea to read the questions aloud. This will serve to share the content of the hidden poll slides with people viewing the archive copies and to ensure that there is no period of awkward silence while students are undertaking the activity. Try to verbally summarize the results (i.e. stressing the commonalities of participants, mention that skills will be introduced in the workshop to address issues…). Step 2: Analyze how you spend your time. Step 2 is to analyze how you are actually spending your time. Keeping in mind some of the personal challenges you identified… think about how your time is really being spent? How do you spend the last 24 hours? Can you accurately account for each of your last 24hrs? Try http://www.studygs.net/schedule/index.htm for a nice visual representation. Sometimes it’s useful to ‘see’ where your time is actually going. (Chat responses/observations as needed). There’s less time to manage than you think It’s time to start thinking about your schedule strategically. It may be comforting to know that it’s not really a full 24 hours you need to be managing. There are some activities that need to happen every day, such as eating, sleeping, and going to class. Reminder: these are averages you may sleep less and have more class time or vice versa, but let’s say on average you have 10hrs a day to manage. The challenge is that the10 hrs is spread out throughout the day. Given what you need to or want to get done, how will you use that 10 hours? Student Activity Turn to p.3 of your handout to complete your personal time survey. Complete the study hour formula at the bottom too. (Again 2-3 minutes for this. Don’t agonize over this, it’s just to get a sense of what you are actually doing with your time over the course of a week). (After a couple minutes… ) Ask yourself… ,[object Object]

Do you leave enough time to be successful in your studies?

If it seems that there’s just not enough time to get everything done, it may be that you’re not spending your time on what really matters to you. Energy Cycles Another strategy to consider is the concept of an energy cycle, meaning that at different points in each day and week we experience fluctuations in the amount of energy we have. Many of us are aware of this, but how many of you actually plan your schedule around it. (when possible… or at least for those 10 hours you do have complete control over). Consider scheduling appropriate tasks for when your energy level is high versus low. This allows you to function more efficiently and make better use of your time. Map your Energy Cycle Here’s a visual chart to map your own energy cycle. (The facilitator draws an example line on the graph using the writeboard.) Over the course of the next week, try using the Energy Cycle Map on p.4 of your handout and see if you notice any patterns. Are the assumptions you make about your personal energy cycle accurate? You may be surprised. Step 3: Prioritize It is important to recognize that time and stress management, optimal energy levels and goal setting are all inter-connected. Discovering how you actually spend your time can help you to start thinking critically about your priorities as well. For each task outlined in the Personal Time Survey on page 3 of the hand-out (i.e. grooming, meals, errands) break it down further & think about: ,[object Object]

