Straight A's Are NOT Enough TEACHERS' GUIDE: Learning With Your Brain Turned ON

Straight A's Are NOT Enough: Learning With Your Brain Turned On - Second Edition covers topics like Time Management

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1

Straight A’s are NOT Enough Learning with your Brain Turned ON SECOND EDITION

Teachers’ Guide

This Teacher’s Guide is copyrighted © by Judy Fishel 2019 You have the right to share this teachers’ guide with other teachers and to copy pages to use with your students. You may certainly make changes to your own copy of the guide to fit your classes and the time you have available. You may not publish any of this

2 material without my permission. You can contact me at [email protected].

To order copies of Straight A’s Are Not Enough Books are available on Amazon.com. Bookstores can order through Ingram. For information about ordering bulk orders at a discount, contact Judy Fishel [email protected]

Table of Contents for Your

Teachers’ Guide 1. About the Books

3 Who was this book written for? Programs where this book might be useful Should you use the first or second edition? The difference between the first and second edition

2. For the Teacher Suggestions for Teaching Developing your Syllabus

7

3 Learning Objectives How students will be graded

3. Planning Lessons

13 Table of Contents for book & Lessons Planning your Time Suggestions for a Weekly Quiz

4. Suggested Lesson Plans

25

About the Books NOTE Some people will want to keep this guide on their computer, rearranging the pages, adding and subtracting pages to fit their program. This book is designed with extra space on the left so you can use a 3-hole punch and put the pages in a binder. You might find it helpful to insert a page of colored paper between the sections so you can find pages more easily.

Who is Straight A’s Are NOT Enough written for?

4 1. Is it written for students who are struggling? For first generation students? For students who are poorly prepared for college? Absolutely! Most of these students need to improve study habits, and basic skills as well as the most effective learning strategies. 2. Is it written for average students? Of course! Some students might have little interest in getting a great education. Others will find this book interesting, even exciting. They might improve their study habits, try new strategies for stud and get a great education. 3. Is it written for students who are already making excellent grades? You could be surprised. Some might think these students don’t need a book like this. But, while these students may have excellent study habits, they probably use some of the least effective strategies. Of all your students, they are the most likely to be excited about discovering and using more effective learning strategies. They will understand why straight A’s are not enough and they will show the greatest interest in getting a great education.

Programs where this book will be useful 1. First Year Experience Programs along with information about your campus and the services available there and other topics. 2. Trio and other programs for First Generation, Minority, Low Income students and others needing support to succeed in college. 3. Summer Bridge Programs 4. Study Skills classes as a supplement to or substitute for the regular book. 5. Short workshops on study skills

5 6. A book to be read by all freshmen the summer before their freshman year.

Should You Use the First Edition or the Second Edition? Both editions of the book will continue to be available, especially for teachers have been using the First Edition books and like them. Other teachers may prefer the Second Edition because it is shorter, easier for students to read, has a greater focus on Critical Thinking. This Teachers’ Guide follows the second edition. You can decide if the first or second edition is best for your purposes or you might use the second edition for students but have a copy of the First Edition as a supplementary source.

While this Guide is written for the Second Edition, it should also be helpful – although not covering every topic – for teachers using the First Edition.

What is the difference between the First and Second editions? The first edition is larger and contains chapters not found in the second edition. It begins and ends with Big Questions and it includes 

Chapter 1: Eight Giant Steps



Chapter 2. The Four Approaches to Learning



Chapter 12. Develop your Speaking Skills



Chapter 13. The Never-Cram-Again System of Test Preparation

6 

Chapter 19. What Employers Want Most



Chapter 21. Analytical Reasoning: Interpreting Numerical and Verbal Data



Chapter 22. Complex Problem Solving: The Five Levels of Complexity



Chapter 22. Big Answers for Big Questions

The NEW Chapters in the Second Edition include: 

Chapter 1: Excited About Learning



Chapter 2: Why Straight A’s Are Not Enough



Chapter 3: Learning Habits



Chapter 4: Why so many Freshmen Fail



Chapter 8: Critical Thinking – This replaces the critical thinking in the last part of the book, as well as Ten Ways of Thinking. It is introduced early and mentioned again in later chapters.



Chapter 9: Learning With Your Brain Turned ON



Chapter 11: Concentration Counts (was part of Willpower, Resilience, and Concentration.)



Chapter 20. Use the Best Strategies. This was covered before but is now a chapter.



Chapter 21: Developing an Action Plan (This chapter includes Mischel’s research on self-discipline (children and marshmallows.)



Chapter 22. The conclusion, Critical Reflection, is different and includes Metacognitive Thinking.

Other Chapters have been changed 

The list of 101 strategies was in the first edition but deleted in the second edition. It was too easy for students to skip over the strategies. Now, many strategies are included in the text.



The Thinking Head has been revised to remove thinking. We use critical thinking as we organize information and use strategies for Lasting Memory, not as a separate action.

7 

The 3 Zits Comics are gone (too expensive) but there is a new image for Learning with your Brain Turned ON. Students will enjoy this image and remember it for a long time.



Chapter 5 Mindsets and Stereotype Threats – now covers only Mindsets.



Chapter 6 Develop Willpower, Resilience, and Concentration now covers only Concentration. Willpower is part of another chapter.



Chapter 10 College Level Research can be Exciting – is now partly covered in the chapter on writing.



Chapters 15 and 16 Verbal and Visual Organization have been combined with only the most important strategies included.



