Presentation on theme: "Strategies for Creating Success in College and in Life"— Presentation transcript:
1 Strategies for Creating Success in College and in Life On CourseStrategies for Creating Success in College and in LifeChapter 7Adopting Lifelong learning
2 CHOICES OF SUCCESSFUL STUDENTS ADOPTING LIFELONG LEARNING
3 REVIEW: THREE SUCCESS RULES Rule 1: I Show Up Rule 2: I Do My Best Work Rule 3: I Participate Actively
4 Thoughts (when spoken) Emotions (when strong) REVIEW: SCRIPTSWhat three habit patterns form the parts of our scripts that are observable to others?BehaviorsThoughts (when spoken)Emotions (when strong)What is the deeper, invisible part of a script that contains our view of ourselves, other people and the world?Core Beliefs
6 Inner Defender Inner Guide REVIEW: INNER VOICES Identify which voice is speaking in each of the following examples:Inner CriticInner DefenderInner Guide
7 REVIEW: INNER VOICESI flunked that test, big time! Malik and Jordan were making so much noise I couldn't concentrate last night when I was studying.I'm really struggling with this lit class. I'm just too dumb to figure out all that stuff.I've got to come up with $1000 for next semester. I'm going to check the papers for job ads and re-do my budget.Teresa is so smart! I'm going to ask her to join our study group for Calculus.I would have been here on time but Deven took my parking space. What a jerk!I would love to learn how to snow ski but I'm so spastic I'll probably run over somebody and kill both of us.
8 Inner Critic and Inner Defender have in common? REVIEW: INNER VOICESWhat do theInner Critic and Inner Defenderhave in common?They both use Victim Language to complain, blame, and make excuses!Neither takes action to solve the problem.
9 REVIEW: HOLLAND CODEWhat are the six personality types in the Holland Code? Realistic Investigative Artistic Social Enterprising Conventional How can awareness of your personality type help you make better career choices? People who choose a career that matches their personality type tend to be more satisfied.
10 CASE STUDY IN CRITICAL THINKING: A FISH STORY Why do you think the biology professor didn’t simply tell the students what he wanted them to learn?DIVING DEEPER: If you had been in this biology lab class, what lessons about college and life would you have learned from the experience? When you think you have discovered one life lesson, dive deeper and find another even more powerful lesson. And then another and another.Students can do this activity in pairs or small groups.
11 DISCOVERING YOUR PREFERRED LEARNING STYLE FOCUS QUESTIONSWhat is your preferred way of learning?What can you do when your instructor doesn’t teach the way you prefer to learn?Consider asking students to spend two minutes jotting down their initial answers to these questions.
12 JOURNAL ENTRY 24: WARM-UP Complete the Preferred Learning Style Inventory.Rank each option honestly, realizing there are no wrong answers.Calculate your score following the directions in the book.What is the biggest surprise in your results?
13 APPLYING THE CONCEPT Innovating Learner Doing Learner Thinking Learner Identify which of the four learning preferences is being described.InnovatingLearnerEnjoys discovering and using intuition; prefers imagination to data and facts.Enjoys taking action and appreciates well-organized and well-documented information.Enjoys using analysis and logic; prefers facts and theories over emotion and intuition.Enjoys personal connections and supportive atmosphere.DoingLearnerThinkingLearnerFeelingLearner
14 APPLYING THE CONCEPT Feeling Learner Doing Learner Thinking Learner Which of the preferred learning preferences would be most comfortable with the instructors described below?FeelingLearnerWarm and caring; uses group work and interpersonal relating.Presents information step-by-step; uses demonstration and hands-on experience.Uses lectures, visual aids, textbook readings and logical thinking activities.Encourages creativity and experimentation; is flexible and allows independent work.DoingLearnerThinkingLearnerInnovatingLearner
15 APPLYING THE CONCEPT Thinking Learner Innovating Learner Doing Learner Identify which learning preference would benefit most from the following ways of adapting to different instructors.ThinkingLearnerSeek answers to “what?” questions and organize notes logically with outlines.Seek answers to “what if?” and “what else?” questions and organize notes with concept maps and pictures.Seek answers to “how?” questions and practice using course information outside of class.Seek answers to “who?” and “why?” questions and discover personal value for the course content.InnovatingLearnerDoingLearnerFeelingLearner
16 ONE STUDENT'S STORY: Melissa Thompson What choices did Melissa make to move from a struggling student to a successful student in chemistry?What present instructor of yours has a teaching style that you find difficult to learn from? Explain.Considering Melissa's story, what choices could you make to improve your outcomes and experiences in that instructor's class?
