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Section 05 Day 3. 2 Introduction BlackBoard review On Course Journals An Introduction to Omnivore's Dilemma

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Presentation on theme: "Section 05 Day 3. 2 Introduction BlackBoard review On Course Journals An Introduction to Omnivore's Dilemma"— Presentation transcript:

1 Section 05 Day 3

2 2 Introduction BlackBoard review On Course Journals An Introduction to Omnivore's Dilemma mma_tg.pdf mma_tg.pdf On Course for success

3 Passport Opportunities

4 4 Blackboard https://www.courses.maine.edu Login name and password Help with Blackboard is available from Blake Library staff All assignments will be administered from BlackBoard

5 Omnivore's Dilemma It appears books ordered through the bookstore will not arrive until next week, hence the dilemma of how to get a copy for assignment. The introduction and chapter are posted electronically. Students can access this by: Go to the library web page, click on course materials on reserve Enter ALL FYE INSTRUCTORS Click on electronic reserve (FK) then, click here for article Then enter the password FYE I addition, Brad Ritz has kindly lent his copy of the book to the library and it is now on “traditional” reserve – available for IN LIBRARY use only.

6 Omnivore's Dilemma What happened in the fall of 2002 that changed American’s Diets? What is a food chain? What 3 food chains is Pollan discussing in the book? In what order? How is he presenting the food chains (methodology)? What is the omnivore's dilemma? What is our national eating disorder? American vs. French eating behaviors? Feeding the planet? Food math

7 1 | 7 Copyright © Cengage Learning. All rights reserved. ONE STUDENT'S STORY: Jalayna Onaga As you read Jalayna's story, what statements reveal her weaknesses in the Eight Choices? For example, "And I never asked anyone for help" shows her weakness when it comes to choosing Interdependence. Realizing what she truly wanted for herself allowed Jalayna to make a strong commitment to being successful in college. What do you really want and how will a college education help you achieve it?

8 1 | 8 Copyright © Cengage Learning. All rights reserved. BECOMING AN ACTIVE LEARNER FOCUS QUESTIONS How does the human brain learn? How can you use this knowledge to develop a highly effective system for learning?

9 1 | 9 Copyright © Cengage Learning. All rights reserved. THREE PRINCIPLES OF DEEP AND LASTING LEARNING Prior Learning: Relate new information to previously learned information. Quality of Processing: Use numerous and varied deep processing strategies. Quantity of Processing: Use frequent practice sessions of sufficient length distributed over time.

10 1 | 10 Copyright © Cengage Learning. All rights reserved. What principle of Deep and Lasting Learning is reflected in each of these examples? QUICK REVIEW Prior Learning Quantity of Processing Quality of Processing Remembering what I learned in my tennis class, I decided to try using topspin in racquetball. After each class, I organize my notes, creating outlines or graphic organizers to help me remember the important points. In math, I do at least fifty practice problems of each type!

11 1 | 11 Copyright © Cengage Learning. All rights reserved. DEEP AND LASTING LEARNING Following is an anecdote about learning. As you read it, look for application of the three Principles of Deep and Lasting Learning: Prior Learning Quality of Processing Quantity of Processing

12 1 | 12 Copyright © Cengage Learning. All rights reserved. DEEP AND LASTING LEARNING One of the most exciting times of my life was the summer I learned to ride a motorcycle. My friend Dean had a brand new Honda 50 Harley Davidson Sportster. I'd previously learned how to operate a clutch and shift gears by driving our tractor on the farm. I paid eager attention to every detail that Dean told me. I had him demonstrate each part of the process and then I practiced each step after he showed me. It took me a little while to get used to operating the clutch and throttle with opposite hands and then shifting gears and using the brake with opposite feet, but I practiced every day for at least an hour. Within a few weeks, I was riding around the pasture, having the thrill of my life!! It was so much more fun than driving an old Ford tractor!

13 1 | 13 Copyright © Cengage Learning. All rights reserved. DEEP AND LASTING LEARNING One of the most exciting times of my life was the summer I learned to ride a motorcycle. My friend Dean had a brand new Honda 50 Harley Davidson Sportster. I'd previously learned how to operate a clutch and shift gears by driving our tractor on the farm. I paid eager attention to every detail that Dean told me. I had him demonstrate each part of the process and then I practiced each step after he showed me. It took me a little while to get used to operating the clutch and throttle with opposite hands and then shifting gears and using the brake with opposite feet, but I practiced every day for at least an hour. Within a few weeks, I was riding around the pasture, having the thrill of my life!! It was so much more fun than driving an old Ford tractor! What application of prior learning do you see in this story?

14 1 | 14 Copyright © Cengage Learning. All rights reserved. DEEP AND LASTING LEARNING One of the most exciting times of my life was the summer I learned to ride a motorcycle. My friend Dean had a brand new Honda 50 Harley Davidson Sportster. I'd previously learned how to operate a clutch and shift gears by driving our tractor on the farm. I paid eager attention to every detail that Dean told me. I had him demonstrate each part of the process and then I practiced each step after he showed me. It took me a little while to get used to operating the clutch and throttle with opposite hands and then shifting gears and using the brake with opposite feet, but I practiced every day for at least an hour. Within a few weeks, I was riding around the pasture, having the thrill of my life!! It was so much more fun than driving an old Ford tractor! What application of quality processing do you see in the story?

