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Page 1: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

Section 05Day 2

Page 2: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

2

IntroductionClass roll callBlackBoard accounts and reviewPassport ActivitiesPop Quiz Academic and intellectual growth ->

Bloom’s Taxonomy On Course for success

Page 3: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

Omnivore's Dilemma It appears books ordered through the bookstore will not

arrive until next week, hence the dilemma of how to get a copy for assignment.

The introduction and chapter are posted electronically. Students can access this by: Go to the library web page,  click on course materials on reserve Enter ALL FYE INSTRUCTORS Click on   electronic reserve (FK)  then, click here for

article Then enter the password FYE

  I addition, Brad Ritz has kindly lent his copy of the book to

the library and it is now on “traditional” reserve – available for IN LIBRARY use only.

 

Page 4: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

4

Blackboardhttps://www.courses.maine.eduLogin

Your @maine.edu name and passwordHelp with Blackboard is available from Blake

Library staffAll assignments will be administered from

BlackBoard

Page 5: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s
Page 6: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

Pop QuizTake out a blank piece of paper and answer

the following questions;What was the most difficult aspect of your first

week in college?

What was the most enjoyable event from your first week in college?

Page 7: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 7Copyright © Cengage Learning. All rights reserved.

A Philosophy of Education

• Secondary Education– Bloom level 1 (mostly) with some level 2 exposure

• 100 level course– Bloom level 1 & 2

• 200 level course – Bloom level 2 & 3 & 4

• 300 level course– Bloom level 3 & 4 & 5

• 400 level course (and graduate school) – Bloom 4 & 5 & 6

• Part of the FYE program (and my job) is to help you navigate up the taxonomy– The reading of Omnivore's Dilemma is to help you do critical reading -> Analysis– The passport activities are geared to Application– The papers you will write in this class will introduce you to Synthesis – The On Course journals (if done honestly) will help with the entire process ---right

through evaluation..using your own judgment to make wise choices.

Page 8: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

Strategies for Creating Success in College and in Life

On Course

Chapter 1GETTING ON

COURSE TO YOUR SUCCESS

Page 9: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 9Copyright © Cengage Learning. All rights reserved.

TAKING THE FIRST STEP

FOCUS QUESTIONS

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?

Page 10: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 10Copyright © Cengage Learning. All rights reserved.

THE POWER OF CHOICE: THE KEY TO YOUR SUCCESS

Success in college—and, in life—depends on the quality of the choices we make.

This course is about making wise choices that promote success as you define it.

Let's take a look at the eight "choices of successful students."

Page 11: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 11Copyright © Cengage Learning. All rights reserved.

CHOICES OF SUCCESSFUL STUDENTS

1.

2.

3.

4.

Page 12: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 12Copyright © Cengage Learning. All rights reserved.

CHOICES OF SUCCESSFUL STUDENTS

5.

6.

7.

8.

Page 13: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 13Copyright © Cengage Learning. All rights reserved.

Five Suggestions for Creating a Meaningful ON COURSE JOURNAL

Copy directions.

Be spontaneous.

Be honest.

Be creative.

Dive deep!

Page 14: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 14Copyright © Cengage Learning. All rights reserved.

SELF ASSESSMENT: WHY?

What is the purpose of the Self-Assessment?To assess your strengths and weaknesses in the eight "choices of successful students."

What is the value of this information?As you develop the “choices of successful students,” you make wiser choices and, thus, achieve more of your desired outcomes and experiences.

Page 15: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 15Copyright © Cengage Learning. All rights reserved.

MAKING YOUR SELF-ASSESSMENT SCORE VALID

Do NOT try to figure out the "best" response for each item. The best response is an honest one!

Remember, the purpose of this self-assessment is to give you an accurate picture of where you are today on each of the eight choices.

Page 16: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 16Copyright © Cengage Learning. All rights reserved.