17 EMPLOYING CRITICAL THINKING FOCUS QUESTIONSHow can you determine the truth in this complex and confusing world?How can you present your truths in a way that is logical and persuasive to others?Consider asking students to spend two minutes jotting down their initial answers to these questions.
18 CONSTRUCTING LOGICAL ARGUMENTS ReasonsPremises, Claims, AssumptionsAnswers "Why?"EvidenceSupport: Facts, Data, StoriesAnswers "How do you know?“ConclusionsOpinions, Beliefs, PositionsAnswers "What should the audience think or do?"
19 APPLYING THE CONCEPT: PROBING QUESTIONS Imagine that a friend presents you with the argument below. As a critical thinker, what probing questions might you ask about his reason, evidence, and conclusion?[Reason] I’ve decided that I’m not really college material. [Evidence] I’m taking four courses and it looks like I’m going to get only one B and 3 D’s. [Conclusion] I think I’ll drop out before I flunk out.The “answers” are intended to be examples…not “the” answers.
20 Reasons Evidence Conclusions QUICK REVIEW! What are the three components of a logicalargument?ReasonsEvidenceConclusionsBECOMING ANACTIVE LEARNERCreate a memory device that will help you remember the three components.Share it with a partner.
21 JOURNAL ENTRY 25: WARM-UP A classmate tells you she knows a guaranteed way to make a lot of money and begins persuading you to join her in the venture.List five or more probing questions you could ask your classmate to decide if it is a good choice for you to join her in the venture.
22 LEARNING TO MAKE COURSE CORRECTIONS FOCUS QUESTIONSHow can you recognize when you are off course?More important, how can you get back on course?Consider asking students to spend two minutes jotting down their initial answers to these questions.
23 JOURNAL ENTRY 26: WARM-UP There's an old fable about a fox that can't reach some grapes that are too high on a vine. After several unsuccessful attempts, the fox gives up, excusing its failure by thinking "Those grapes are probably sour anyway.“Is there a class in which you've given up on reaching the "high grapes"? If so, how have you explained this choice to yourself? Is your explanation a reason or an excuse?
24 ONE STUDENT'S STORY: Jessie Maggard Sometimes, when we are off course, something happens that shakes us up and we realize we need to make an important change. What events shook up Jessie and what changes did she make as a result?When in your life did something shake you up and you realized that you needed to make a change? Explain what happened to shake you up, what change you made, and the Life Lesson you learned from the experience.
25 LIFELONG LEARNING AT WORK You are about to see a number of pictures showing people at work. For each picture, decide which learning preference (or preferences) would best suit the career represented.As a critical thinker, be prepared to explain your conclusions by offering reasons and evidence.
26 LIFELONG LEARNING AT WORK Thinking Doing Feeling Innovating
27 BELIEVING IN YOURSELF: DEVELOP SELF-RESPECT FOCUS QUESTIONSWhat is your present level of self-respect?How can you raise your self-respect, andtherefore your self-esteem, even higher?Consider asking students to spend two minutes jotting down their initial answers to these questions.
