CASE STUDY #5: High School Outline

CASE STUDY #5: High School Outline 

Organizing a term paper can be a daunting process for any high school student.  Amy had to write a 16 to 20 page term paper for history class comparing the rules and regulations of various monarchies of Europe.  “Collecting and researching this information alone was a big process, but organizing it and making it useful was even harder.   I was able to make different outlines for each source while my friends were using little 3×5 cards.  I used a few different outline types but mostly the indent type and the concept maps.”  Amy received a 97 on her term paper and she reported that the actual writing was the easy part because her research and other needed information is so accessible.

CASE STUDY #4: Middle School Outline

CASE STUDY #4:  Middle School Outline

Ryan was a middle school student who I began working with midway through his seventh grade year.  He was having issues organizing – specifically for science because the class involved information that the teacher provided in multiple types of ways such as power points, in worksheets and also in class notes.  He was having trouble integrating all this information into one singular way.  “I took the information and to make a single outline as simply as he could but yet it contained all the main information I needed.  I was also using the outlines to organize teachers the notes and my own notes.”  Ryan used the radial and line style outlines mostly because they were the most useful for this type of information and they were visual.

CASE STUDY #3: Homework Tracking University Level

CASE STUDY #3: Homework Tracking University Level

Matt was a college sophomore who was a pre-med major.  He had challenging classes and was never able to get ahead of the workload.  A part of the challenge at the university level (compared to the high school, middle school, or elementary levels) is that there is a constant flow of work and new information, but far fewer points of evaluation or testing.  Some university classes may have only two graded events: a midterm and a final, or a paper and a final, or maybe even just a paper.  Matt also had an academic history of being able to get by on his wits, and he never really had a system.  Finally in this year, with this course load, he reached the overload point.

“Before, I would just look at the material, and I would get it pretty quickly. I didn’t have to take a lot of notes, and I didn’t spend that much time on the homework.  I just didn’t need to.  But this year, the volume of work has gotten to the point where I just don’t know what to do first.”

The first thing we did was teach Matt to use and to establish daily (even multiple times daily) attention to the homework tracking and time management system that you will also learn in this section of Maximum Education.  Because the university curriculum he had at the time did not have many deadlines, we set up our own deadlines that he was to follow.  We created mock test dates and other artificial events to create deadlines and checkpoints.  After only 3 sessions, Matt had the system down, and he was on his way.

“I actually spend less time studying and getting organized now than I did before putting this system into place, and I feel 10x more in control of the information and the material moving ahead.  It was really just a matter of following along with what I learned and doing it.”