On Course Strategies for Creating Success in College

On Course Strategies for Creating Success in College and in Life Chapter 1 GETTING ON COURSE TO YOUR SUCCESS Copyright © 2014 Cengage Learning. All rights reserved. 1|1

CRITICAL THINKING: FOCUS QUESTIONS TAKING THE FIRST STEP • What does “success” mean to you? • When you achieve your greatest success, what will you have, what will you be doing, and what kind of person will you be? Copyright © 2014 Cengage Learning. All rights reserved. 1|2

WHAT IS SUCCESS? • Success is staying on course to your desired outcomes and experiences. • List 10 or more successes that you have achieved in your life. • Do you tend to focus on your inner or outer success? Ø Outer success—high grades, social popularity, college degree, sports victories Ø Inner success—following personal interests, focusing on personal values, creating a fulfilling life Copyright © 2014 Cengage Learning. All rights reserved. 1|3

INNER SUCCESS AND OUTER SUCCESS • Identify each of the following as an Inner Success or Outer Success. Ø I made all “A’s” last year. Ø I enjoy working outdoors. Outer Inner Ø I love to learn. Inner Ø I’m captain of the basketball team. Outer Ø I enjoy helping people to improve their lives. Inner Copyright © 2014 Cengage Learning. All rights reserved. 1|4

CHANGE • Think about a time when you made a positive change in your behavior. ØWhy did you decide to change? ØWhat obstacles did you have to overcome? ØHow would your life be different today if you had not changed? ØIn general, do you believe that you are resistant or receptive to change? • Get into groups of 3 or 4 and share your answers. • What similarities did you discover in your group? Copyright © 2014 Cengage Learning. All rights reserved. 1|5

THE POWER OF CHOICE • The main ingredient in all success is WISE CHOICES. Using the chart below, what effective choices could lead to success? Desired Outcome Wise Choices Success I have a new Ford Focus in 2 years I save $100 dollars each paycheck and research how to raise my credit score I have a new Ford Focus I pass math with an “A” I study every night, participate in class, and ask questions I receive an “A” in math I am a better photograph than I am now I am a better I take photos once a week and ask for feedback on how photographer to improve Copyright © 2014 Cengage Learning. All rights reserved. 1|6

WRITE A GREAT LIFE • How to create a meaningful journal ØCopy the directions ØBe spontaneous ØBe honest ØBe creative ØDive deep Copyright © 2014 Cengage Learning. All rights reserved. 1|7

ASSESS YOURSELF • What is the purpose of taking the On Course selfassessment? ØTo understand your strengths and weaknesses in the eight choices of successful students. • What is the value of this knowledge to you? ØAs you develop the “choices of successful students, ” you will make wiser choices and, thus, achieve more of your desired outcomes and experiences. Copyright © 2014 Cengage Learning. All rights reserved. 1|8

GETTING ON COURSE • Match the choice to the beliefs and behaviors of successful students Choice Gain Self-Awareness Adopt Lifelong Learning Accept Personal Responsibility Employ Interdependence Copyright © 2014 Cengage Learning. All rights reserved. Beliefs and Behaviors of Successful Students Find valuable lessons and wisdom in nearly every experience they have. Build mutually supportive relationships that help them achieve their goals and dreams See themselves as the primary cause of their outcomes and experiences Consciously employ behaviors, beliefs and attitudes that keep them On Course 1|9

GETTING ON COURSE • Match the choice to the beliefs and behaviors of successful students Choice Develop Emotional Intelligence Beliefs and Behaviors of Successful Students See themselves as a capable, lovable and unconditionally worthy human being. Master Self. Management Find purpose in their lives by discovering personally meaningful goals and dreams. Believe in Themselves Effectively manage their emotions in support of their goals and dreams Discover Self. Motivation Copyright © 2014 Cengage Learning. All rights reserved. Consistently planning and taking purposeful actions in pursuit of their goals and dreams. 1 | 10

FORKS IN THE ROAD • Navigating your path in life is a choice. At each fork in the road, choose the path that leads to success! Ø What forks in the road have you encountered this week? Ø What helped you decide which path to take? Ø Was your decision a wise choice? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 11

CRITICAL THINKING: FOCUS QUESTIONS UNDERSTANING THE CULTURE OF HIGHER EDUCATION • What is the culture of higher education? • How does understanding that culture increase your success in college? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 12

UNDERSTANDING THE CULTURE OF HIGHER EDUCATION • Make a list of customs and beliefs that define your culture(s). Ø Does your list contain more visible or more invisible customs and beliefs? Ø How do you respond when confronted with cultures that are significantly different from your own? Ø How can you apply this awareness to become a more successful student? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 13

THE CULTURE OF HIGHER EDUCATION • Navigating the college culture Ø What has surprised you most about the culture of your college? Ø What choices might students make in college that could get them off course? Ø What choices might students make in college that could get them on course? Ø What choices could you make to develop your intellectual curiosity? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 14

CULTURE DIFFERENCES: HIGH SCHOOL AND COLLEGE • Get into groups of 3 -4 and make a list of how many differences you can think of between high school and college. • How does your group’s list compare to the list in On Course? Ø What did your group think of that is not in the book? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 15

CRITICAL THINKING: FOCUS QUESTIONS BECOMING AN ACTIVE LEARNER • How does the human brain learn? • How can you use this knowledge to develop a highly effective system for learning? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 16

HOW THE BRAIN LEARNS Ø What specific learning techniques do you use right now that build neural networks? Ø What specific learning techniques could you develop to help you build more neural networks? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 17

3 PRINCIPLES OF DEEP AND LASTING LEARNING • Get into small groups • List the 3 Principles of Deep and Lasting Learning and give an example of each. • Prior learning Ø If you know how to play a clarinet, learning to play the saxophone will most likely be easier for you. • Quality of processing Ø Olympic sprint runners don’t just run, they lift weights, jump rope, and do calisthenics. • Quantity of processing Ø Cramming 2 hours right before an exam = little learning Studying 6 hours spread one week = much learning Copyright © 2014 Cengage Learning. All rights reserved. 1 | 18

ACTIVITY 3 PRINCIPLES OF DEEP AND LASTING LEARNING • Following is an anecdote about learning. As you read it, look for applications of the three Principles of Deep and Lasting Learning: Ø Prior Learning Ø Quality of Processing Ø Quantity of Processing Copyright © 2014 Cengage Learning. All rights reserved. 1 | 19

What application of prior learning do you see in this story? One of the most exciting times of my life was the summer I learned to ride a motorcycle. My friend Dean had a brand new Honda 50. I'd previously learned how to operate a clutch and shift gears by driving our tractor on the farm. I paid eager attention to every detail that Dean told me. I had him demonstrate each part of the process and then I practiced each step after he showed me. It took me a little while to get used to operating the clutch and throttle with opposite hands and then shifting gears and using the brake with opposite feet, but I practiced every day for at least an hour. Within a few weeks, I was riding around the pasture, having the thrill of my life!! It was so much more fun than driving an old Ford tractor! Copyright © 2014 Cengage Learning. All rights reserved. 1 | 20

What application of quality processing do you see in the story? One of the most exciting times of my life was the summer I learned to ride a motorcycle. My friend Dean had a brand new Honda 50. I'd previously learned how to operate a clutch and shift gears by driving our tractor on the farm. I paid eager attention to every detail that Dean told me. I had him demonstrate each part of the process and then I practiced each step after he showed me. It took me a little while to get used to operating the clutch and throttle with opposite hands and then shifting gears and using the brake with opposite feet, but I practiced every day for at least an hour. Within a few weeks, I was riding around the pasture, having the thrill of my life!! It was so much more fun than driving an old Ford tractor! Copyright © 2014 Cengage Learning. All rights reserved. 1 | 21

What application of quantity of processing do you see in the story? One of the most exciting times of my life was the summer I learned to ride a motorcycle. My friend Dean had a brand new Honda 50. I'd previously learned how to operate a clutch and shift gears by driving our tractor on the farm. I paid eager attention to every detail that Dean told me. I had him demonstrate each part of the process and then I practiced each step after he showed me. It took me a little while to get used to operating the clutch and throttle with opposite hands and then shifting gears and using the brake with opposite feet, but I practiced every day for at least an hour. Within a few weeks, I was riding around the pasture, having the thrill of my life!! It was so much more fun than driving an old Ford tractor! Copyright © 2014 Cengage Learning. All rights reserved. 1 | 22

THE CORE LEARNING SYSTEM • Identify each term for the acronym C. O. R. E. • What does the “C” stand for? Ø Collect: Make a conscious effort to gather information • What does the “O” stand for? Ø Organize: Organize information in multiple ways so that you fully understand it • What does the “R” stand for? Ø Rehearse: Distribute practice sessions over time • What does the “E” stand for? Ø Evaluate: Seek feedback to determine quality of learning Copyright © 2014 Cengage Learning. All rights reserved. 1 | 23

THE CORE LEARNING SYSTEM Imagine this ambitious goal: You decide to produce and another direct a Broadway show, Take look at this littleand you plan for it to be a huge hit. story and see how you So, you collect all of your actors, and you naturally applied the four get everything organized—props, costumes, strategies sets, the whole deal. of the Core Learning System. Now, you start rehearsals and watch very carefully, evaluating everything—delivery, blocking, lighting. Then, you realize something exciting: "This show is going to be a big hit!" Copyright © 2014 Cengage Learning. All rights reserved. 1 | 24

