7 | 1 Copyright © Cengage Learning. All rights reserved. HUM-102 FIRST YEAR EXPERIENCE Section 05 Day 19

7 | 2 Copyright © Cengage Learning. All rights reserved. Agenda OnCourse Journal Part 6 Graded OnCourse Journals 7, 8 & 9 posted –Due Nov 14, Nov 21 and Dec 1 OnCourse Refection paper posted –Due Dec 8 Exam 2 graded and scores posted Today we will discuss Adopting Life Long Learning

7 | 3 Copyright © Cengage Learning. All rights reserved. To DO list Start thinking about the topic of a paper you would like to write concerning the issues developed in the book Omnivore's Dilemma –Your selected topic write up will be due Nov 17 (7 days). This assignment is posted in blackboard –For Monday, Nov 14, bring one statement describing your topic in the form [topic] & [claim]. See page 300 step 11 for further explanation of the form. Monday we will a have class/group project to help develop your topic thesis.

7 | 4 Copyright © Cengage Learning. All rights reserved. New Schedule Nov 10 & 14 Chap 7 Adopting Life Long Learning –Journal 7 due Nov 14 Nov 17 & 21 Chap 8 Developing Emotional Intelligence –OD Topic due Nov. 17 –Journal 8 due Nov 21 Nov 28 Chap 9 Staying on Course to Your Success (Journal 9) –OD Lit. review and outline due Dec 1 st OD Chap 3 Review, –Journal 9 due Dec 5 Exam #3 Chap 7-9, OD chap 3 (10%) Dec 8 –OnCourse Refection paper due (journals & paper, 20%) Dec 10 AM Paper & Presentations –OD paper due (15%)

Strategies for Creating Success in College and in Life On Course Chapter 7 Adopting Lifelong learning

7 | 6 Copyright © Cengage Learning. All rights reserved. CHOICES OF SUCCESSFUL STUDENTS ADOPTING LIFELONG LEARNING

7 | 7 Copyright © Cengage Learning. All rights reserved. REVIEW: THREE SUCCESS RULES Rule 1: I Show Up Rule 2: I Do My Best Work Rule 3: I Participate Actively

7 | 8 Copyright © Cengage Learning. All rights reserved.

7 | 9 Copyright © Cengage Learning. All rights reserved. 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.

7 | 10 Copyright © Cengage Learning. All rights reserved. DISCOVERING YOUR PREFERRED LEARNING STYLE FOCUS QUESTIONS What is your preferred way of learning? What can you do when your instructor doesn ’ t teach the way you prefer to learn?

7 | 11 Copyright © Cengage Learning. All rights reserved. JOURNAL ENTRY 24: WARM-UP Complete the Preferred Learning Style Inventory (page ) Rank each option honestly, realizing there are no wrong answers. Calculate your score following the directions in the book. learning styles.xlsx What is the biggest surprise in your results?

7 | 12 Copyright © Cengage Learning. All rights reserved. Identify which of the four learning preferences is being described. Enjoys 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. Thinking Learner Innovating Learner Feeling Learner Doing Learner APPLYING THE CONCEPT

7 | 13 Copyright © Cengage Learning. All rights reserved. Warm 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. Which of the preferred learning preferences would be most comfortable with the instructors described below? Thinking Learner Innovating Learner Feeling Learner Doing Learner APPLYING THE CONCEPT

7 | 14 Copyright © Cengage Learning. All rights reserved. Seek 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. Identify which learning preference would benefit most from the following ways of adapting to different instructors. Thinking Learner APPLYING THE CONCEPT Innovating Learner Doing Learner Feeling Learner

7 | 15 Copyright © Cengage Learning. All rights reserved. EMPLOYING CRITICAL THINKING FOCUS QUESTIONS How 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?

7 | 16 Copyright © Cengage Learning. All rights reserved. CONSTRUCTING LOGICAL ARGUMENTS Reasons Premises, Claims, Assumptions Answers "Why?" Evidence Support: Facts, Data, Stories Answers "How do you know?“ Conclusions Opinions, Beliefs, Positions Answers "What should the audience think or do?"

7 | 17 Copyright © Cengage Learning. All rights reserved. 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.

7 | 18 Copyright © Cengage Learning. All rights reserved. What are the three components of a logical argument? Reasons Evidence Conclusions QUICK REVIEW! BECOMING AN ACTIVE LEARNER Create a memory device that will help you remember the three components. Share it with a partner.

7 | 19 Copyright © Cengage Learning. All rights reserved. Reasons Evidence Conclusions Probing Questions?

7 | 20 Copyright © Cengage Learning. All rights reserved. LEARNING TO MAKE COURSE CORRECTIONS FOCUS QUESTIONS How can you recognize when you are off course? More important, how can you get back on course?

7 | 21 Copyright © Cengage Learning. All rights reserved. Draw 3 stars in a triangle on a piece of paper Draw one straight line that touches all 3

7 | 22 Copyright © Cengage Learning. All rights reserved. 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?

7 | 23 Copyright © Cengage Learning. All rights reserved. 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.

7 | 24 Copyright © Cengage Learning. All rights reserved. LIFELONG LEARNING AT WORK Thinking Doing Feeling Innovating

7 | 25 Copyright © Cengage Learning. All rights reserved. BELIEVING IN YOURSELF : DEVELOP SELF-RESPECT FOCUS QUESTIONS What is your present level of self-respect? How can you raise your self-respect, and therefore your self-esteem, even higher?

7 | 26 Copyright © Cengage Learning. All rights reserved. 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… INTEGRITY

7 | 27 Copyright © Cengage Learning. All rights reserved. Honesty Cheating Wholeness Truthfulness Honor Hypocrisy Lying Reliability Uprightness Weak Betrayal Character Consistency Friend INTEGRITY Completeness Unity Enemy Trustworthy Strong Deceptive Dependable

7 | 28 Copyright © Cengage Learning. All rights reserved. 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. BECOMING AN ACTIVE LEARNER

7 | 29 Copyright © Cengage Learning. All rights reserved. KEEPING COMMITMENTS Make agreements consciously: I ’ m going to accept Eric ’ s invitation to join his study group because it will help me get better grades. Use Creator language: I will attend all study group meetings 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 if others are willing to change the date.

7 | 30 Copyright © Cengage Learning. All rights reserved. KEEPING COMMITMENTS Write 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)

7 | 31 Copyright © Cengage Learning. All rights reserved. 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.

7 | 32 Copyright © Cengage Learning. All rights reserved. WISE CHOICES IN COLLEGE : WRITING 1.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.

7 | 33 Copyright © Cengage Learning. All rights reserved. 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.

7 | 34 Copyright © Cengage Learning. All rights reserved. REVIEW & SUMMARY What are the four preferred ways of learning? Thinking Doing Feeling Innovating What are the three components of a logical argument? Reasons Evidence Conclusions

7 | 35 Copyright © Cengage Learning. All rights reserved. REVIEW & SUMMARY What are the four components of the writing process? Prewriting Writing Revising Editing

7 | 36 Copyright © Cengage Learning. All rights reserved. Discovering Your Preferred Learning Style Learning to Make Course Corrections Employing Critical Thinking KEY CHOICES FOR ADOPTING LIFELONG LEARNING

7 | 37 Copyright © Cengage Learning. All rights reserved. TICKET OUT Who do you know who is a good example of a Lifelong Learner? Explain briefly.

7 | 38 Copyright © Cengage Learning. All rights reserved. End Chapter Seven