efficiency (Can I accomplish this task in a more efficient way? Can I delegate this task to others to make better use of my time? i.e. share errands/meal prep with a roommate/family member).Efficiency is important to time management… but (as slide asks) you really can’t prioritize before you have taken time out to consider your goals (i.e. academic ones but also life, career or personal goals). Sometimes while we’re in the thick of studies, it’s difficult to think about the bigger picture. We’re just trying to get by from one deadline to the next. If you were to consider goals for the next: week, term, year, or even your five-year plan what might they be? Ask yourself: Do your goals span all the areas of your life? (career, family, friendships, spiritual, pleasure, community, self-growth….) How do you plan to achieve your goals? Or do you plan for them at all? What are the obstacles to realizing your goals? SMART Goal Setting Think again about those goals that immediately came to mind during the last slide and ask yourself if they are SMART goals. If you have not heard of this model before, SMART goals are essentially ones that are: S – Specific State exactly what you want to achieve. Can you break a larger task down into smaller items? M - Measurable Establish clear definitions to help you measure if you’re reaching your goal. A - Action-Oriented Describe your goals using action verbs, and outline the exact steps you will take to accomplish your goal. R - Realistic Give yourself the opportunity to succeed by setting goals you’ll actually be able to accomplish. Be sure to consider obstacles you may need to overcome. T - Time-Bound Now much time do you have to complete the task? Decide exactly when you’ll start and finish your goal. (Give students an example of a SMART goal and include an outcome/benefit that results from accomplishing that goal (i.e. time for something fun, a reward, etc.). Poll: Share a SMART goal Have participants share a SMART goal and emphasize that these should be specific and realistic, involve an action that can be taken, and have a completion time attached. Including a reward upon completion can be fun too. Debrief (i.e. Was is difficult to do this? What might that tell you? Is clear, SMART goal-setting your biggest barrier to achieving the results you are wanting? Sometimes the biggest challenge is breaking down larger goals into manageable, achievable steps. You know what you ultimately want, but how do you get there?) Prioritize your Goals Once you have some SMART goals in mind, order these/your time according to your priorities. prioritize by listing them according to: A - must do (top priority, critical) B - should do (worthwhile, but not essential) C - nice to do (low value, can be eliminated or postponed) We often get stuck managing only the top, priority goals (must do) and fail to leave time for the ones that aren’t essential but are worthwhile. Ironically, these ‘should do’ goals are also the ones that people tend to feel the most stress over. Consider whether there’s a way to ensue that your schedule allows you to accomplish at least one of your ‘should do’ goals on a regular basis. Observe how this changes how you feel about your accomplishments as well. It's okay to say no sometimes. It is common to over-commit when you feel pressure to seize an opportunity... but if you are unable to effectively manage it all then you have not helped yourself. What matters most to you? What will further your highest priority goals. Tackle those things first. Step 4: Plan Now that you have a better idea of how you actually spend your time, the tasks you spend more time on, the ups and downs of your personal energy cycle, and have begun thinking about your personal goals … it is time to set up a plan! The hardest work is done, now you just need to schedule it… but this is also where things often break down. ,[object Object]

Then schedule activities that are subject to change each week (e.g., assignments).

Be sure to schedule breaks too…leave some blank space on your schedule for spontaneity and the unexpected. Don’t forget that time to relax, rest and have FUN!Weekly Timetable Template There is a Timetable Template in your handout package if this is useful for you. (Provide link to template again if necessary). ,[object Object]

Try filling this chart out for a week just to see where those 10 hours/day fall and to help think about ways you want to make the best use of that time.Step 5: Monitor Progress Part of keeping things in balance is being realistic. Knowing yourself, your goals, priorities, routines and energy cycles. Finding some equilibrium among all your interests can be hard, but it will keep you from burning out and feeling disappointed (THINK New Year’s resolutions!!) To stay happy and healthy, it's important to balance various areas of your life. Whether it’s joining an intramural soccer team, seeing a concert with friends, or making a study group, all students have their own ways of getting physical, social, spiritual, and mental fulfillment. UBC Learning Commons We wanted to also highlight a few tools you might find useful. This screenshot of the UBC Chapman Learning Commons highlights the myriad of resources available to you online including: ,[object Object]

Study groups and tutors to get you on track and keep you accountable

Strategies for meeting with profs and TASUBC Library’s Assignment Calculator Many students also find the UBC Library’s Assignment Calculator valuable for managing their deadlines. Have students go to site and set a date for an assignment (real or imagined) to explore the timeline/resources that are offered. UBC Library’s Assignment Calculator http://assignmentcalculator.library.ubc.ca/ Online Timer A simple timer can be really helpful for breaking down tasks into manageable chunks. This online timer is one example, Online Timer Stopwatch http://www.timeme.com/timer-stopwatch.htm …but your phone, or even a simple kitchen timer works too… as long as you don’t get distracted checking messages or baking cookies . Ready, Set, Action First off, congratulations because you’re already on the road toward successful time management just by participating today. Your poll responses, comments and questions are the first steps for: ,[object Object]

analyzing your current habits/strategies

defining your personal goalsTo move forward, try to plan with a healthy, realistic balance of those SMART goals in mind and if you need support be sure to make use of any tools or resources that might help. Poll: What did you learn? (Facilitators: Remember to read the poll out loud for the benefit of the archived session). Debrief the results with the group. Stay in Touch If you are comfortable fielding questions after the workshop, you can offer your email in the text chat area. Ask students to complete the online survey. Emphasize that it is a quick 2-3 minute poll survey. Survey http://www.surveyfeedback.ca/surveys/wsb.dll/s/1gaec Turn archive OFF!!

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