Factors Influencing College Admissions

6. Factors Influencing College Admissions

7. Factors Influencing College Admissions

8. Factors Influencing College Admissions

9. Factors Influencing College Admissions

10. Factors Influencing College Admissions

11. Factors Influencing College Admissions

12. Factors Influencing College Admissions

13. Factors Influencing College Admissions

14. Factors Influencing College Admissions

15. Which are you?

16. Which are you?

17. Which are you?

18. Which are you?

19. Which are you?

20. Which are you?

21. Which are you?

22. Which are you?

23. Which are you?

24. Cornell Style of Taking Notes • Effective style of note-taking • Good notes allows students to help problem solve. • Good notes helps students organize and process data and technical information in a much more organized way. • Develops critical thinking skills. • The Cornell style of note-taking helps process the information when read a minimum of five times. • GOOD NOTES DOES NOT MEAN WRITING DOWN INFORMATION VERBATIM. • Learn the information and your grade will take care of itself; your grade is NOT based on the number of assignments that you do, but on the concepts that were learned.

25. Cornell Style of Taking Notes

26. Cornell Style of Taking Notes Notes: • Can be used to provide an outline of the course, chapter, or lecture. TheBig Picture. • Can be as detailed as necessary. • Be sequential; write down the notes as given • Be aware that taking notes is one thing; learning the material is something else. • Sometime after class (homework?), summarize the notes. That is write down the main idea FOR EACH PAGE at the bottom.

27. Cornell Style of Taking Notes Questions; but, really mnemonic memory devices to help you remember Notes

28. Cornell Style of Taking Notes Questions; but, really mnemonic memory devices to help you remember Notes Summary Put down the main ideas from this page of lecture notes.

29. For example, if the topic of discussion/lecture notes was “respiration,” your page in the notes, in the Cornell-style of note taking, might look something like this:

30. For example, if the topic of discussion/lecture notes was “respiration,” your page in the notes, in the Cornell-style of note taking, might look something like this: Respiration: The process that releases energy by breaking down glucose and other food molecules in the presence of oxygen. Glucose + oxygen carbon dioxide + water + energy • Aerobic- utilizes oxygen • Carbon dioxide and water are waste products • Respiration is NOT breathing • 99% of all organisms utilize this form of respiration. The other 1% utilize respiration without oxygen (anaerobic), which is called fermentation. Energy is derived from glucose without the presence of oxygen.

31. Then in the left hand column, you might write something like this: Gorillas Often Change Women’s Essays. G (glucose) O (oxygen) C (carbon dioxide) W (water) E (energy)

32. How did you learn the alphabet? In 1492, Columbus sailed the…” “In 1492, Columbus sailed the ocean blue.” “ ‘i before ‘e’ except …” “ ‘i before ‘e’ except after ‘c.’” “Thirty days have…” “Thirty days have September, April, June, and November…” “Stationary” and “Stationery” One means “to stay in one place.” The other means “paper.” Which is which? paper stationery “Principle” and “Principal” One is at a school, the other is a rule. Which is which? The principal is (not) your pal. desert or dessert their they’re there your you’re yore

33. Then in the left hand column, you might write something like this: Gorillas Often Change Women’s Essays. G (glucose) O (oxygen) C (carbon dioxide) W (water) E (energy) Then, at the bottom of the page, summarize the “notes” portion, i.e., “all organisms utilize respiration” and/or “99% of organisms use oxygen…”

34. Bloom’s Taxonomy (1956)

35. Bloom’s Taxonomy (1956)

36. Bloom’s Taxonomy (1956)

37. Bloom’s Taxonomy (1956)

38. Bloom’s Taxonomy (1956)

44. You cannot use middle school study skills in a college preparatory class.

45. Homework #1: Write one paragraph in which you compare and contrast the following terms from Bloom’s Taxonomy: Evaluation/Knowledge.

46. Homework #1: Write one paragraph in which you compare and contrast the following terms from Bloom’s Taxonomy: Evaluation/Knowledge. 6.) Evaluation 5.) Synthesis 4.) Analysis 3.) Application 2.) Comprehension 1.) Knowledge Venn Diagram

47. Mnemonics and Memory Schemes • Mnemonics are aids to memory such as acronyms, rhymes, linking information by creating visual images or making up a story. • Used for shopping lists, vocabulary and spelling, speeches, facts, dates, phone numbers, names and faces, ideas, jokes, poems, numbers, “rules,” etc. • Used by educated, “maximum-effort” individuals. • They help you learn basic facts in a quick way that saves study time. They may not help you learn the meaning of these facts, but it’s a great start. It definitely saves study time.

48. It’s best to use a mnemonic device • when information needs to be remembered for a short time. • as a reminder for well-learned information; to remind you of the order of information, to overcome memory blocks; when you feel overwhelmed when taking tests (“I never do well on tests.”) • to anchor facts • when things need to be remembered in a particular order

49. It’s best to write something down (notes) • when you need to remember information for a long time • when reliability and accuracy are important • when memory load is to be avoided • when information is coming at you too fast • when the information is too complex

50. I.) General Rhymes A.) The rabbit comes out of the hole, goes around the tree, and crawls back into his hole. B.) Red sky at night, sailor’s delight. Red sky in morning, sailors take warning. C.) “Righty tighty, lefty loosey.” D.) How I wish I could calculate Pi. 3. 1 4 1 5 92 (number of letters in each word)