1. Chapter 2 Review Multi-tasking vs. Controlled shifting of attention
Extrinsic (external factors) vs. Intrinsic (self-determined, internal factors)Motivation
Natural Ability vs. Effort (which is more important?)
Values vs. Dreams vs. Goals

2. Chapter 2 Review (continued) Values vs. Goals vs. Dreams
VALUES – a person's principles or standards of behavior; one's judgment of what is important in life.
Should be at the core of much of one’s decision making
GOALS – a specific, desired outcome of a situation that you currently have control over.
Perfectly matches your values
May be long-term (5+ years away) or short-term (this week, this month, today)
DREAMS -- a specific optimal (e.g. in a perfect world) outcome of a situation that you may not have full control over.

3. Chapter 2 Review (continued)
Goals should be FOCUSED
Fit Ownership Concreteness Usefulness Stretch

4. Who or what determines if a goal is USEFUL?
You do, BUT…
remember, your goals should be based on your long-term and short-term goals

5. How far should you STRETCH?
Beyond your usual limits, BUT…
Be realistic
Don’t let OTHERS determine your limits

6. Chapter 3: Learning Styles and Studying

7. What’s up with Tammy Ko? In high school - Big fish in a small pond
In college – Small fish in a VERY big pond
Her friend Sam is…
Hands-on, active learner with a theoretical professor
“Just try and memorize the stuff!”

8. Meta-what? Metacognition
Knowing about yourself as a learner.
Identifying learning goals and progress.
Using your self-awareness to learn at your best.
Meta = About Cognition = Thinking and Learning Metacognition = Thinking about thinking and learning about learning

9. Create the Best Conditions for Learning, Part 1
You’re intrinsically motivated to learn material that is appropriately challenging.
You’re appropriately stressed, but generally relaxed.
You’re curious about what you’re learning and look forward to learning it.
“It is not the answer that enlightens, but the question.” --Eugene Ionesco, Romanian and French playwright

10. Create the Best Conditions for Learning, Part 2
You search for personal meaning and patterns.
Your emotions are involved, not just your mind.
You realize that as a learner, you use what you know to construct new knowledge.
“It is what we think we know already that often prevents us from learning.” -- Claude Bernard, French physiologist

11. Create the Best Conditions for Learning, Part 3
You are given a degree of choice in what you learn, how you do it, and feedback on how you’re doing.
“The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as long as we live.”
-- Mortimer Andler, American philosopher, educator, and editor ( )

12. How Are You Smart? Complete the Self-Assessment on p.73-75
Linguistic
Logical-Mathematical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic

13. Studying Intelligently p. 77
Learning Style
Techniques
Linguistic
Rewrite your class notes.
Record yourself reading through your class notes and play it as you study.
Read the textbook chapter aloud.
Logical Mathematical
Create hypothetical conceptual problems to solve.
Organize chapter or lecture notes into a logical flow.
Analyze how the textbook chapter is organized and why.
Spatial
Draw a map that demonstrates your thinking on course material.
Illustrate your notes by drawing diagrams and charts.
Mark up your textbook to show relationships between concepts.
Bodlly-Klnesthetlc
Study course material while engaged in physical activity.
Practice skills introduced in class or in the text.
Act out a scene based on chapter content.
Musical
Create musical memory devices by putting words into well-known melodies.
Listen to music while you're studying.
Sing or hum as you work.
Interpersonal
Discuss course material with your classmates.
Organize a study group that meets regularly.
Meet a classmate before or after class for coffee and class conversation.
Intrapersonal
Keep a journal to track your personal reactions to course material.
Study alone and engage in internal dialogue about course content
Coach yourself on how to best study for a challenging class.
Naturalistic
Search for applications of course content in the natural world.
Study outside (if weather permits and you can resist distractions).
Go to a physical location that exemplifies course material (for example, a park for your geology course).
Table description: A list of studying techniques for various learning styles.

