1. DISCOVERING YOURSELF What if… Why How What Chapter 1
Success starts with telling the truth.
Skim this chapter for three techniques you’d like to try this week.
Power Process: Ideas are Tools
The Discovery Wheel
Learning Styles
Multiple Intelligences
VAK
What if…
I could start to create new outcomes?

2. IDEAS ARE TOOLS
People limit their openness to ideas...but not to tools.
By simply considering the strategies in this course as tools, you’ll be more open to try them.
As you read the text and listen in class, think of the ideas you experience as tools.
If they work for you, use them.
If they don’t work, put them on the shelf. Maybe they’ll be useful later.
Students often report that this is the most important concept in this course. The choice of words we use is important, and that’s what this process is about. Reframing how we think of ideas. This power process asks you to consider thinking of IDEAS as TOOLS. Why do we use the word “tools,” instead of, say, “strategies” or “techniques?” Because in this course, you will be introduced to thousands of new ideas to help you become a more successful student. But the word “ideas” carries with it our belief systems.
When we challenge belief systems, there is resistance. So instead, Dave Ellis has re-framed the ideas in this book by re-naming them. They are simply tools.
Throughout this course, whether you are reading the text, listening to a guest speaker in class, taking notes on a lecture, or doing an activity with classmates, consider all the new ideas you are being exposed to as tools, like a hammer on a shelf. We have no emotional resistance to trying new tools. This is a book, and a course, then of tools for you to try!

3. Power Up Now IDEAS ARE TOOLS
Activity 1: Figure out the tools you need to get each job done:
Think of 5 ideas (beliefs) that were once held true but have been proven false over time (i.e. the Earth is flat).
Think of 5 currently generally held ideas or beliefs that you believe could be found false in the future.

4. Power Up Now IDEAS ARE TOOLS
Activity 2: In a group, discuss the different tools (method, habit, or approach) each person uses for the following:
Share with the entire class three of the activities or tasks the group discussed.
Note taking
Memorization
Writing an essay Preparing a presentation
Getting to sleep at night
Losing weight
Exercising
Finding a job
Choosing a pet
Asking someone on a date
Traveling to class
Planning a class schedule

5. Mastery Truth is a key to
Video: Right click to pause, rewind, and play.
College students talk about the transition from high school to college in this movie clip. Talk about how truth is a theme throughout the text.
Video: Right click to pause, rewind, and play.

6. Becoming A Master Student
The
Discovery Wheel
In this movie clip, students meet textbook author Dave Ellis and hear his brief explanation of the purpose behind the Discovery Wheel.
Video: Right click to pause, rewind, and play.
Dave Ellis, author
Becoming A Master Student

7. Discovery Wheel The What did you discover about yourself?
What do you want to keep doing?
These are questions to facilitate an in-class sharing and discussion after students complete the Discovery Wheel exercise.
What do you want to do differently? 7

8. Learning Styles Discovering how you learn How we take information in
PERCEIVING
How we take
information in
Learning Styles – Review the two major components of learning styles. The discussion of Learning Styles in the following slides may occur before or after the students have completed the Learning Styles Inventory and plotted their scores.
This slide facilitates making a connection with and reviewing the text example of thinking about how one perceives and processes information when one gets a new mobile phone.
PROCESSING
How we think about that information 8 8

9. Learning Styles what if? why? how? what?
This slide demonstrates and facilitates a discussion of:
A. how to plot LSI results onto the LSI graph, and how to connect the dots to create a unique shape.
B. how the four modes interrelate and the key question associated with each mode of learning.
In this example, the greatest area is in Mode 2 – What? This student prefers to know the facts and details when learning. But this student also has some skills in Mode 1 and Mode 3 learning. The weakest learning modality is Mode 4. The harder it is to tell in which Mode the largest area is in one’s individual shape, the more well-rounded a learner he or she is.
how?
what?

10. Balancing Your Preferences what if? why? how? what?
Ask yourself 3 questions using the words that are not your preferred style.
what if?
why?
This student, who prefers Mode 2 learning, can develop skills in the other three modalities by asking the questions Why? How? and What if? when perceiving and processing new information.
how?
what?

11. Multiple Intelligences
Claim Your
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Mathematical/Logical
Verbal/Linguistic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
Summarize/discuss this text article, or facilitate a classroom discussion about its implications to student success. An example of a classroom discussion could be “When teaching multiple intelligences I ask students to tell me which one is most relevant to them?” 11

12. Visual Auditory Kinesthetic
Learning By The
VAK SYSTEM
Visual Auditory Kinesthetic
You perceive by seeing visual learning
You perceive by hearing auditory learning
You perceive by moving kinesthetic learning
Summarize/discuss this text article, or facilitate a classroom discussion about its implications to student success. There are many ways to look at how you prefer to learn. Kolb recommends learning styles, Gardner likes to view learning through the filter of multiple intelligences. Another approach is considering whether you prefer to learn by hearing, seeing, or doing. 12 12

13. SIX PATHS to more powerful
THINKING
Remembering recalling an idea
Understanding explaining an idea in your own words and giving personal examples
Applying using an idea to produce a result
Analyzing dividing an idea into parts
Evaluating rating the truth, usefulness, or quality of an idea and giving reasons
Creating inventing something new