1. Study Skills 2 Modules: Active Listening & Note Taking 2 Modules: Stress Management & Using Failure to Succeed
Lesson Purpose:
The purpose of this lesson is to help students learn how to take notes using graphic organizers that will help them improve their note-taking skill. Students will also be introduced to a new way monitor their stress, by using a stress diary organizer to record their thoughts and feelings. Students will also learn about how failing can lead to success.
Materials
LCD Projector or Document Camera
Screen
Speakers/Laptop
Internet Access
Ability to place music and speakers
Blank Mind Map
Content Vocabulary
Graphic Organizer
Stress
Mind Mapping
Blank T-Chart
Failure
Growth Mindset
Succeed
Self-regulated learning
Active Listening
Mindfulness
Body Language
Study Skills
Learning styles
Connections to Standards
ISTE
Research and information fluency
Technology operations and concepts
21ST Century Learning
Information Literacy
College Career Readiness Standard
Research to Build and Present Knowledge
Universally Designed Learning Strategies
KWLS Chart
Independent Writing
Multiple Means of Visual Representation
Self-paced Learning
Auditory Processing
Mind Mapping
© Copyright, Johns Hopkins University. All Rights Reserved.

2. — OR — Student Printables Begin Module 1 Before You Teach Step 1.
Remind 101 account set up.
Students should have always learned the Cornell Note-taking Method and personal shorthand.
Step 2.
Student can download their materials at:
You have the option to print the each module with teacher’s notes.
If you are not using the website materials, click the “Student Printables” icon to print the student activity sheets for all four module.
— OR —
Student Printables
Begin Module 1
Module 1
Module 2
Module 3
Module 4
© Copyright, Johns Hopkins University. All Rights Reserved.

3. PROTOTYPE CREDITS
Prototype Lesson Editor: Cheree Davis
Prototype Design: Gregg M. Howell
FS Original Author(s): Howard Gradet, Tony Gerdes, Nan Starling, Thomas G. Define, Gwen Statham Cheree Davis, Pat Perriello, Bonnie Erickson, Mildred Harris, Gregg M. Howell, Johann Liljengren
© Copyright, The Johns Hopkins University. All Rights Reserved.
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All rights reserved. The information, activities, and materials contained in the modules that comprise this lesson are intended for pilot-testing evaluation. Printing of the pilot components are intended for classroom use only. Printed student materials should not exceed the number of students in each class. No other part of this document may be reproduced, in any form or by any means, without permission in writing from the publisher. This manual may contain Internet website IP (Internet Protocol) addresses. At the time this manual was published, any website and/or addresses were checked for both validity and content as it relates to this lesson’s corresponding topic. The Johns Hopkins University, and its licensors, is not responsible for any changes in content, IP addresses changes, pop advertisements, or redirects. It is further recommended that teachers confirm the validity of the listed addresses if they intend to share such addresses with students. Development of this material was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A to Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. For more information about Freshman Seminar, please visit our website at: