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

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.

Chapter 2 Review (continued)

FitOwnershipConcretenessUsefulnessStretch

Goals should be FOCUSED

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

How far should you STRETCH?

• Beyond your usual limits, BUT…• Be realistic• Don’t let OTHERS determine your limits

Chapter 3: Learning Styles and Studying

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!”

Meta-what? Metacognition

Meta = About

Cognition = Thinking and Learning

Metacognition = Thinking about thinking and learning about learning

Metacognition:• Knowing about

yourself as a learner.• Identifying learning

goals and progress.• Using your self-

awareness to learn at your best.

Create the Best Conditions for Learning, Part 1

1. You’re intrinsically motivated to learn material that is appropriately challenging.

2. You’re appropriately stressed, but generally relaxed.

3. 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

Create the Best Conditions for Learning, Part 2

4. You search for personal meaning and patterns.

5. Your emotions are involved, not just your mind.

6. 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

Create the Best Conditions for Learning, Part 3

7. 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 (1902-2001)

How Are You Smart?Complete the Self-Assessment on p.73-75

• Linguistic• Logical-Mathematical• Spatial• Bodily-Kinesthetic• Musical• Interpersonal• Intrapersonal• Naturalistic

Studying Intelligently p. 77

Learning Style Techniques

Linguistic 1. Rewrite your class notes.2. Record yourself reading through your class notes and play it as you

study.3. Read the textbook chapter aloud.

Logical Mathematical 1. Create hypothetical conceptual problems to solve.2. Organize chapter or lecture notes into a logical flow.3. Analyze how the textbook chapter is organized and why.

Spatial 1. Draw a map that demonstrates your thinking on course material.2. Illustrate your notes by drawing diagrams and charts.3. Mark up your textbook to show relationships between concepts.

Bodlly-Klnesthetlc 1. Study course material while engaged in physical activity.2. Practice skills introduced in class or in the text.3. Act out a scene based on chapter content.

Musical 1. Create musical memory devices by putting words into well-known melodies.

2. Listen to music while you're studying.3. Sing or hum as you work.

Interpersonal 1. Discuss course material with your classmates.2. Organize a study group that meets regularly.3. Meet a classmate before or after class for coffee and class

conversation.

Intrapersonal 1. Keep a journal to track your personal reactions to course material.2. Study alone and engage in internal dialogue about course content3. Coach yourself on how to best study for a challenging class.

Naturalistic 1. Search for applications of course content in the natural world.2. Study outside (if weather permits and you can resist distractions).3. Go to a physical location that exemplifies course material (for example,

a park for your geology course).

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, email, 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

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

Using Your Sensory Preferences1. Remember that VARK preferences are not necessarily

strengths.2. If you have a strong preference for a particular

modality, practice multiple suggestions listed for that modality.

3. An estimated 60 percent of people are multimodal.4. If you are multimodal, it may be necessary to use

several of your modalities to boost your confidence in learning.

5. You may want to save experimenting with modalities you don’t prefer until after college.

What Role Does Personality Play?, Part 1

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 exceptionto the rule.”-- Carl Jung, psychiatrist

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.

Five Ways to Effectively Learn with a Learning Disability?

1. If you’ve been previously diagnosed with a learning disability, inform your school

2. Locate the support services office on your campus and use it. These services are free and can make all the difference in your success.

3. 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.

4. 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.

5. Time management strategies and study skills tailored to your specific LD are key. Don’t let fear of failure immobilize you.

Make a Master Study Plan, Part 11. Make sure you understand your assignments.

2. Schedule your studying based on the past,

present and future (but be realistic about the

future).

3. Talk through your learning challenges.

4. 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)

Make a Master Study Plan, Part 2

8. Vary your study techniques by

course content.

9. Study earlier, rather than later.

10. Create artificial deadlines for

yourself.

11. Treat school as a job.

12. Show up (i.e. when studying, be in

the here and now).

When the Heat Is On…1. Triage.

2. Use every spare moment to study.

3. Give it the old one-two-three-four

punch (Read it, write it, listen to it,

say it out loud).

4. Get a grip on your gaps (i.e. start

with what you know the least).

5. Cram, but only as the very last resort

(what’s the goal – get through the

work or UNDERSTAND it)?

IT IS THE END OF WEEK OF 5. HOW ARE YOU DOING IN THE FOLLOWING AREAS:

So…how’s it going?

• 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?

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)