SELF-ASSESSMENT: PREDICTING YOUR SCORES

Before you begin the Self-Assessment…

Review the eight Choices of Successful Students (see the inside front cover).

On which of these eight choices do you think you will score highest? Why?

On which of these eight choices do you think you will score lowest? Why?

Page 17: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 17Copyright © Cengage Learning. All rights reserved.

QUICK REVIEW: EIGHT CHOICES OF SUCCESSFUL STUDENTS

Personal ResponsibilitySelf-Motivation

Self-Management Interdependence Self-Awareness

Lifelong Learning Emotional Intelligence

Belief in Yourself

Page 18: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 18Copyright © Cengage Learning. All rights reserved.

ONE STUDENT'S STORY:Jalayna Onaga

As you read Jalayna's story, what statements reveal her weaknesses in the Eight Choices? For example, "And I never asked anyone for help" shows her weakness when it comes to choosing Interdependence.

Realizing what she truly wanted for herself allowed Jalayna to make a strong commitment to being successful in college. What do you really want and how will a college education help you achieve it?

Page 19: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 19Copyright © Cengage Learning. All rights reserved.

BECOMING AN ACTIVE LEARNER

FOCUS QUESTIONS

How does the human brain learn?

How can you use this knowledge to develop a highly effective system for learning?

Page 20: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 20Copyright © Cengage Learning. All rights reserved.

THREE PRINCIPLES OF DEEP AND LASTING LEARNING

Prior Learning: Relate new information to previously learned information.

Quality of Processing: Use numerous and varied deep processing strategies.

Quantity of Processing: Use frequent practice sessions of sufficient length distributed over time.

Page 21: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 21Copyright © Cengage Learning. All rights reserved.

What principle of Deep and Lasting Learning is reflected in each of these examples?

QUICK REVIEW

Prior Learning

Quantity of Processing

Quality of Processing

Remembering what I learned in my tennis class, I decided to try using topspin in racquetball.

After each class, I organize my notes, creating outlines or graphic organizers to help me remember the important points.

In math, I do at least fifty practice problems of each type!

Page 22: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 22Copyright © Cengage Learning. All rights reserved.

DEEP AND LASTING LEARNING

Following is an anecdote about learning. As you read it, look for application of the three Principles of Deep and Lasting Learning:

Prior LearningQuality of Processing

Quantity of Processing

Page 23: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 23Copyright © Cengage Learning. All rights reserved.

DEEP AND LASTING LEARNING

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!

Page 24: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 24Copyright © Cengage Learning. All rights reserved.

DEEP AND LASTING LEARNING

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!

What application of prior learning do you see in this story?

Page 25: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 25Copyright © Cengage Learning. All rights reserved.

DEEP AND LASTING LEARNING

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!

What application of quality processing do you see in the story?

Page 26: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 26Copyright © Cengage Learning. All rights reserved.

DEEP AND LASTING LEARNING

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!

What application of quantity of processing do you see in the story?

Page 27: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 27Copyright © Cengage Learning. All rights reserved.

BECOMING AN ACTIVE LEARNER

How could you apply the three principles of deep and lasting learning to a course that you are now taking? Be specific.

Page 28: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 28Copyright © Cengage Learning. All rights reserved.

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!"

THE CORE LEARNING SYSTEM

Take another look at this little story.You'll see how you naturally applied the four strategies of the Core Learning System.

Page 29: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 29Copyright © Cengage Learning. All rights reserved.

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!"

Page 30: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 30Copyright © Cengage Learning. All rights reserved.

BECOMING AN EXPERT

1. Divide into Home Groups of four.

2. Each person choose to become the group's expert for one of the four components of the CORE Learning System: Collect, Organize, Rehearse, Evaluate.

3. Leave your home group and join others who have chosen to become an expert on the same CORE component that you did.

4. Read and discuss with your Expert Group the section in On Course relating to your CORE component. Your goal is to be able to teach it to members of your home group.

5. Return to your Home Group, and each expert teach the others about the CORE component you have been learning.

Page 31: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 31Copyright © Cengage Learning. All rights reserved.

JOURNAL REVIEW

This chapter offers five suggestion for creating a meaningful On Course journal.

List as many as you can.

The next slide provides the answers…

Page 32: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 32Copyright © Cengage Learning. All rights reserved.

Copy directions.Be spontaneous.Be honest.Be creative.Dive deep!

How many suggestions for creating a meaningful On Course journal did

you recall?

This list is repeated on the inside back cover of On Course.

Page 33: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 33Copyright © Cengage Learning. All rights reserved.

ON COURSE PRINCIPLES AT WORK

Identify each of the following as a "Hard Skill" or "Soft Skill."Properly mixing epoxy tooth filling materialIdentifying bacteria culturesWorking well in teams Planning work time in order to get everything done on scheduleEffectively applying tax laws to help a client avoid an IRS auditSetting work-related goals

Hard Skill

Hard Skill

Hard Skill

Soft Skill

Soft Skill

Soft Skill

Page 34: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 34Copyright © Cengage Learning. All rights reserved.

APPLYING THE CONCEPT

A career specialist once said, “Having hard skills gets you hired; lacking soft skills gets you fired.”

In your work experience, what evidence have you seen that supports this statement? Explain what happened.

Page 35: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 35Copyright © Cengage Learning. All rights reserved.

BELIEVING IN YOURSELF:DEVELOP SELF-ACCEPTANCE

FOCUS QUESTIONS

Why is high self-esteem so important to success?

What can you do to raise your self-esteem?

Page 36: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 36Copyright © Cengage Learning. All rights reserved.

SELF-ESTEEM

Psychologist Nathaniel Brandon said, “Self-Esteem is the reputation we have with ourselves.”

How do you think the “reputation we have with ourselves” is formed?

Page 37: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 37Copyright © Cengage Learning. All rights reserved.

ONE STUDENT'S STORY:Phyllis Honore

What did Phyllis need to accept about herself before she could make positive choices? How did that acceptance help her get on course to her success in college? Choose one key quotation from Phyllis's story that provides an insight into being a success in college and in life. Be prepared to explain your choice.

Page 38: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 38Copyright © Cengage Learning. All rights reserved.

WISE CHOICES IN COLLEGE

If you were going to spend a number of years in a foreign country, what would you do to prepare for a great experience?

What does this suggest about preparing yourself for a great experience in the strange and mysterious country called "Higher Education?"

Page 39: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 39Copyright © Cengage Learning. All rights reserved.

REVIEW: THREE PRINCIPLES OF DEEP AND LASTING LEARNING

Which principle relates new information to previously learned information?

Prior LearningWhich principle uses numerous and varied deep processing strategies?

Quality of ProcessingWhich principle uses frequent practice sessions of sufficient length distributed over time?

Quantity of Processing

Page 40: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 40Copyright © Cengage Learning. All rights reserved.

REVIEW: CORE LEARNING SYSTEM

List and define each of the four components of the CORE Learning System:

• Collect- collect information/skills• Organize- organize information so that it

makes sense to you• Rehearse- practice to strengthen neural

networks and improve skills• Evaluate- assess the effectiveness of

your learning

Page 41: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 41Copyright © Cengage Learning. All rights reserved.

KEY CHOICES FOR GETTING ON COURSE TO YOUR SUCCESS

Taking the First Step:

Self Assessment

Developing Self-

Acceptance

Becoming an Active Learner

Page 42: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 42Copyright © Cengage Learning. All rights reserved.

TICKET OUT

Which of the eight choices of successful students do you think has the most potential to help you get on course to achieving your desired outcomes and experiences? Why?

Page 43: Section 05 Day 2. 2 Introduction Class roll call BlackBoard accounts and review Passport Activities Pop Quiz Academic and intellectual growth -> Bloom’s

1 | 43Copyright © Cengage Learning. All rights reserved.

End

Chapter

One


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