7 | 1 Copyright © 2014 Cengage Learning. All rights reserved. Strategies for Creating Success in College and in Life On Course Chapter 7 ADOPTING LIFELONG LEARNING

7 | 2 Copyright © 2014 Cengage Learning. All rights reserved. C ASE S TUDY IN C RITICAL T HINKING A F ISH S TORY Read the case study “A Fish Story.”  Why do you think the biology professor didn’t simply tell the students what he wanted them to learn?

7 | 3 Copyright © 2014 Cengage Learning. All rights reserved. A F ISH S TORY : D IVING D EEPER Think of a time in your life when you became as involved in your learning as did the students in the biology class. Perhaps you were working on a project, pondering a new idea, involved in a debate or engaged in a deep conversation.  What motivated you to become so involved?  How could you experience that same level of motivation in your current college courses?

7 | 4 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTION D EVELOPING A L EARNING O RIENTATION TO L IFE How can you maximize your learning in college and in life?

7 | 5 Copyright © 2014 Cengage Learning. All rights reserved. G ROWTH M INDSET AND F IXED M INDSET Identify the following statements as a fixed mindset or as a growth mindset.  I made an “A” in math because I am smart!  I made an “A” in math because I worked hard! Fixed Mindset Growth Mindset Learners with a fixed mindset believe people are born with a fixed amount of ability and talent. Learners with a growth mindset believe their ability and talent get stronger the more they are used.

7 | 6 Copyright © 2014 Cengage Learning. All rights reserved. H OW TO D EVELOP A G ROWTH M INDSET Make a list of strategies you could use to develop a growth mindset? How many of the following do you have on your list?  Think of your brain as a muscle that gets stronger with exercise.  Set learning goals as well as performance goals.  Seek feedback to deepen your learning.  Change course when needed. What other strategies do you have on your list?

7 | 7 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTIONS D ISCOVERING Y OUR P REFERRED W AYS OF L EARNING What is your preferred way of learning? What can you do when your instructor doesn’t teach the way you prefer to learn?

7 | 8 Copyright © 2014 Cengage Learning. All rights reserved. S ELF -A SSESSMENT : H OW I P REFER T O L EARN Complete the Learning Preference Inventory in On Course and calculate your scores. (p. 290)  Did anything surprise you about the results?  How can you use this information to help you in college?

7 | 9 Copyright © 2014 Cengage Learning. All rights reserved. P REFERRED W AYS OF L EARNING  Asks “what?” questions. Ponders facts and theories.  Asks “how?” questions. Enjoys taking action.  Asks “why?” or “who?” questions. Enjoys personal connections.  Asks “what if?” or “what else?” questions. Imagines new possibilities and making unexpected connections. Innovating Learner Feeling Learner Thinking Learner Match the preferred ways of learning to their correct descriptions. Doing Learner

7 | 10 Copyright © 2014 Cengage Learning. All rights reserved. P REFERRED W AYS OF L EARNING Identify the preferred way of learning described below: Learns well with lectures, visual aids, PowerPoint slides, and textbook readings. Learns well with hands on work in guided labs or practice applications. Learns well in a safe and accepting classroom atmosphere. Learns well when encouraged to use intuition to create something new. Thinking Learner Doing Learner Feeling Learner Innovating Learner

7 | 11 Copyright © 2014 Cengage Learning. All rights reserved. E MPLOYING C RITICAL T HINKING What are two skills that are essential to employing critical thinking. Constructing logical arguments Asking probing questions

7 | 12 Copyright © 2014 Cengage Learning. All rights reserved. C ONSTRUCTING L OGICAL A RGUMENTS When constructing a logical argument, what three components are essential? 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 | 13 Copyright © 2014 Cengage Learning. All rights reserved. A PPLYING THE C ONCEPT [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 three D’s. [Conclusion] I think I’ll drop out before I flunk out. 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?

7 | 14 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTIONS D EVELOP S ELF -R ESPECT What is your present level of self-respect? How can you raise your self-respect, and therefore your self-esteem, even higher?

7 | 15 Copyright © 2014 Cengage Learning. All rights reserved. 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.

7 | 16 Copyright © 2014 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 | 17 Copyright © 2014 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 | 18 Copyright © 2014 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. Each person, read to your group what you have written. After all have read, continue the conversation about integrity. BECOMING AN ACTIVE LEARNER

7 | 19 Copyright © 2014 Cengage Learning. All rights reserved. L IVE WITH I NTEGRITY We create integrity by choosing words and deeds that are aligned with our values. Discuss the following questions with a partner. On a scale of 1-10 (10 high), how much do you value your education? What choices of yours are aligned with the value you place on your education? What choices of yours are not aligned with the value you place on education? Are there any changes you plan to make to bring your choices into greater alignment with your values?