Chapter 17. Ways of Thinking – The Ten Strategies have been changed to Critical Thinking which is identified in many schools as one of their main goals.

To SUMMARIZE: The Second Edition is smaller and has less than half as many pages but still covers the most important ideas. It includes several new ideas, is easier to read and even costs a little less.

IMPORTANT NOTE: This Guide contains far more suggested activities than you will want to use. The reason for this is to provide lessons activities for the various programs where this is used. Choose the activities that you consider most appropriate for your program and most helpful for your students.

8

For The Teacher

Suggestions for Teaching Developing Your Syllabus How Students will be Graded Course Overview

9 Suggestions for TEACHING 1. Testing and frequent re-testing helps students learn. In chapters 19-20, students learn that the two most powerful strategies are self-testing and scheduled reviews. Teacher- testing is as good as selftesting. For any material you want students to remember, you should test them frequently (graded or not graded) over the entire semester. I had an Earth Science professor who wanted us to learn the geologic time periods. He asked us to write the entire geologic time periods in every class for the first two weeks and then in every quiz, test, and the final exam. I still remember it.

2. Consider other material you want to include in your classes or programs Because this book will be used in a variety of different programs, teachers will need to adapt lessons in several ways. When making your plans, consider the needs of the students you are working with. Some students can learn most of this on their own but others need help to understand some of this material.

3. Consider working with textbooks students already have and use – rather than with unrelated material from other books. Using material from the students’ textbooks for exercises such as highlighting, note-taking, outlines, or concept maps helps students see the exercises as relevant rather than just practice. They will be learning something they need to know.

4. Use varied strategies for Student Evaluation. I include many suggestions for short papers or homework exercises for students that could be kept in a file so you can judge improvement. The first

10 papers will show their thinking and writing skills at the beginning of the course. Later papers should show improvement.

5. Organizing the Class You might find this system helpful. 1. Start by dividing the class into groups of 3-6 students. They will work together as small groups. One student in each group will take attendance for the group and bring it to the professor. 2. When a student is absent, one or two students will check to see what’s wrong. (It helps if students have dorm information, phone and email. The visiting student can share what they did in class and give them the next assignment. If assignments were returned, they can bring those too. If the visiting students senses that there’s a problem (like the students stayed in the dorm to do video games, or the student was using drugs, they will immediately let the teacher know. 3. When students arrive in a class, they will turn in assignments in a marked box or file at their table. When assignments are being returned, that will be at their table in the same box or file. Someone in the group will return the boxes to the teacher.

Suggestions for Your Syllabus NOTE: People may use this book for a wide variety of different programs. This means you will need to develop a syllabus that fits your situation. Use ideas here to develop a syllabus for your situation.

11 The Book (or books) Required Book Straight A’s Are NOT Enough Second Edition by Judy Fishel. Be sure to get the Second Edition. There are many differences between the two editions.

Learning Objectives: In This Class You Will  Learn about and begin using the library.  Understand how to work with the Writing Center to improve your writing.  Help that is available at the Health Center.  Where tutoring is available.  Where counseling is available.  How the Financial Aid office can be of help.  Be aware of activities on campus that you might enjoy.  Learn the basic study habits and strategies that will help you be successful.  Setting goals and building study plans.  Understand and use Critical Thinking.  Learn about and use Flexible Time Management.  Try several new approaches to reading that might help you learn more.  Develop college level writing skills through regular practice.  Begin taking more effective notes.

12  Discover that common study strategies are not effective and you will learn far more effective strategies.

Course Expectations 1. You are expected to come to each class prepared to participate and learn. 2. You will read the assignments (taking notes), answer questions in the chapter in a notebook. 3. You will be expected to bring your “Reflections Notebook” weekly for evaluation. 4. You will be expected to complete assignments and turn in on time. 5. All writing assignments except those completed in class will be written on a computer. You will print two copies of each one to place in your file in the classroom, and one for you to keep and refer to. 6. On each assignment, you will write your name, date and class section and assignment number in the upper left. 7. All students will turn off their cell phones and other electronic devices other than their computer (when computers are being used) before class begins. You are expected to pay full attention at all times.

How Students Will Be Graded Attendance and Active Class Participation – 30% Reading and Writing Skills Writing Fluency 10% (spelling, grammar, organization, etc.) Writing content and reasoning 20% Improvement 20%

13 5 page paper 10% The Friday Quiz 10% (or weekly quiz) Students are expected to turn in every single assignment. Students turning in assignments late will lose points on their grades. Students who do not turn in all assignments will receive an Incomplete for the semester. Since many students are still learning to write well, you may re-write any of your assignments until you are satisfied with the grade. You can grade papers with a simple A, B, C, D, and F. I sometime like to use something different and grade papers from 1-10 where one is very poor and 10 is Outstanding. The weekly quiz will usually have 5 questions. It will help students judge how well they understand what they should be learning. They can be printed on half sheets or even quarter sheets of paper. NOTE: I have written three questions for each quiz. You might want to add two or more other questions covering other material you have covered.

Academic Dishonesty At YOUR University, we take plagiarism very seriously and your lack of understanding is not an acceptable excuse. If you quote someone you must place quotation marks before and after the quote and give credit to the person who said or wrote this. If you have summarized or paraphrased what this person said or wrote, you will not use quotation marks but you must still give credit to the speaker or author. You must NEVER let someone else write a paper for you. In fact you must never let another person make corrections on your paper. You need to do this yourself. You can also be charged with academic dishonesty if you write or help write an assignment for another student. If you have any questions, talk to the staff at the writing center or to your professor.

14 The School Attendance Policy Students with physical or learning disabilities should ---

Planning Your Lessons

The weekly schedules – with assignments including

15 reading and writing usually comes next in a syllabus. Because this book can be used in different courses, you can organize the following and add other material to create your schedule as well as lesson plans.

Table of Contents for the book Suggestions for a Weekly Quiz Lesson Plans

Table of Contents for the Second Edition: Straight A’s Are Not Enough Part I: Learning About Learning Book

Chapter 1: Introduction – Excited About Learning

1

Chapter 2: Why Straight A’s Are NOT Enough

3

Chapter 3: Learning Habits – Habits for Success 5 Part II: Prepare Your MIND for Learning

16 Chapter 4: Introduction – Why So Many Freshmen Fail 9 Chapter 5: Improve Your Mindset

11

Chapter 6: Set Your Goals – Build Your Plans

15

Chapter 7: Flexible Time Management

19

Chapter 8: Critical Thinking – Key to Learning

29

Part III: Prepare Your BRAIN for Learning Chapter 9: Introduction – Turning ON Your Brain 33 Chapter 10: Four Habits to Prepare Your Brain 35 Chapter 11: Concentration Counts

39

Part IV: Sharpen your SKILLS for Learning Chapter 12: Introduction – Sharpen Your Saws 43 Chapter 13: Rediscover the Excitement of Reading

45

Chapter 14: Writing – Acceptable to Amazing

53

Chapter 15: Take Notes You’ll Want to Study

63

Part V: HOW to STUDY and even Enjoy It Chapter 16: Introduction: Mental Processing

69

Chapter 17: Organize Information

73

Chapter 18: An Incredible Story

83

Chapter 19: Lasting Memory

89

Chapter 20: Use the Best Strategies

103

Chapter 21: Develop Your Action Plan

107

Chapter 22: Conclusion – Critical Reflection

111

References Index

113 117

Planning your TIME The usual semester has about 15 weeks. This book has 22 chapters.

17 But some of these chapters are longer than others and are divided into 2, 3 or even 4 lessons. Chapter 17 could easily be divided into 7 lessons. Other chapters are very short. I can easily divide the book into 30 sections. This would work well for a class meeting twice a week. For a class meeting only once a week or using only once a week to work on study skills, I’d recommend I’d suggest Chapter 1-2-3 10 11A-11B

4-5-6

12-13 A 13B-13C 17 A 17B-17C-18 19A-19-B

7A-7B-8A-8B 14B

15A-15B

8C-8D

9A-

15C-16

19C-20- 21-22

A much better schedule would be two days a week. For this, I’d suggest: 1-2-3 4-5-6 10 11A 11B B 15A 18 19B test

12

7A

7B

13A

13B

8A

8B

9-

13-C

14A

14-

14C 15B

15C

16-17A 1 7B

17C

19A 19C

19-D

19 more time

21-22

Please notice that the chapters near the end of the book are longer and more complex. For classes that meet three times a week, you could expand on any of these topics and include additional material. For First Year Experience, you would probably have at least 1/3 of your time used for other information.

18

The Weekly Quiz Suggestions You might decide to have a daily quiz. Or, if you have them twice a week, you might have students grade themselves on one and you grade the other one yourself. You might add more questions related to other topics you have covered. These suggestions for a weekly quiz include 3 questions each – You might add two or more other questions either on your activities related to the book – or questions on other topics. Using groups will make it easier to organize grades and return papers. Students learn more when quiz or test papers are returned quickly.

Chapters 1-3: Name and group___________________________ 1. If Straight A’s Are NOT Enough, what is enough? 2. Which of these is a study habit? Underline the answer a. Go to all classes. b. Take notes in lectures. c. Outline the

19 chapter. d. Set goals for every course. e. Sit near the front of the class. 3. The book is divided into 5 sections. List as many as you can. It isn’t important to use the same words. Chapters 4-5: name and Group____________________________ 1. Why do so many freshmen fail? a. They are not smart enough b. High levels of anxiety c. The classes are too hard. d. They miss their friends. e. They don’t like their roommates. 2. Children who gave up quickly doing puzzles had a ____________mindset. 3. Your mindset a. Can be changed b. Cannot be changed. c. You’re too young for a mindset. Chapters 6-7: Name and group ________________________________ 1. There are 5 characteristics of Meaningful Goals. Name as many as you can. 2. One group of freshmen had poor grades and had trouble making friends. Another group did well socially and academically. The successful students a. Were smart b. Studied more c. Used time management d. Used “To Do Lists” 3. After learning something new, you should a. Take a break or take a nap. b. Memorize what you learned c. Do Independent Study d. Study hard

20 Chapters 7: Name and group __________________________________ 1. Students doing Independent Study a. Often make better grades b. Often make poor grades c. Have high anxiety levels c. Are better in sports. 2. When you don’t need FLEX-time, it becomes ____________________ 3. Why do students have problems when using a “To Do List”?

Chapters 8: Name and group __________________________________ 1. What is an assumption? You can define it or give an example. 2. Students who think critically a. question what they are told b. are usually negative c. are usually wrong d. are happier 3. Most colleges say they want students to a. be Critical Thinkers b. Think but not be too liberal c. think only about their lessons. d. Think like they do.