14. How do you perceive and process information
How do you perceive and process information? Complete VARK Self-Assessment on p.73-75
Visual: (depicted) symbols, charts, diagrams, color, layout, flow charts, mind maps, spatial arrangements, headings
Aural: (spoken, heard) lectures, Podcasts, discussions, study groups, , chats, oral presentations, oral feedback
Read/Write: (read, written) textbooks, papers, note taking
Kinesthetic: (reality-based, uses all the senses) analogies, case studies, application, simulations, field trips, role plays, experiments, games, problem-based learning, learning by doing, film, animated websites

15. Apply Your Learning Style to Your Study Style
Visual:
Convert your lecture notes to a visual style
Turn visuals back into words to prepare for tests
Put complex concepts into flowcharts and graphs
Aural:
Read your notes aloud
Listen to your own voice as you answer test questions
Ask others to “hear” you understanding the material
Read/Write:
Write out your lecture notes again and again
Translate diagrams into text
Write out potential exam answers
Kinesthetic:
Recall experiments, field trips, etc
Use case studies to learn abstract principals
Give yourself practice tests

16. Using Your Sensory Preferences
Remember that VARK preferences are not necessarily strengths.
If you have a strong preference for a particular modality, practice multiple suggestions listed for that modality.
An estimated 60 percent of people are multimodal.
If you are multimodal, it may be necessary to use several of your modalities to boost your confidence in learning.
You may want to save experimenting with modalities you don’t prefer until after college.

17. What Role Does Personality Play?, Part 1

18. What Role Does Personality Play, Part 2
Translate for Maximum Comfort.
Your instructor may have a different learning style
Adapt course material to what works best for you
Make Strategic Choices.
Don’t use your style as an excuse
Become more versatile
Take Full Advantage.
Make the most of your time in college
Pursue new learning opportunities
“Each person is an exception to the rule.” -- Carl Jung, psychiatrist

19. Learning Disability?
* The stats -- In a college or university with an enrollment of 25,000 students, for example, approximately 550 of those students have learning disabilities. Successful college students with LDs recognize, understand, and accept these steps, and develop compensating strategies to offset their LDs.
* If you have not been diagnosed, but think you could have an LD, it’s never too late to find out.

20. Five Ways to Effectively Learn with a Learning Disability?
If you’ve been previously diagnosed with a learning disability, inform your school
If you need special accommodations such as taking exams somewhere other than the classroom, schedule an appointment with your instructors early in the term to let them know.
Locate the support services office on your campus and use it. These services are free and can make all the difference in your success.
Time management strategies and study skills tailored to your specific LD are key. Don’t let fear of failure immobilize you.
Learn more about your specific LD. Read about it. Visit credible websites. Understanding the ins and outs of what you’re up against is important.

21. Make a Master Study Plan, Part 1
1. Make sure you understand your assignments.
2. Schedule your studying based on the past, present and future (but be realistic about the future).
Talk through your learning challenges.
Be a stickler (i.e. pay attention to the details).
5. Take study breaks.
6. Avoid boredom by mixing it up.
7. Estimate how long it takes (again, be realistic)

22. Make a Master Study Plan, Part 2
Vary your study techniques by course content.
Study earlier, rather than later.
Create artificial deadlines for yourself.
Treat school as a job.
Show up (i.e. when studying, be in the here and now).

23. When the Heat Is On… Triage. Use every spare moment to study.
Give it the old one-two-three-four punch (Read it, write it, listen to it, say it out loud).
Get a grip on your gaps (i.e. start with what you know the least).
Cram, but only as the very last resort (what’s the goal – get through the work or UNDERSTAND it)?

24. IT IS THE END OF WEEK OF 5. HOW ARE YOU DOING IN THE FOLLOWING AREAS:
So…how’s it going?
IT IS THE END OF WEEK OF 5. HOW ARE YOU DOING IN THE FOLLOWING AREAS:
Understanding the content of your classes?
Participating?
Absences?
Missed assignments?
What’s my grade?
Organization?
Time management?
Zoning out in class?
College culture
Making friends?
Learning the ins and outs of LSSC?
Getting to know your professors?

25. A Final Word About Studying
“[Try to] never regard study as a duty, but as the enviable opportunity to learn . . .” -- Albert Einstein (with a remix from Professor Brinkley)