1. Strategies for Creating Success in College and in Life
On Course
Strategies for Creating Success in College and in Life
Chapter 6
GAINING SELF-AWARENESS

2. Case Study in Critical Thinking Strange Choices
Choose the student you think made the strangest choice and speculate why she or he made this choice. In particular, what are the kinds of past experiences that may have made the student behave this way?
Recall a course you once took in which you made a choice that your instructor might describe as “strange.” Explain why you made that choice. Dive deep, exploring what really caused your choice.
Have students spend two minutes jotting down their initial answers to these questions. 2

3. Critical Thinking: Focus Questions Recognizing When You Are Off Course
In which of your life roles are you off course?
Do you know how you got there?
More important, do you know how to get back on course to your desired outcomes and experiences?
Have students spend two minutes jotting down their initial answers to these questions. 3

4. The Mystery of Self-Sabotage
Identify each statement as a self-sabotaging behavior or as a wise choice behavior.
I started a study group.
I started a study group, but I have missed two meetings.
I did all my homework early.
I did all my homework early, but I left it at home.
Wise Choice
Self-Sabotaging
Wise Choice
Self-Sabotaging 4

5. Critical Thinking: Focus Questions Identifying Your Scripts
What habit patterns in your life get you off course?
How did these habit patterns develop?
Have students spend two minutes jotting down their initial answers to these questions. 5

6. “STICKS AND STONES” ACTIVITY
Form groups of 7-8.
Your task is to build a structure using only the BBQ skewer’s (sticks) and marshmallow’s (stones) provided. 6

7. “STICKS AND STONES” ACTIVITY
Think about the activity you just completed and write your responses to the following questions:
What thoughts did you have while building the structure?
What emotions were you feeling while building the structure?
What did you do while building the structure?
How successful did you think your group would be?
If a stranger walked in the room and looked at your model, what do you think he or she would say?
(Save your answers so you can refer back to them later.) 7

8. Anatomy of a Script
Scripts are internal forces composed of habit patterns and core beliefs. Think about your habit patterns: something you often think, feel, or do.
List one of your thought patterns, one of your emotional patterns, or one of your behavioral patterns.
Does this habit pattern tend to keep you on course or get you off course?
Pair up and share the habit patterns you’ve identified. Brainstorm strategies to revise a habit pattern that gets you off course or strengthen a habit pattern that keeps you on course.
Have students spend two minutes jotting down their initial answers to these questions. 8

9. Thought Pattern Behavioral Pattern Emotional Pattern Habitual Patterns
Decide if the following sentences are thought patterns, emotional patterns or behavioral patterns.
I am good in math.
I am always late to class.
I'm too busy.
I often feel anxious.
I exercise regularly.
I always screw up.
I seldom get angry.
I never ask for help.
My tutor always frustrates me.
Thought Pattern
Behavioral Pattern
Emotional Pattern 9

10. Complete the following sentence stems according to your core beliefs.
Core beliefs are unconscious judgments that dictate what we consistently think, feel and do. They are an invisible part of a script that contains our view of ourselves, other people and the world.
Complete the following sentence stems according to your core beliefs.
The world is_________.
People are _________.
I am ________________.
VectorFrenzy 10

11. How We Wrote Our Scripts
Think about your answers from the previous slide. What factors have influenced your core beliefs?
When you were a child, how did others respond to you?
When you were a child, what did significant adults say to you?
When you were a child, what behaviors of significant adults did you observe?
What other factors may have contributed to your core beliefs? 11

12. How We Wrote Our Scripts
Attributions are qualities that tell us “how we are” or “how we should be.” For example, “I’m creative” or “Always be busy.”
Write one of your attributions.
Injunctions are qualities that tell us “what we are not” or “what we should not be.” For example, “I’m not good in math” or “Don’t stand up for yourself.”
Write one of your injunctions.
How do you believe you developed your attributions and injunctions?
Have students spend two minutes jotting down their initial answers to these questions. 12

13. What unconscious beliefs did your answers reveal?
Scripts
Look back at your answers that you wrote for the “stick-n-stones” activity.
What thought patterns, emotional patterns or behavioral patterns did your answers reveal?
What unconscious beliefs did your answers reveal?
What did you learn or relearn about your habit patterns and core beliefs? 13

14. Self-Defeating Habit Patterns
Look over the list of Self-Defeating Habit Patterns in On Course.
Put a check mark next to any of the habits that apply to you.
Rewrite the statements that you marked so they are no longer self-defeating habits.
Pair up with a classmate
Discuss how you will stop a self-defeating habit and/or adopt an empowering new habit. 14