15 1 | 15 Copyright © Cengage Learning. All rights reserved. DEEP AND LASTING LEARNING One of the most exciting times of my life was the summer I learned to ride a motorcycle. My friend Dean had a brand new Honda 50 Harley Davidson Sportster. I'd previously learned how to operate a clutch and shift gears by driving our tractor on the farm. I paid eager attention to every detail that Dean told me. I had him demonstrate each part of the process and then I practiced each step after he showed me. It took me a little while to get used to operating the clutch and throttle with opposite hands and then shifting gears and using the brake with opposite feet, but I practiced every day for at least an hour. Within a few weeks, I was riding around the pasture, having the thrill of my life!! It was so much more fun than driving an old Ford tractor! What application of quantity of processing do you see in the story?

16 1 | 16 Copyright © Cengage Learning. All rights reserved. BECOMING AN ACTIVE LEARNER How could you apply the three principles of deep and lasting learning to a course that you are now taking? Be specific.

17 1 | 17 Copyright © Cengage Learning. All rights reserved. CORE Learning System CollectOrganizeRehearseEvaluate

18 1 | 18 Copyright © Cengage Learning. All rights reserved. Imagine this ambitious goal: You decide to produce and direct a Broadway show, and you plan for it to be a huge hit. So, you collect all of your actors, and you get everything organized—props, costumes, sets, the whole deal. Now, you start rehearsals and watch very carefully, evaluating everything—delivery, blocking, lighting. Then, you realize something exciting: "This show is going to be a big hit!" THE CORE LEARNING SYSTEM Take another look at this little story. You'll see how you naturally applied the four strategies of the Core Learning System.

19 1 | 19 Copyright © Cengage Learning. All rights reserved. THE CORE LEARNING SYSTEM Imagine this ambitious goal: You decide to produce and direct a Broadway show, and you plan for it to be a huge hit. So, you collect all of your actors, and you get everything organized—props, costumes, sets, the whole deal. Now, you start rehearsals and watch very carefully, evaluating everything—delivery, blocking, lighting. Then, you realize something exciting: "This show is going to be a big hit!"

20 1 | 20 Copyright © Cengage Learning. All rights reserved. JOURNAL REVIEW This chapter offers five suggestion for creating a meaningful On Course journal. List as many as you can. The next slide provides the answers…

21 1 | 21 Copyright © Cengage Learning. All rights reserved. Copy directions. Be spontaneous. Be honest. Be creative. Dive deep! How many suggestions for creating a meaningful On Course journal did you recall? This list is repeated on the inside back cover of On Course.

22 1 | 22 Copyright © Cengage Learning. All rights reserved. ON COURSE PRINCIPLES AT WORK Identify each of the following as a "Hard Skill" or "Soft Skill." Properly mixing epoxy tooth filling material Identifying bacteria cultures Working well in teams Planning work time in order to get everything done on schedule Effectively applying tax laws to help a client avoid an IRS audit Setting work-related goals Hard Skill Soft Skill

23 1 | 23 Copyright © Cengage Learning. All rights reserved. APPLYING THE CONCEPT A career specialist once said, “Having hard skills gets you hired; lacking soft skills gets you fired.” In your work experience, what evidence have you seen that supports this statement? Explain what happened.

24 1 | 24 Copyright © Cengage Learning. All rights reserved. BELIEVING IN YOURSELF: DEVELOP SELF-ACCEPTANCE FOCUS QUESTIONS Why is high self-esteem so important to success? What can you do to raise your self-esteem?

25 1 | 25 Copyright © Cengage Learning. All rights reserved. SELF-ESTEEM Psychologist Nathaniel Brandon said, “Self- Esteem is the reputation we have with ourselves.” How do you think the “reputation we have with ourselves” is formed?

26 1 | 26 Copyright © Cengage Learning. All rights reserved. ONE STUDENT'S STORY: Phyllis Honore What did Phyllis need to accept about herself before she could make positive choices? How did that acceptance help her get on course to her success in college? Choose one key quotation from Phyllis's story that provides an insight into being a success in college and in life. Be prepared to explain your choice.

27 1 | 27 Copyright © Cengage Learning. All rights reserved. WISE CHOICES IN COLLEGE If you were going to spend a number of years in a foreign country, what would you do to prepare for a great experience? What does this suggest about preparing yourself for a great experience in the strange and mysterious country called "Higher Education?"

28 1 | 28 Copyright © Cengage Learning. All rights reserved. REVIEW: THREE PRINCIPLES OF DEEP AND LASTING LEARNING Which principle relates new information to previously learned information? Prior Learning Which principle uses numerous and varied deep processing strategies? Quality of Processing Which principle uses frequent practice sessions of sufficient length distributed over time? Quantity of Processing

29 1 | 29 Copyright © Cengage Learning. All rights reserved. REVIEW: CORE LEARNING SYSTEM List and define each of the four components of the CORE Learning System: Collect- collect information/skills Organize- organize information so that it makes sense to you Rehearse- practice to strengthen neural networks and improve skills Evaluate- assess the effectiveness of your learning

30 1 | 30 Copyright © Cengage Learning. All rights reserved. KEY CHOICES FOR GETTING ON COURSE TO YOUR SUCCESS Taking the First Step: Self Assessment Developing Self- Acceptance Becoming an Active Learner

31 1 | 31 Copyright © Cengage Learning. All rights reserved. TICKET OUT Which of the eight choices of successful students do you think has the most potential to help you get on course to achieving your desired outcomes and experiences? Why?

32 1 | 32 Copyright © Cengage Learning. All rights reserved. End Chapter One For next week Read Chap 2 in On Course Pages in Omnivore's Dilemma


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