Chapter 9-10: Name and group__________________________________ 1. What happens when a student is “sleep-learning?” Does it help the students learn more or do they learn less? 2. Turning on Your Brain means to: a. Push a button on your head

21 b. Concentrate on what you are learning c. Whack the side of your head 3. When you turn your brain on Maximum power, you are a. Choosing to focus totally on what you are learning b. Hoping you won’t be distracted. c. Hoping it will be easy to understand. d. Expecting the brain to work hard. Chapter 11: Name and group___________________________________ 1. There are four habits to Prepare Your Brain. List as many as you can. 2. Aerobic exercise can: a a. Cause heart problems b. Increase brain cells c. Lead to post-traumatic stress d. Lead to making poor decisions 3. Dehydration can lead to a. Poor concentration b. Obesity c. Improving memory Better grades

d.

Chapter 12: Name and group________________________________ 1. Concentration or paying close attention can cause: a. Multitasking b. Neuroplastic disease c. Lower grades d. Actual changes in your brain. 2. Multitasking in class leads to a. Making excellent grades b. Poor grades c. Better concentration d. Improving your brain 3. Concentration can be improved by: a. Keeping a journal of distractions b. Improving multitasking c. Sitting near friends d. It cannot be improved.

22 Chapter 13. Name and Group _________________________________ 1. “Sharpening your saw” means: a. carrying a sharp knife b. Everyone needs a saw c. Improving your skills d. Making more friends 2. The president who told this story was a. Lincoln b. Washington c. Roosevelt d. Kennedy 3. The meaning of the story is: a. If you stop to sharpen your saw, you will: a. Take longer to finish b. Finish faster c. Do a better job d. Lose money Chapter 14: Name and group ________________________________ 1. Many college students don’t remember what they read because they: a. Were sleeping while they read b. Didn’t understand the vocabulary d. Were not thinking about what they were reading e. Were too tired 2. The Harvard Students did poorly because they a. Read too slowly b. Read too fast c. Didn’t check for a summary d. Had dull saws 3. What does K-W-L mean?

23 Chapter 14: Quiz 2: Name and group _________________________ 1. To Survey a chapter, start: a. At the end of the chapter b. With an outline c. By reading the chapter d. By creating a concept map 2. When reading a chapter you should: a. Memorize everything b. Read every word c. Read what’s important d. Remember everything 3. What is SQ3R? Chapter 14: Quiz 3: Name and group _______________________________ 1. If you write a 5 paragraph essay, your professor is most likely to read the paragraph that is: a. First b. Last c. In the middle d. Longest e. Shortest 2. To COMPARE two books, you should write: a. How they are the same b. How they are different c. How they are the same and how they are different d. What you liked about the books 3. What is a Critique? Chapter 15: Name and group___________________________________ 1. When taking notes, you should write: a. As much as you can b. Very little c. The most important information d. Only what the professor writes on the board.

24 2. You should REWRTE your notes to: a. Make them neat and readable. b. Help you remember the lecture c. To organize the information and learn to write better notes. 3. What is the Cornell Note-taking System? Chapter 16: Name and group_____________________________________ 1. An example of Input is a. Studying b. Writing c. Reading d. Tests 2. An example of Output is a. Studying b. Writing c. Reading d. Note-taking 3. Mental processing means _____________________________________

Chapter 17: Name and group ______________________________ 1. Asking good questions about your subject will a. make people think you are Stupid b. Help you learn more c. Annoy your professor 2. A good chapter outline will show a. The structure and main ideas of the chapter b. What you think of the chapter c. Your creativity 3. An argument is a. A written statement of the author’s thesis and reasoning b. What happens when people are angry c. cannot be analyzed d. Time Management

25 Chapter 17 – Quiz 2: Name and group___________________________ 1. To show the structure of a chapter or book, we can use a. Concept maps b. Timelines c. A critique d. A matrix. 2. A Matrix is a. A complex compare and contrast chart b. A Multiple timeline c. Used for cause and effect d. Used to analyze an argument 3. Why is it helpful to use both verbal and visual ways of organizing information (both words and pictures?) Chapter 18: Name and group__________________________________ 1. Edward Hughes wanted to go to Cambridge but a. Couldn’t afford the cost b. Didn’t have good grades c. His father objected d. He was too young 2. His father gave him a. a book by Tony Buzan b. A stern lecture about working harder c. a tutor to help him study d. more time to study 3. What is the difference between Mindmaps and Concept maps?

Chapter 19: Name and group___________________________________ 1. Flashcards are more effective than just repeating information until you remember it because

26 a. Making a flashcard helps you remember b. rote memory is old-fashioned. C. Using flashcard involves self-testing and distributed practice. 2. HOMES and My Very Excellent Mother Just Served Us Noodles are examples of a. self-testing b. mnemonics c. distributed practice 3. Hermann Ebbinghaus created a. distributed practice b. self-testing c. the curve of forgetting d. interleaving

e. multiple pathways

Chapter 19: Name and group__________________________________ 1. Professor Marty Lobdell tells students to stop studying when a. their concentration drops b. When they feel sleepy c. When they are confused d. When they finish the chapter. 2. According to recent research, students should a. always study at their desk b. try studying with familiar music playing c. always study by themselves

d. finish

studying one subject before moving to another. 3. In the first 8 hours a. we forget most of what we learned b. we still remember

27 most of what we learned c. we remember half of what we learned d. we don’t remember anything

Chapter 20: Name and group__________________________________ 1. The best strategies include a. self-testing b. re-reading c. Highlighting d. writing a summary e. interleaved practice. 2. The strategies students use most often include a. the Least Effective strategies b. the Most Effective strategies. c. interleaving and explaining why something is true. 3. Self-testing and distributed practice both. a. are poor strategies b. are used to learn new ideas but not study them. c. are often used together after using other strategies. Chapter 21: Name and group ____________________________________ 1. In Walter Mischel’s research, children who could wait 15 minutes before eating a marshmallow were a. More likely to make lower SAT scores. b. Have greater willpower as adults. C. Are less likely to have growth mindsets.

28 2. As the children with high willpower grew up, they were likely to a. Have less willpower b. Make poor math grades c. Get better jobs 3. The research in Australia showed that when people improved their willpower with physical fitness they also a. Smoked more cigarettes b. Needed more help with money management c. improved study skills. d. Ate more ice cream

29

Straight A’s Are Not Enough: Learning with your Brain Turned ON

Suggested Lesson Plans

30

Lesson ONE Introduction to the Course 1. Go over important parts of the syllabus. 2. Explain about keeping a journal of Reflections. Is it optional? Is it occasionally required? Is it always required? Should students write in the book, in their notebook? In a separate book? 3. Explain about how the groups will work – if you decide to use groups. All papers students turn in could be placed in the group box or file. When the teacher grades the quiz or test, they go into the same box or file. This goes on the student table where they can retrieve it. Some assignment will go direction to the student’s individual file. They can ask to see these papers when they want. These papers are used to evaluate how students have improved their skills during the semester. 4. Explain how they will be graded.

Introduction to the Book

31 Part I: Learning How to Learn Start by giving students 5-10 minutes to study the table of contents. Then ask them – with books closed - if the book is divided into sections and if so, what they are. What is the first chapter about? Who took notes while looking at the Table of Contents? It would have helped, wouldn’t it?

Chapter 1: Excited About Learning Learning Objectives - Students will: 

Reflect on their feelings – with the letter of acceptance – and first day on campus.



Understand the importance of studying the Table of Contents.



Follow the instructions to answer questions BEFORE reading.



Be introduced to the book.



Consider what they want to learn from the book.



Make their first effort to set goals.

Discussion: 1. You might –in a small class – have students each introduce themselves and then answer these questions– “The title of this book is Straight A’s Are NOT Enough. What do you think this means? Is there something wrong with making Straight A’s or is there something better? What might that be?” 2. What have students learned from the Table of Contents? Ask “What does this book seem to be about? How is the book organized? What chapters look most interesting? Most important?”

3. Explain about the questions for reflection at the beginning and end of each chapter. Point out the instructions for writing answers to question BEFORE reading the rest of the chapter. (page 5)

32 If there is time, continue - If not, discuss these in the next class.

4. How did YOU react when you got the college acceptance letter? How did you feel on your first day on campus? Were you afraid, lonely, missing your family? Most students feel like that. But they are also excited. What were you most excited about then? What are you most excited about now? 5. Now that you’ve been here for a while – how do you feel? Are you still afraid, lonely, or homesick? Are you still excited? What are you most excited about now?

Assignments: 1. Assign the next one or several chapters. Remind them to write answers to all questions. 2. Writing Assignment: Write a 1 page paper that includes; “Why you are in college? What are you most excited about learning? What do you hope to learn from this course?”

33

Chapter 2: Why Straight A’s Are NOT Enough Learning Objectives - Students will: 

Understand the difference between just getting good grades and getting a good education.



Think about their own goals.



Spend time thinking about what kind of education they want and need.



Write a list of what they want to learn and what they need to learn.



Look through the courses offered and make a list of courses that will help them reach their goals and a list of courses they would find most interesting.

Discussion: 1. Return students’ graded papers from the first previous class. Again, explain that they can re-write the papers to improve their scores. Remind that that late papers lose points and that every single paper must be turned in to pass the course.

34 2. Ask several students to share their answers to the question “What would it mean to you to get a GREAT Education? What do you need to learn? What else do you want to learn?

3. For the next question, you could ask for a show of hands. Who thinks it’s most important to have a good time in college? To get excellent grades? To get a Great education.

4. To prepare for chapter 3, ask students to name important Learning Habits. This could be done in small groups or brainstorming as a class.

Assignment: 1.

Write a list of at least 5 lifetime goals and 5 goals for your years in

college. Then ask students to list ten to twenty or more classes they would like to take and to list several subjects they’d like to study that are not available at your school. You might discuss the possibility of doing an Independent Study. (The first several papers will be compared with those near the end of the semester or year to evaluate improvement. It will help to have a folder for each student.)

Chapter 3: Learning Habits – Habits for Success Preparation: find statistics for your school on how many or what percent of freshmen fail or don’t return. Any information on why?

Learning Objectives - Students will: 

Understand the difference between Study Habits and Learning Habits.



Reflect on Learning Habits they already use.



Make decisions to use other Learning Habits.



Understand the importance of a Syllabus.

35 Activities: 1. Work in groups to answers to two questions: What is the difference between Learning Habits and Study Habits? Give some examples. 2. Which is the most important habit to use Before class? During class? After class? Prepare for Chapter 4. Why so many Freshmen Fail 1. In groups: Make a list of reasons why they think so many freshmen fail. 2. Share statistics about Freshmen who fail in your school 3. Ask if they have observed freshmen who are having problems or being irresponsible 4. In groups: The next section of the book is “Prepare your Mind for Learning.” Ask students how they would prepare their mind for learning. Groups share ideas.