15. Use only symbols or pictures. Be prepared to share!
Coat of Arms Activity
A “coat of arms” is a shield with symbols on it to represent certain traits of a person or family.
Using the diagram on the next slide, make your own “coat of arms” by following the directives written on the shield.
Use only symbols or pictures.
Be prepared to share!
This activity is continued on the next slide.
pio3 15

16. 3 words which describe you. Something you are good at.
Something you are working to improve.
Your most prized material possession.
Your most prized non-material possession.
Your future career.
An achievement you are
proud of.
A contribution you want
to make to
others. 16

17. Critical Thinking: Focus Question Rewriting Your Outdated Scripts
How can you revise the self-defeating scripts that keep you from achieving your full potential?
Have students spend two minutes jotting down their initial answers to these questions.
Jeff Morin 17

18. Self-Awareness At Work
The Holland Code is a tool that places you in one of six personality types and suggests possible careers that may appeal to you.
Review the following career choices. Write down the number next to the career choice that is most appealing to you.
Mechanic
Chemist
Writer
Nurse
Salesperson
Accountant
Electrician
Detective
Musician
Counselor
Lawyer
Secretary
Dental technician
Doctor
Interior decorator
Teacher
Entrepreneur
Financial planner
Forester
Mathematician
Inventor
Physical Therapist
Travel Agent
Computer Operator
Have students spend two minutes jotting down their initial answers to these questions. This activity is continued on the next slide. 18

19. Self-Awareness At Work
Review the following chart. Find the personality type that is most appealing to you and record its number.
Personality Type
Personality Type Description 1
Realistic
Prefers activities involving objects, tools and machines. 2
Investigative
Prefers activities involving abstract problem solving and the exploration of physical, biological, and cultural phenomena for the purpose of understanding and controlling them. 3
Artistic
Prefers activities involving self-expression, using words, ideas or materials to create art forms or new concepts. 4
Social
Prefers activities involving interaction with other people to inform, train, develop, help or enlighten them. 5
Enterprising
Prefers activities involving the persuasion and management of others to attain organizational goals or economic gain. 6
Conventional
Prefers activities involving the application of data to bring order out of confusion and develop a prescribed plan.
Have students spend two minutes jotting down their initial answers to these questions. This activity is continued on the next slide. 19

20. Self-Awareness At Work
Does the number next to your selected career choice match the number next to your selected personality type description?
If so, how could you use this information to benefit you?
If not, is there a possible career choice that you have not considered in the past? 20

21. Critical Thinking: Focus Questions Write Your Own Rules
What personal rules do you have that dictate the choices you make daily?
Which of these rules help you create high self- esteem?
Ask students to spend two minutes jotting down their initial answers to these questions.
89studio 21

22. What are the three behaviors that successful students consistently do?
Three Success Rules
What are the three behaviors that successful students consistently do?
Show up: I commit to attending every class from beginning to end.
Do their best work: I commit to doing my best work on all assignments, including turning them in on time.
Participate actively: I commit to getting involved.
Have students spend two minutes jotting down their initial answers to these questions.
Lisa F. Young 22

23. Share your rules with the class.
Changing Your Habits
Exceptional students follow not only the three basic rules of success; they also create their own rules for college and life.
Form groups of four.
Discuss additional rules that would help you become more successful in college.
Share your rules with the class. 23

24. Emotional Patterns Core Beliefs Thought Patterns Behavior Patterns
Quick Review
Scripts are internal forces composed of what?
Emotional Patterns
Core
Beliefs
Thought Patterns
Behavior Patterns

25. I always get caught using my cell phone in class. I am always happy.
Quick Review
Decide if the following sentences are thought patterns, emotional patterns, or behavioral patterns.
I am such a lousy writer.
I always get caught using my cell phone in class.
I am always happy.
I am typically late for my morning class.
I get frustrated in my English class.
I will never do well in college.
Thought
Behavioral
Emotional
Behavioral
Emotional
Thought 25

26. Prefers activities involving objects, tools and machines.
Quick Review
Match the following personality type to the correct description.
Prefers activities involving abstract problem solving and the exploration of physical, biological, and cultural phenomena for the purpose of understanding and controlling them.
Conventional
Artistic
Prefers activities involving objects, tools and machines.
Investigative
Prefers activities involving interaction with other people to inform, train, develop, help or enlighten them.
Realistic
Prefers activities involving self-expression, using words, ideas or materials to create art forms or new concepts.
Enterprising
Prefers activities involving the application of data to bring order out of confusion and develop a prescribed plan.
Prefers activities involving the persuasion and management of others to attain organizational goals or economic gain.
Social 26

27. I participate actively.
Quick Review
What are the three success rules of successful students?
I show
up.
I do my
best work.
I participate actively.

28. Strategies for Creating Success in College and in Life
On Course
Strategies for Creating Success in College and in Life
Chapter 6
Wise Choices in College
TAKING TESTS

29. Wise Choices in College: Taking Tests
What are three factors that determine how well you score on a test?
Which factor do you believe is the most important and why?
How well have you prepared?
How well do you take tests?
How much have you learned from previous tests?
Ask students to spend two minutes jotting down their initial answers to these questions. 29

30. Challenges with Taking Tests
Make a list of common challenges you have experienced while taking tests in college.
Circle the challenge you struggle with the most and look for a strategy in On Course to help you.
Report to the group your challenge and the strategy you found to help you.
Glen Jones 30

31. Strategies to Improve Taking Tests Before Taking Tests
How could you use the CORE learning system before taking a test?
Collect complete and accurate information from all reading assignments and class sessions.
Organize many different kinds of effective study materials.
Rehearse these study materials with a distributed study schedule.
Evaluate to confirm your understanding of all study materials.
Collect
Organize
Rehearse
Ask students to spend two minutes jotting down their initial answers to these questions.
Evaluate 31

32. Strategies to Improve Taking Tests Before Taking Tests
Match the following strategy with its correct description.
Repeat statements that revise your beliefs about your ability to do well on tests.
Create a mental movie of yourself taking the exam with great success.
Avoid stress, get there early, and choose a preferred place to sit.
Get a good night’s sleep, eat well, breathe deeply and relax.
Arrive early and get comfortable.
Prepare yourself physically and emotionally.
Visualize success.
Create a positive affirmation about taking tests. 32

33. Strategies to Improve Taking Tests While Taking Tests
What are some strategies you should implement as soon as you receive a test?
Write memory cues on the test.
Preview the test.
Make a test-smart plan, deciding which questions to answer first and how much time to spend on remaining questions.
Ask students to spend two minutes jotting down their initial answers to these questions.
Christopher Sista 33

34. Strategies to Improve Taking Tests While Taking Tests
In the following test situations, identify whether the best guess would be TRUE or FALSE:
Part of the answer is false.
The question contains unconditional words (e.g., always, never, every, all).
The question contains conditional words (e.g., seldom, sometimes, usually, often).
You studied hard, but the question contains words you’ve never seen before.
You have no idea what the answer is and are reduced to taking a pure guess.
FALSE
FALSE
TRUE
FALSE
TRUE 34

35. Strategies to Improve Taking Tests While Taking Tests
What strategies can you use when answering multiple choice questions about which you are unsure?
Cross out answers that contain unconditional words.
When answers are numbers, cross out highest and lowest.
When answers are similar, choose one of them as the correct answer.
Form groups of 4 and discuss your lists.
Share these strategies with the rest of the class. 35

36. Strategies to Improve Taking Tests While Taking Tests
What strategies can you use when answering fill- in-the-blank questions about which you are unsure?
Always write something in the blank.
Make sure the answer fits grammatically into the sentence.
Look for answers in other places in the test.
Pair up and help each other find strategies in On Course to assist with your challenge.
Share your findings with the class. 36

37. Strategies to Improve Taking Tests While Taking Tests
Which type of recall test question is the greatest challenge for you?
Questions that ask for a list
Short answer questions
Essay questions
Definition questions
Math problems
Pair up and help each other find strategies in On Course to assist with your challenge.
Share your findings with the class. 37

38. Strategies to Improve Taking Tests While Taking Tests
What strategies can you use to maximize your point total on any test?
If you get stuck, move on; don’t waste time on a question you can’t answer.
If you feel anxious, refocus. Close your eyes, breathe deeply, say your affirmation, and try again.
Review your answers. Start with the sections that offer the most points.
Give an answer for all questions.
Proofread before turning in your test.
Form groups of 3 and discuss your lists.
Share these strategies with the rest of the class. 38

39. Strategies to Improve Taking Tests After Taking Tests
List strategies you could do after your instructor returns a graded test to deepen your learning.
Study the instructor’s feedback.
Correct wrong answers.
Seek help.
Seek accommodations if needed.
Form groups of 4 and discuss your lists.
Share these strategies with the rest of the class.
doomu 39

40. Look over the strategies for Taking Tests.
Strategies to Improve Taking Tests Academic Skills Plan for Taking Tests
Look over the strategies for Taking Tests.
Choose three that you will use.
Explain to a partner the three that you have chosen and why.
Ask students to spend two minutes jotting down their initial answers to these questions. 40

41. End
Chapter
Six