1. University of Phoenix General Studies 300 Skills for Professional Development Jackie A. Giuliano, Ph.D. Instructor

2. "Until one is committed, there is hesitancy, the chance to draw back, always ineffectiveness. Concerning all acts of initiative (and creation), there is one elementary truth, the ignorance of which kills countless ideas and splendid plans: that the moment one definitely commits oneself, then providence moves too. All sorts of things occur to help one that would never otherwise have occurred. A whole stream of events issues from the decision, raising in one's favor all manner of unforeseen incidents and meetings and material assistance, which no [one] could have dreamed would have come [their] way. Whatever you do, or dream you can, begin it. Boldness has genius, power and magic in it. Begin it now." Goethe Begin it now." Goethe

3. Skills for Professional Development GEN 300 Workshop #2

4. Workshop 2 Agenda Analyze and identify personal learning styles. Analyze and identify personal learning styles. Research Skills Research Skills Utilize online search techniques. Utilize online search techniques. Team Skills Team Skills Recognize the team development process. Recognize the team development process. Written Communication Skills Written Communication Skills Identify the steps of the writing process. Identify the steps of the writing process. Identify writing mechanics. Identify writing mechanics. Demonstrate an understanding of University of Phoenix resources Demonstrate an understanding of University of Phoenix resources (e.g., the Writing Lab). (e.g., the Writing Lab).

5. Due in Workshop 2 Read Chapters 5 and 6 in Peak Learning Read Chapters 5 and 6 in Peak Learning Complete the learning styles exercises and Learning Style Profile in Chapter 5 of “Peak Learning." Complete the learning styles exercises and Learning Style Profile in Chapter 5 of “Peak Learning." Read “Getting Started” in Tools for Teams Read “Getting Started” in Tools for Teams Read “Goal Setting and Time Management” in Keys to Success Read “Goal Setting and Time Management” in Keys to Success Read University of Phoenix materials: “Essay Writing,” “Boolean Basics,” “The Writing Process” Read University of Phoenix materials: “Essay Writing,” “Boolean Basics,” “The Writing Process” Team Charter Team Charter Little, Brown Search Team Activity Little, Brown Search Team Activity The following parts of the Course Paper are due: The following parts of the Course Paper are due: a) Outline, b) Preliminary bibliography c) Section 1 Draft a) Outline, b) Preliminary bibliography c) Section 1 Draft

6. Did You Plan Ahead Early? Most of you expressed “time management” as one of your fears and obstacles the first step in managing your time is learning to control your time and responsibilities through planning and scheduling. How many of you: carefully went over the materials to determine what was due next week and budgeted your time accordingly? planned (using your datebook) when you would do the work? waited until the weekend and then said “oh my God!”

7. A word of advice I asked everyone to send me an email in the next day or two checking in and supplying me with your address for class communication I asked everyone to send me an email in the next day or two checking in and supplying me with your address for class communication Most of you didn’t do it. I got a few by the weekend. Most of you didn’t do it. I got a few by the weekend. When an instructor gives you an assignment, DO IT! When an instructor gives you an assignment, DO IT! Lack of response suggests Lack of response suggests Couldn’t care less Couldn’t care less Wasn’t / Doesn’t listen Wasn’t / Doesn’t listen

8. How Did You Practice/Apply The Techniques for school for school home home workplace workplace other other what was your experience? what was your experience?

9. Team Meeting Turn in Learning Team Logs Turn in Learning Team Logs Turn in Learning Team Charter. Turn in Learning Team Charter. How did it go? How did it go? Location Location Dynamics Dynamics Roles / Responsibilities Roles / Responsibilities

10. Importance of Writing Skills What do you know about writing? What do you know about writing? What do you want to learn about writing? What do you want to learn about writing?

11. Group Exercise Interview each of your classmates and find out what they learned about their learning style Interview each of your classmates and find out what they learned about their learning style Use the Recall Pattern style of note taking Use the Recall Pattern style of note taking 5 minutes or so per interview and then switch 5 minutes or so per interview and then switch Then find another classmate Then find another classmate What kind of learner are they? What kind of learner are they? How are they going to apply what they learned? How are they going to apply what they learned?

12. Paper/Presentation Evaluation Criteria PAPER Thoroughness of Research Thoroughness of Research Organization Organization Appropriate mix of theory and practice Appropriate mix of theory and practice Complexity and Depth appropriate to audience Complexity and Depth appropriate to audience Well reasoned Well reasoned Good use of l anguage Good use of l anguage PRESENTATION Use of handouts and visual aids Use of handouts and visual aids Organization and preparation by presenters Organization and preparation by presenters Adherence to time constraints Adherence to time constraints Complexity and Depth appropriate to audience Complexity and Depth appropriate to audience Allocation of responsibility to group members Allocation of responsibility to group members

13. Course Paper Course Paper THIS ASSIGNMENT REPLACES ALL INDIVIDUAL PAPERS ASSIGNED IN THE COURSE MODULE. Prepare a 2500 – 3000 word paper on the topic of adult learning for the course. Prepare a 2500 – 3000 word paper on the topic of adult learning for the course. The work should be based on the textbooks, class discussions, personal experience, and research. You will develop the paper in stages based on the writing process we discuss in class in order to model a process that you can use for all your academic and professional work. The paper will have four sections: The paper will have four sections: Reasons for Returning to School and Personal Goals Reasons for Returning to School and Personal Goals Personal Strengths, Weaknesses, and Learning Style Personal Strengths, Weaknesses, and Learning Style Adult Learning Theory Adult Learning Theory How all of the above contributes to helping you make a difference in the world How all of the above contributes to helping you make a difference in the world

14. The Writing Process Think about what you are going to write Think about what you are going to write understand the problem thoroughly understand the problem thoroughly brainstorm (mind map or recall pattern) brainstorm (mind map or recall pattern) initial research initial research more brainstorming more brainstorming more research more research 30% to 40% spent in this stage 30% to 40% spent in this stage Outlining Outlining putting your brainstorming into form putting your brainstorming into form Writing Writing Reading and Revising Reading and Revising Edit Edit Publish Publish

15. Characteristics of Good Writing Good Introduction with clearly stated purpose Good Introduction with clearly stated purpose Focused Focused Clearly defined point of view Clearly defined point of view Clearly stated assumptions Clearly stated assumptions Link between theory and practical experience Link between theory and practical experience Well reasoned Well reasoned Relevant / Organized Relevant / Organized Consider the Reader/Audience Consider the Reader/Audience Well researched and referenced Well researched and referenced Use of Standard Writing Conventions Use of Standard Writing Conventions

16. Learning Team Issues and Challenges What is the value of diversity in a learning team? What is the value of diversity in a learning team? How does the learning team impact the way you learn? How does the learning team impact the way you learn? How will your learning team experience be applicable in the workplace? How will your learning team experience be applicable in the workplace? What are some of the challenges that will surface? What are some of the challenges that will surface?

17. It is normal for all newly formed Learning Teams to go through an adjustment process Forming, storming, norming, and performing Forming, storming, norming, and performing Barriers to the group process Barriers to the group process Groupthink Groupthink Constructive vs. destructive conflict Constructive vs. destructive conflict Conflict resolution Conflict resolution Task and interpersonal roles Task and interpersonal roles The various roles people play The various roles people play (mediator, leader, etc.) (mediator, leader, etc.)

18. Discussion Questions What is your team environment at your workplace? What is your team environment at your workplace? What role(s) do you typically play within a team? What role(s) do you typically play within a team? Will you have to change your style to be effective in your Learning Team, or will your style be useful? Will you have to change your style to be effective in your Learning Team, or will your style be useful?

19. Active Learning Before the learning experience or event Before the learning experience or event do reading do reading decide what you want to learn; have goals decide what you want to learn; have goals develop questions develop questions During the learning activity During the learning activity be active, not passive be active, not passive use mind mapping or recall pattern notes use mind mapping or recall pattern notes question and discuss question and discuss be thinking ahead:“how do I need to use this” be thinking ahead:“how do I need to use this” After the learning activity After the learning activity review your notes; recopy if necessary review your notes; recopy if necessary what questions do you have what questions do you have what assignments are due next time what assignments are due next time

20. Sample Paper Evaluation Writing Evaluation Scoring Guide Writing Evaluation Scoring Guide

21. Everyone has a different learning style It is important to understand your own learning style It is important to understand your own learning style as well as the styles of others. as well as the styles of others. Test 1: Peak and valley learning times. Test 1: Peak and valley learning times. There are three benefits to knowing your peak and valley times for learning and to adjusting your learning efforts accordingly: There are three benefits to knowing your peak and valley times for learning and to adjusting your learning efforts accordingly: You will enjoy learning more when you are in the mood for it. You will enjoy learning more when you are in the mood for it. You will learn faster and more naturally because you will not be fighting your body's resistance due to fatigue or discomfort. You will learn faster and more naturally because you will not be fighting your body's resistance due to fatigue or discomfort. You will make better use of your valley times by doing things other than trying to learn. You will make better use of your valley times by doing things other than trying to learn.

22. Test 2: Bottom Up or Top Down? Test 2: Bottom Up or Top Down? Bottom up, stringers: Bottom up, stringers: Likes to tackle new topics by first laying a solid foundation. Prefers to master specific details before moving on to more general concepts. Likes to tackle new topics by first laying a solid foundation. Prefers to master specific details before moving on to more general concepts. Top down, groupers: Top down, groupers: Prefers to gain an overall perspective before filling in the details. Looks for big ideas, basic concepts, and organizing principles. Prefers to gain an overall perspective before filling in the details. Looks for big ideas, basic concepts, and organizing principles.

23. Test 3: Four Learning Quadrants Style A: Style A: Characteristics include a devotion to identifying the facts, a logical approach to problem solving, an affinity for reducing complex issues into simple decisions, and distrust of intuition and emotion. Characteristics include a devotion to identifying the facts, a logical approach to problem solving, an affinity for reducing complex issues into simple decisions, and distrust of intuition and emotion. Style B: Style B: Characteristics include a reliance on procedure, order, and stability, and an affinity for turning answers into actions rather than into questions and theories as A types do. Style B people are more verbal and intuitive than A types. Characteristics include a reliance on procedure, order, and stability, and an affinity for turning answers into actions rather than into questions and theories as A types do. Style B people are more verbal and intuitive than A types. Style C: Style C: Characteristics include a sensitivity to moods, atmospheres, and attitudes; an awareness of things as a process rather than pieces of information; and logic and theory taking precedence over feeling and experiencing. Characteristics include a sensitivity to moods, atmospheres, and attitudes; an awareness of things as a process rather than pieces of information; and logic and theory taking precedence over feeling and experiencing. Style D: Style D: Characteristics include a predisposition for originality, ambiguity, and surprise; enjoying challenges; doing well in chaos; and resistance to coming to final decisions. Characteristics include a predisposition for originality, ambiguity, and surprise; enjoying challenges; doing well in chaos; and resistance to coming to final decisions.

24. Test 4: Personal Intelligences Linguistic: Linguistic: Characteristics include thinking in words, good auditory skills, enjoyment of language, and learning best by hearing and/or seeing the words. Characteristics include thinking in words, good auditory skills, enjoyment of language, and learning best by hearing and/or seeing the words. Logical-mathematical: Logical-mathematical: Characteristics include conceptual thinking, an affinity for relationships and patterns, enjoyment of the computer, and liking brainteasers that require reason. Characteristics include conceptual thinking, an affinity for relationships and patterns, enjoyment of the computer, and liking brainteasers that require reason. Spatial: Spatial: Characteristics include an affinity for images and pictures, such as puzzles, and an ability to draw and design things accurately. Characteristics include an affinity for images and pictures, such as puzzles, and an ability to draw and design things accurately.

25. More Multiple Intelligences Musical: Musical: Characteristics include remembering melodies and liking music in the background while learning. Characteristics include remembering melodies and liking music in the background while learning. Bodily-kinesthetic: Bodily-kinesthetic: Characteristics include processing information through body sensations, communicating through gestures, the need to move to learn, and learning well by association with emotional responses. Characteristics include processing information through body sensations, communicating through gestures, the need to move to learn, and learning well by association with emotional responses. Intrapersonal: Intrapersonal: Characteristics include shyness in groups, awareness of goals and dreams, and motivation to do well. Characteristics include shyness in groups, awareness of goals and dreams, and motivation to do well. Interpersonal: Interpersonal: Characteristics include being a socializer, enjoying games with others, and demonstrating empathy. Characteristics include being a socializer, enjoying games with others, and demonstrating empathy.

26. “New “ Intelligences Added by Howard Gardner in his 1999 book, Added by Howard Gardner in his 1999 book, “Intelligence Reframed, Multiple Intelligences for the 21 st Century” “Intelligence Reframed, Multiple Intelligences for the 21 st Century” Naturalist Intelligence Naturalist Intelligence Expertise in recognizing and classifying many species; extensive knowledge of the living world; talent for interacting subtly with various living creatures. Expertise in recognizing and classifying many species; extensive knowledge of the living world; talent for interacting subtly with various living creatures. Spiritual Intelligence Spiritual Intelligence The potential to explore the nature of existence (Cosmologists, religious leaders, philosophers). The potential to explore the nature of existence (Cosmologists, religious leaders, philosophers). Existential Intelligence Existential Intelligence The capacity to locate oneself with respect to the furthest reaches of the cosmos and the related capacity to locate oneself with respect to such concepts as the significance of life, the meaning of death, the fate of worlds, love of another, or immersion in art. The capacity to locate oneself with respect to the furthest reaches of the cosmos and the related capacity to locate oneself with respect to such concepts as the significance of life, the meaning of death, the fate of worlds, love of another, or immersion in art.