Assignment: 1. Read chapter 4 and write a one page paper describing learning habits they used in high school. Which were most helpful? Which were least helpful? 2. Describe habits you plan to use in college.

Part II. Prepare Your Mind for Learning Chapter 4: Introduction – Why so many Freshmen Fail

36 Learning Objectives - Students will: 

Understand why so many freshmen struggle and sometimes fail during their first year.



Avoid many common problems.

 Recognize problems they or their friends might have and know how to get help.

Discussion: Divide class into small groups to discuss these questions. Ask students to share some of their ideas. Share with them what you would recommend or what is required in your school. 1. If you missed a class by mistake, what should you do? 2. If your roommate or new friend has skipped several classes already, what should you do? 3. If your roommate or new friend seems to cry a lot, complaining of homesickness, what should you do? 4. If you begin to feel overwhelmed and anxious, if you wish you had never come here, if you’re afraid of failing, what should you do? This is a great opportunity to inform students about some of the services available on campus. You might even invite a counselor to talk to the students about how to deal with these problems before they get any worse.

Assignments: Read chapter five and write a one page paper about what you will do to avoid these problems and have a great Freshman year.

Chapter 5: Improve Your Mindset

37 Learning Objectives - Students will: 

Discover if they usually have a Fixed Mindset or a Growth Mindset.



Understand the differences between the two mindsets.



Think about ways to change their mindset.



Consider when it makes sense to give up, and when to keep trying.

Discussion: 1. Ask how many have Fixed Mindsets most of the time. How many have Growth Mindsets? Explain that it isn’t easy to change to a Growth Mindset. Ask them for suggestions about ways to change. 2. The first question at the end of the chapter is “Describe a course you are taking where you feel you aren’t smart enough. How would having a Growth Mindset make a difference? Ask how they answered this and if they think it really would make a difference. 3. The last question at the end of the chapter is to write a list of 5-10 goals. This will prepare them for the next chapter. Explain to your students that this is very important.

Assignment: 1. List 5-10 of your most important goals. Print one to keep and a copy to put in their file. 2. Read chapter 6.

38 Chapter 6: Set Your Goals and Build Your Plans Learning Objectives - Students will: 

Identify different kinds of goals: lifetime, educational, short term, personal, compassionate, and others.



Understand the importance of having goals.



Explain characteristics of meaningful goals: specific, connected to other goals, challenging, realistic, and taken seriously.



Recognize the relationship between goals and plans.



Create a new list of goals divided in the categories above.



Develop one or more study plans.



Treat their goals and study plans seriously.

Materials: 1. Paper in 5 colors – light colors so it’s easy to read the writing– cut in half making them 4¼ x 11 inches. (You want to read the goal from anywhere in the room.) You could also use white paper with different colored markers. 2. Tape or push pins to enable students to put up their goals 3. Markers for writing goals

Teacher:

Make 5 large while display sheets marked with the 5 colors to

identify them as Lifetime, Educational, Short-term, Personal, Compassionate. Place them in 5 sections of the room where students can display their goals.

Activities: 1. Students choose 5 of their goals. 2. Decide the best category for each goal. 3. Get colored paper for those categories and write goals on the appropriate colored papers.

39 4. Put your papers on the walls for their paper color. 5. When you finish, read the goals your classmates have written.

Discussion: Could be done as a class, in small groups or some of each. 1. What did you learn by reading the goals written by your classmates? How were their goals different from yours? What will you do differently when you write your goals again? 2. Discuss compassionate goals. Ask each student to list at least one thing they could do to make a difference. They will get new ideas as they hear what others say. 3. Discuss Characteristics of Meaningful Goals. 4. Have each student describe situations where they plan ahead, (examples: plan for a birthday party, vacation, what to wear to school) 5. Discuss the value of planning for study time. It strange that few people make plans for their classes or even for what they want to accomplish in college. Ask if anyone has ever made a study plan.

Activity: Outline a study plan for at least one of your courses. Share it with your group and get advice or suggestions.

Assignments: 1. Use what you learned to rewrite your goals, this time including lifetime (long-term goals, Educational Goals, Semester Goals, Personal Goals, and Compassionate Goals. Print one copy to keep and one for the file. 2. Polish the Study Plan you began working on in class. Type 2 copies: for you and for your file. 3. Read chapter 7. (You might divide chapter 7 into two lessons, with the first covering basic time management and the other to cover FLEX-time and

40 Independent Study.)

Chapter 7-A: Flexible Time Management Learning Objectives - Students will: 

Reflect on their usual study habits –in high school or in college



Get a large calendar and add all important dates, starting with dates on the syllabus for each course.



Begin developing a Time Management Chart, adding courses and study time.



Think about other things that need to be added to their charts.



Understand the concept of having 2-3 hours of study time for each hour of class time.

Materials: Have enough blank Time Management charts to give several copies to each Student. You could also teach them how to create one using Tables on their computers. One example that can be copied is at the end of this lesson. Have different colored markers available for those who want to mark classes in different colors.

Activities: 1. Students will write their name on their time management chart and add courses. 2. Students will calculate the study time they need for each course and, perhaps add them to their chart (Maybe In pencil).