THE CORE LEARNING SYSTEM Imagine this ambitious goal: You decide to produce and direct a Broadway show, and you plan for it to be a huge hit. So, you collect all of your actors, and you get everything organized—props, costumes, sets, the whole deal. Now, you start rehearsals and watch very carefully, evaluating everything—delivery, blocking, lighting. Then, you realize something exciting: "This show is going to be a big hit!" Copyright © 2014 Cengage Learning. All rights reserved. 1 | 25

ON COURSE PRINCIPLES AT WORK • Divide into groups of 3 and answer the following questions: • What type of skills must a person have to secure a job as a police officer? Ø Hard Skills- shoot a gun, hit a target, drive a car, put on handcuffs, wear a bullet proof vest properly, write a report • What type of skills must a person have to advance as a police officer? Ø Soft skills- take responsibility, make decisions, manage time, effectively communicate, prioritize, have self-control Copyright © 2014 Cengage Learning. All rights reserved. 1 | 26

ACTIVITY SKILL SURVEY • A career specialist once said, “Having hard skills gets you hired; lacking soft skills gets you fired. ” • Get in groups of 3 -4 to discuss the following: Ø In your work experience, what evidence have you seen that supports this statement? Ø What specific soft skills were lacking? Ø What could the person have done differently? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 27

CRITICAL THINKING: FOCUS QUESTIONS DEVELOP SELF-ACCEPTANCE • Why is high self-esteem important to success? • What can you do to raise your self-esteem? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 28

SELF ESTEEM AND CORE BELIEFS • Do you believe that self-esteem is learned? ØIf not, where do you believe you “got” your selfesteem? ØIf so, what does this say about the ability to develop and boost your self-esteem? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 29

KNOWING AND ACCEPTING YOURSELF • Do you believe that you accept yourself and have the ability to take an honest inventory of yourself? Ø If so, how can this information help you? Ø If not, how is this hindering your success? Copyright © 2014 Cengage Learning. All rights reserved. 1 | 30

QUICK REVIEW • This chapter offers five suggestion for creating a meaningful On Course journal. Take 1 minute and try to list as many as you can Copy Directions Be Spontaneous Be Honest Copyright © 2014 Cengage Learning. All rights reserved. Be Creative Deep 1 | 31

QUICK REVIEW • Identify each of the eight choices of successful students Accept Personal Responsibility See themselves as the primary cause of their outcomes and experiences Discover Self-Motivation Find purpose in their lives by discovering personally meaningful goals and dreams Master Self-Management Consistently plan and take purposeful actions in pursuit of their goals and dreams Employ Interdependence Build mutually supportive relationships that help them achieve their goals and dreams (while helping others do the same) Gain Self-Awareness Consciously employ behaviors, beliefs and attitudes that them On Course Adopt Lifelong Learning Find valuable lessons and wisdom in nearly every experience they have Develop Emotional Intelligence Effectively manage their emotions in support of their goals and dreams Believe in Themselves See themselves at capable, lovable, and unconditionally worthy human beings Copyright © 2014 Cengage Learning. All rights reserved. 1 | 32

QUICK REVIEW • Identify each of the following as a "Hard Skill" or "Soft Skill. " Ø Properly mixing epoxy tooth filling material Hard Skill Ø Identifying bacteria cultures Hard Skill Ø Working well in teams Soft Skill Ø Planning work time in order to get everything done on schedule Soft Skill Ø Effectively applying tax laws to help a client avoid an IRS audit Hard Skill Ø Setting work-related goals Copyright © 2014 Cengage Learning. All rights reserved. Soft Skill 1 | 33

QUICK REVIEW • What principle of Deep and Lasting Learning is reflected in each of these examples? Ø Remembering what I learned in my tennis class, I decide to try using topspin in racquetball. Prior Learning Ø After each class, I organize my notes, creating outlines or graphic organizers to help me remember the important points. Quality of Processing Ø In math, I do at least five practice problems of each type each day for a full week! Quantity of Processing Copyright © 2014 Cengage Learning. All rights reserved. 1 | 34

QUICK REVIEW • Identify which element of the CORE learning system is being used in the following statements. Ø You strengthen neural connections by going over your study material several times a week Rehearse Ø You use formal and informal feedback to insure accurate and complete learning Evaluate Ø You gather information and skills from sources such as textbooks and lectures Collect Ø You arrange information to create deep and lasting learning Organize Copyright © 2014 Cengage Learning. All rights reserved. 1 | 35

WISE CHOICES IN COLLEGE • Divide the class into 3 groups • Each group will brainstorm and list their answers for the following questions: Ø Group 1: Which people or departments at college can assist you in being more successful and how? Ø Group 2: What types of documents can you collect in college to assist you in being more successful and how? Ø Group 3: What specific actions in college can you do to be more successful and how? • Compare your results to those listed in the textbook Copyright © 2014 Cengage Learning. All rights reserved. 1 | 36

End Chapter One Copyright © 2014 Cengage Learning. All rights reserved. 1 | 37