Strategies for Creating Success in College and in Life

1. On Course Strategies for Creating Success in College and in Life Chapter 7 Adopting 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. REVIEW: SCRIPTS What three habit patterns form the parts of our scripts that are observable to others? Behaviors Thoughts (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. REVIEW: INNER VOICES Identify which voice is speaking in each of the following examples: Inner Critic Inner Defender Inner Guide

7. REVIEW: INNER VOICES I 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. REVIEW: INNER VOICES What do the Inner Critic and Inner Defender have in common? They both use Victim Language to complain, blame, and make excuses! Neither takes action to solve the problem.

9. What 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. REVIEW: HOLLAND CODE

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.

11. 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?

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. Identify which of the four learning preferences is being described. APPLYING THE CONCEPT Innovating Learner 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. Doing Learner Thinking Learner Feeling Learner

14. Which of the preferred learning preferences would be most comfortable with the instructors described below? APPLYING THE CONCEPT Feeling Learner 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. Doing Learner Thinking Learner Innovating Learner

15. Identify which learning preference would benefit most from the following ways of adapting to different instructors. APPLYING THE CONCEPT Thinking Learner 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. Innovating Learner Doing Learner Feeling Learner

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 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?

18. 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?"

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.

20. QUICK REVIEW! What are the three components of a logical argument? • Reasons • Evidence • Conclusions BECOMING AN ACTIVE LEARNER Create 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 QUESTIONS How can you recognize when you are off course? More important, how can you get back on course?

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 QUESTIONS What is your present level of self-respect? How can you raise your self-respect, and therefore your self-esteem, even higher?

28. 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

29. Honesty Cheating Wholeness Truthfulness Honor Hypocrisy Lying Reliability Uprightness Weak Betrayal Character Consistency Friend INTEGRITY Completeness Unity Enemy Trustworthy Strong Deceptive Dependable

30. 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

31. 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 email 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.

32. 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)

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.

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.

37. 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

38. REVIEW & SUMMARY What are the four components of the writing process? Prewriting Writing Revising Editing

39. KEY CHOICES FORADOPTING LIFELONG LEARNING Learning to Make Course Corrections Employing Critical Thinking Discovering Your Preferred Learning Style

40. TICKET OUT Who do you know who is a good example of a Lifelong Learner? Explain briefly.

41. End Chapter Seven