28 INTEGRITY At the top of a piece of paper, write the word "Integrity.“ In a moment, words will appear on the screen one at a time.When you see a word that you associate with the idea of “integrity,” write it on your page.Here we go…
30 BECOMING AN ACTIVE LEARNER Below your list, write one of the following:A definition of “integrity.”A true story that illustrates integrity (about yourself or someone else)Form Groups of 3 or 4.Each person, read to your group what you have written. After all have read, continue the conversation about integrity.Many people will unconsciously assume that the old man is the integrity example and that the rapper lacks integrity. If you're comfortable with it, you could lead a discussion of stereotypes and assumptions based on outward appearance.30
31 KEEPING COMMITMENTS Make agreements consciously: I’m going to accept Eric’s invitation to join his study group because it will helpme get better grades.Use Creator language: I will attend all study groupmeetings and come prepared.Make agreements important: I’ll send an to each study group member with my commitment.Create a plan; carry it out: I’ll put each meeting on my calendar.Renegotiate: If I'm unable to attend a meeting, I’ll ask ifothers are willing to change the date.
32 KEEPING COMMITMENTSWrite about the most important commitment you have made in college. Explain how keeping this commitment will help you create your desired outcomes and experiences. (5 minutes)Get with a partner and exchange papers.Read your partner's paper and write a thoughtful question. A “thoughtful” question is one that helps your partner dive deeper into the complexities of the topic. (3 minutes)When you receive your partner’s question, write a thoughtful response. (5 minutes)
33 EMBRACING CHANGE: DO ONE THING DIFFERENT THIS WEEK From the list of seven beliefs and behaviors, choose the one that seems the most likely to help you achieve your desired outcomes and experiences in college.With a partner discuss the value you would get from doing this one thing every day for a week (or longer). Also discuss any obstacles to keeping this commitment. Finally, make a choice to make this commitment or not.
34 WISE CHOICES IN COLLEGE: WRITING Divide into Home Groups of four.Each person choose to become the group's expert for one of the four components of the Writing Process:Prewriting, Writing, Revising, Editing.Leave your Home Group and join others who have chosen to become an expert on the same component you did.With your Expert Group, read the introduction to “Wise Choices in College: Writing” and discuss the component you have all chosen. Your goal is to be able to explain to your Home Group what the component is and how it relates to the CORE Learning System.Return to your Home Group. Each expert teach the others about your component of the Writing Process.This activity uses a jigsaw structure. If your group does not divide evenly into all groups of four, create a few groups of 5 (not groups of 3). Then have two students double up on the same component of the writing process.
35 WISE CHOICES IN COLLEGE: WRITING Form groups of 3-4 and identify a recorder.2. Without using On Course, record possible choices to improve writing skills. Each group’s goal is to have the longest list of “unique” choices (that is, choices not on any other group’s list). (5 minutes)3. As each recorder reads a list, other recorders cross out choices on their list mentioned by others.4. Recorders report the “unique” choices remaining on their group’s list.5. The group with the longest list of “unique” choices is the winner.
36 WISE CHOICES IN COLLEGE: WRITING Review all of the writing strategies presented in On Course and choose the one you think would most to improve your writing.Join a partner and explain the strategy you have chosen and why. Use your best active listening skills to be sure you understand your partner’s choice.Join another pair and each person explain the strategy his/her partner chose and why.This activity uses a think/pair/square structure. You can add a “share” component by asking students to explain to the whole group the strategy that someone in their group of four (square) chose and why.
37 REVIEW & SUMMARY What are the four preferred ways of learning? ThinkingDoingFeelingInnovatingWhat are the three components of a logical argument?ReasonsEvidenceConclusions
38 What are the four components of the writing process? Prewriting REVIEW & SUMMARYWhat are the four components of the writing process?PrewritingWritingRevisingEditingStudents may come up with other synonyms; that's great!38
40 TICKET OUTWho do you know who is a good example of a Lifelong Learner? Explain briefly.Have students show you their answers in their journals or have them write their responses on a small note card and hand those to you at the door.40
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