41 4. Students will make a list of all the other activities they want to add to their charts.

Discussion: In Groups: How do you think this sort of chart could be very helpful? When you look at your classes, which ones do you think will require the most study time? Why?

Assignment: Read the rest of the chapter and bring your completed chart to the next class.

Time Management Chart Time 6 AM 7 8 9 10 11 Noon 1 2 3 4

MON

TUES

WED

THU RS

FRI

SAT

SUN

42 5 6 7 8 9 10 11

Chapter 7-B: FLEX-Time and Independent Study Learning Objectives: Students will: 

Evaluate their Time Management Charts.



Understand the advantages of having FLEX-time.



Understand the reasons for Independent Study.

Discussion: 1. What do you like about your time management chart? What don’t you like? Is there a class you should drop? Should you start off this way and change the hours you study later or reduce the hours of study now for some of your classes? 2. Are there some classes where you really need to make an A and others where a B or C would be OK? 3. What are the reasons for FLEX-time? Are there any reasons not to include Flex-Time? 4. What are the reasons for Independent Study.? Are there reasons not to use it?

43 5. Suggest that they use it for at least a month before they decide if they will continue.

Activities – Have supply of index cards (3x5): 

List 5 or more topics like to explore during their Independent Study Time. (for file)



Write a brief description of what you think it means to think critically. (for file)



Create a new and improved time management chart in class. Make a smaller version on 3x5 cards to keep in your wallet. Add a copy to the inside cover of Notebook or notebooks. Make one copy for their file. They could begin in class and finish as homework. They might choose instead to keep a copy on your cellphone.

Assignment: 1. Write about your experience with their Time Management Chart. What surprised you? What were you worried about? What changes did you make and what other changes are you considering? 2. Read Chapter 8. Critical Thinking – Key to Learning

Chapter 8-A: Critical Thinking – Key to Learning NOTE: While Chapter 8 isn’t very long, the skills are very important

Learning Objectives – Students will:   



Understand how movie critics or restaurant critics define criteria and use this when visiting local restaurants to critique them Learn to work in a small group to make decisions. Understand the criteria used to determine if a person is a Critical Thinker including the 5 characteristics of Critical Thinkers at the beginning of the chapter. Read several quotes that explain critical thinking written by experts in the field.

44 

Use critical thinking to identify statements that are Absolutely True, Probably True, False, Probably False, No adequate evidence, or a Matter of Opinion.

Discussion: Explain that students will answer questions like these in the next class, explaining reasons for each answer. You could list questions on the board and print on handouts. 1. Some school systems want to reward their best teachers with higher salaries. How would you suggest they choose the best teachers? What criteria could you use? (List all suggestions and then have students critique each suggestion.) Are these statements True? False? Probably True, Probably False, a matter of opinion, needs for evidence, Or something else? 2. Nine out of ten dentists say toothpaste A is the best toothpaste. Is it the best? 3. In our Solar System, there are 8 planets. Is this true? 4. We are experiencing Climate Change. Is this true? You might also discuss criteria you could use for grading them on these answers.

Activity: Learning to be Restaurant Critics Have students work in small groups. Each group can choose three places to eat lunch on campus or 3 places to eat near campus. First, they will make a list of criteria for a great place for college students to eat. Then they can visit each place- either together or separately. They can discuss their evaluation for each criterion. Later, each student should write a brief critique of the three locations. It should be 1 page or less. They should include list of students in their group. They should each be prepared to make a report in the next class. The students will meet with their group to plan report to the class on restaurant critique. One student might list the criteria they chose and why. One might describe their experiences using the criteria. One might summarize the results. One might discuss how it would have been different without the criteria.

Chapter 8-B: Critical Thinking Learning Objectives – Students Will:

45 

Report to the class on their experiences doing restaurant critiques



Reflect on experience working as a group



Make a very short class presentation



Use critical thinking about the truth of several statements.

Activity 1. Each group will report on their restaurant critique experience. 2. Groups should then each write a list of at least 10 ways criteria are used in schools. They don’t need to include the criteria. – or If you want you might ask students to choose just one example on their list and write the possible criteria. Examples: Note – there are only possible examples. 1. Grading papers – especially for essay questions 2. Evaluating college applications 3. Choosing athletes for a school team 4. Selecting the best singers and musicians for school choir or band 5. Selecting what foods to serve in school cafeterias WHAT HAVE STUDENTS NOTICED ABOUT THEIR LISTS? That all examples are about making decisions.

Chapter 8-C Critical Thinking Handout Students work in small groups. Each student writes their answer. Then students take turn reading their answers. After Discussion, one student writes what the group agrees is the best answer. Be sure to take notes as you work to answer

46 these questions. You’ll need them for your homework assignment. 1. The Wright Brothers invented the first airplane. 2. Human beings evolved with more primitive living things. 3. College graduates make higher salaries than students who fail or drop out. 4. In a science project, a student had two tomato plants. She watered one with tap water and one with river water. The one watered with river water had more and larger tomatoes. This proves that tomatoes grow better with river water. 5. If a classmate is cheating, you should tell the teacher. 6. “In the book, ‘What They Don’t Teach You in the Harvard Business School,’ Mark McCormack tells of a study conducted on students in the 1979 Harvard MBA program. In that year, the students were asked, “Have you set clear, written goals for your future and made plans to accomplish them?” Only three percent of the graduates had written goals and plans; Thirteen percent had goals, but they were not in writing. And a whopping 84 percent had no specific goals at all. “Ten years later, the members of the class were interviewed again, and the findings while somewhat predictable, were nonetheless astonishing. The 13 percent of the class who had goals were earning, on average, twice as much as the 84 percent who had no goals at all. And what about the 3 percent who had clear, written goals? They were earning, on average, ten times as much as the other 97 percent put together.” The article is “Harvard Business School Goal Story: Study about the goals at Harvard MBA program 1979. The URL is www.lifemastering.com/en/Harvard.html Can you prove this is true or false? How?