7 | 20 Copyright © 2014 Cengage Learning. All rights reserved. K EEP C OMMITMENTS Think about a personal commitment you have been wanting to make. Perhaps you want to study more, quit smoking, or spend less money. Answer the following questions so you will be prepared when you are ready to make the commitment.  How can you make your agreement consciously?  How can you use Creator language when making this commitment?  How can you make your agreement important?  How can you create a plan and do everything in your power to carry out the plan?  If you were to experience problems, how could you renegotiate your commitment?

7 | 21 Copyright © 2014 Cengage Learning. All rights reserved. Q UICK R EVIEW  I will never be college material.  If I study a lot, I will do fine in college.  Math has always been easy for me because I’m smart.  Math has always been easy for me because I work hard at it. Fixed Mindset Growth Mindset Fixed Mindset Growth Mindset Identify the following statement as an example of a growth mindset or as a fixed mindset.

7 | 22 Copyright © 2014 Cengage Learning. All rights reserved. What are the four preferred ways of learning? Q UICK R EVIEW ThinkingInnovating FeelingDoing

7 | 23 Copyright © 2014 Cengage Learning. All rights reserved. Q UICK R EVIEW What are two skills essential to employing critical thinking? Constructing logical arguments Asking probing questions

7 | 24 Copyright © 2014 Cengage Learning. All rights reserved. Q UICK R EVIEW  Answers “How do you know?”  Answers “Why should the audience think or do something?”  Answers “What should the audience think or do?” Reasons Evidence Conclusions Match the three components of a logical argument to their description.

7 | 25 Copyright © 2014 Cengage Learning. All rights reserved. Q UICK R EVIEW Use creator language. Make your agreements important. Create a plan; then do everything in your power to carry out your plan. If a problem arises or you change your mind, renegotiate. Identify five strategies for keeping commitments: Make your agreements consciously.

7 SS | 26 Copyright © 2014 Cengage Learning. All rights reserved. W ISE C HOICES IN C OLLEGE : W RITING What are the four components in the writing process?  Prewriting  Writing  Revising  Editing Brian A Jackson

7 SS | 27 Copyright © 2014 Cengage Learning. All rights reserved. W ISE C HOICES IN C OLLEGE : W RITING Match the four components of writing to their correct description.  Includes any preparation you do before actually writing.  Turns your raw materials into a document that achieves your defined purpose.  Helps to identify what you don’t understand and encourages you to think more critically.  Eliminates surface problems (errors in grammar, sentence structure and spelling). Writing Editing Revising Prewriting

7 SS | 28 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE W RITING : B EFORE W RITING What’s a good strategy for collecting ideas on the spur of the moment?  Carry index cards with you. What’s a good strategy for guiding your collection of information?  Create focus questions that arouse your curiosity. Perhaps write them on index cards.

7 SS | 29 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE W RITING : B EFORE W RITING What are some sources for collecting information?  Discuss your topic with others. Start by asking focus questions and follow where they lead.  Seek ideas and supporting details in your campus library.  Search the internet for more ideas and supporting details.

7 SS | 30 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE W RITING : B EFORE W RITING What strategies could you use to start organizing your information?  Group your notes: Sort information into piles, with one pile for each main idea or focus question.  Identify your audience: Once you know the audience, use that information to decide what information to include/exclude, how much evidence is needed, and whether to write formally/informally.  Define your thesis: Identify the most important idea you want to convey. Everything else should support this idea by answering questions a reader might have.  Create a plan: Use an outline, concept map, or question outline. Compare your answers to those listed in On Course.

7 SS | 31 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE W RITING : W HILE W RITING What are additional elements you can include in the rest of your composition?  Support: Include your secondary ideas and supporting details. These are often examples, experiences, explanations, and evidence (4E’s).  Transitions: Use words, phrases or sentences that act as bridges between ideas.  Refutation in a persuasive essay: Dispute any reasons that someone would be resistant to what you want them to think or do.  Satisfying conclusion: Summarize the main points you have made or echo the hook.

7 SS | 32 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE W RITING : A FTER W RITING Yesterday you finished a paper that you spent many hours writing. What actions should you take before turning in your final paper?  Revise  Cite sources  Read aloud  Edit carefully  Seek help

7 SS | 33 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE W RITING : A FTER W RITING After you receive a graded paper back, what strategies will help you improve your writing?  Keep an error log: record every sentence in which you had a grammar or punctuation problem, write the sentence with all corrections, and record the grammar or punctuation rule.  Rewrite graded papers: use the instructor’s feedback to improve your writing. Show the revision to your instructor; you may even receive a higher grade. Compare your answers to those listed in On Course.

7 SS | 34 Copyright © 2014 Cengage Learning. All rights reserved. C REATING AN A CADEMIC S KILLS P LAN FOR W RITING Make a list of the biggest challenges you have had with writing assignments.  Look over strategies for Writing.  Choose the three strategies that you will use.  Explain to a partner the three strategies that you have chosen and why.