27. Online Search Techniques Search Engines Search Engines Boolean searches Boolean searches Wildcard searches Wildcard searches Discussion Questions Discussion Questions When would a Boolean search be most appropriate? When would a Boolean search be most appropriate? When would you use a Wildcard search? When would you use a Wildcard search? How might different learning styles approach online searching differently? How might different learning styles approach online searching differently? Integrating Question Integrating Question How do different learning styles come into play with team interaction? How do different learning styles come into play with team interaction?

28. Paraphrasing: The author’s thoughts in your words 1 Read the original carefully Read the original carefully Substitute words and rearrange sentences Substitute words and rearrange sentences Ask yourself about precise meanings Ask yourself about precise meanings Check the meaning of your paraphrase against the original Check the meaning of your paraphrase against the original Identify the source you are paraphrasing Identify the source you are paraphrasing n 1 Bazerman, Charles, The Informed Writer, Houghton Mifflin Company: Boston, 1989.

29. Example The original: The original: “Four score and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.” A. Lincoln “Four score and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.” A. Lincoln The paraphrase: replacing synonyms The paraphrase: replacing synonyms Eighty-seven years before today, our political and spiritual ancestors created in North America a country that did not exist before, thought of in freedom and devoted to establishing the principle that all people are born with the same rights. Eighty-seven years before today, our political and spiritual ancestors created in North America a country that did not exist before, thought of in freedom and devoted to establishing the principle that all people are born with the same rights. The paraphrase: restructuring the sentence The paraphrase: restructuring the sentence In creating a country that did not exist before, in North America eighty-seven years before today, our political and spiritual ancestors were thinking of how to make freedom a reality. Their creation was devoted to establishing the principle that all people are born with the same rights. In creating a country that did not exist before, in North America eighty-seven years before today, our political and spiritual ancestors were thinking of how to make freedom a reality. Their creation was devoted to establishing the principle that all people are born with the same rights.

30. When to paraphrase To explain simply To explain simply To interpret the text To interpret the text To restate the case To restate the case Exercises Exercises Judge not, that ye be not judged (Jesus Christ) Judge not, that ye be not judged (Jesus Christ) Pleasure is brief as a flash of lightning, or like an autumn shower, only for a moment (Buddha) Pleasure is brief as a flash of lightning, or like an autumn shower, only for a moment (Buddha) Nothing can harm a good man, either in life or after death (Socrates) Nothing can harm a good man, either in life or after death (Socrates) We have a terrible confusion about our place in nature (Ynestra King) We have a terrible confusion about our place in nature (Ynestra King)

31. Knowledge Is Messy! You can’t always find what you are looking for. You can’t always find what you are looking for. What you find may be contradictory or confusing. What you find may be contradictory or confusing. You may uncover wonderful surprises and find ideas and information you had no idea existed. You may uncover wonderful surprises and find ideas and information you had no idea existed. When you read one book, it all seems clear. When you read one book, it all seems clear. But when you check out a second author, you have to make sense of the diverse statements you will find. But when you check out a second author, you have to make sense of the diverse statements you will find.

32. Achieving a Synthesis Frame the subject Frame the subject Gather material from varied sources Gather material from varied sources Fitting the parts together Fitting the parts together Unifying the style Unifying the style

33. Due Next Time Read Chapter 7 in Peak Learning Read Chapter 7 in Peak Learning Read “Critical and Creative Thinking” in Keys to Success Read “Critical and Creative Thinking” in Keys to Success Read “Getting to Results” in Tools for Teams Read “Getting to Results” in Tools for Teams Research Skills Activity Research Skills Activity Note Taking Exercise Note Taking Exercise Course Paper: Course Paper: Draft of Section 2/Rewrites of Section 1 Draft of Section 2/Rewrites of Section 1 Learning Team Charter Learning Team Charter with Dispute Resolution Strategies with Dispute Resolution Strategies

34. Recall Pattern

35. Mind Map