47 Criteria TEACHERS might use for evaluating 8-C not for students 1. Class presentation: ability to speak in front of the class, speaking clearly, loud enough to be heard, giving clear reasons for their conclusions. 5-10 points. 2. Wright Brothers. For only a Yes - 5 points. For knowledge of or possibility that others could have been working on airplanes at the same time total of 7-10 points. 3. Evolution – For yes or no answer or for “No, the Bible says God created everything– only 5 points. No evidence is given. “For More detail such as “still a theory but most scientists believe in evolution,” “Most Scientists believe in evolution but are still working on the details, “ or “They have clear evidence for the evolution of plants and animals but it’s harder to find evidence for how the first human beings were created,” or “examples of fossils showing changes over time, including fossils of early man” a total of up to 25 points.’ 4. College grads making more money. For Yes or No answer, 3 points. For “Sometimes or most of the time” 5 points. For an example 10 points. For an explanation, “The average salaries for college grad would be much higher, but there are many examples of students who failed or dropped out who made very high salaries, higher than the average for college grads. “ Total of 20 points 5. The Tomato Plants -For a yes - 0 points. For just a No - 5 points. For more detail, saying you can’t tell anything with just two plants. Plants treated the same still show variation. Did they test different kinds of tomatoes? You need many more examples than two plants. There need to be more experimental plants and more controls. You cannot conclude that because these plants showed a difference that all the different kinds of tomatoes would do the same. Did each plant get exactly the same amount of water, at the same temperature, at the same time, with the same amount of light? Total up to 25 points. 1. The Harvard goals: For simple yes or no answer – 5 points. For detail like, I couldn’t prove it, but people at Harvard should be able to, 10 points. For thinking the numbers don’t make sense, OR that

48 the website isn’t official – 15 points. For both 20 points. For any student who researched it on the internet and found that it was totally false, 40 points.

For Teachers to share after students write their answers to Chapter 8-C

question 6. From the first edition – by Judy Fishel

I found this article when writing the first edition. I wanted research showing how important it was to write your goals – but I’m cautious. There were three problems. 1. I’d never heard of Lifemastering.com. It didn’t sound like a website related to Harvard. 2. They quoted a book that sounded all right but I still wanted to find the original research. I searched the internet looking for the original research. I found many websites with the same information but none of them had information about the research. 3. There was something about the numbers that bothered me. It made no sense to me that 3 percent of the students – even with written goals – could possibly make ten times as much as the other 97 percent together. Perhaps some of the authors copied the numbers wrong from the original research. I continued my research. A blogger, Sid Savara, had also been searching for the original research. He found over a thousand pages on the Internet reporting this story and a similar story about students at Yale. He finally found a page in the Yale Law Library that described earlier searches for this information. They had interviewed students from these classes at both Harvard and Yale. The students all agreed that there had never been any

49 survey like this. There was a vaguely similar study at Dominican University in California where the results were more realistic. This story was false. To prove that a story like this is true, I would want to know the researchers – who should be experts in the field, see their data leading to these conclusions, and read the study in a respected journal. Not everything you read in books or online is true. Use Critical Thinking.

Chapter 8-C Critical Thinking Using Critical Thinking – Are these Statements True? Material:

have a Critical Thinking hand-out with spaces for answers for each student.

Activity: Students will work in small groups to discuss each of the questions on the HANDOUT. They should take notes on their comments and the comments of others. Then, on another sheet of paper, they should write their report. 1. First, have them write their name and group. 2. Each person in the group will say YES, NO, or some other answer with their reasons for that answer. 3. The group will then discuss it further and choose the best answer.

Assignment: This can be started or even finished in class 1. Choose three of these questions to write about. 2. Write your first answer. 3. Describe at least one answer you disagreed with for each statement.

50 4. Write your final answer and explain your reasoning. 5. We started by looking at using criteria to evaluate or make decisions. What are we trying to do here? (We are evaluating the truth of statements. What short of criteria are we using to decide something is accurate?)

Chapter 8-D Critical Thinking Learning Objectives – Students will 

Understand the criteria for grades and the importance of giving evidence.



Discuss how Critical Thinking is important for reading, writing, science, etc.

Discussion 1. Discuss some of their answers to questions on the handout. 2. Explain the criteria to be used for evaluating their responses, 3. Share the facts about the Harvard study of Written Goals, 4. Discuss how Critical Thinking might be important when Reading? Writing, Doing Science Experiments, Taking a Test, etc.

Activity: Insights found in Quotes from Experts in the Field

51 1. Read the quote on page 29-30 by Stephen Brookfield. Discuss what he means by assumptions? List examples of assumptions? What are some claims to Universal Truth? 2. Read quote from Stella Cottrell on p. 31. What does she mean by “Dig deeper below the surface of the subject “and “engage in critical dialog with its main theories and arguments?” 3. Derek Bok, once president of Harvard University, wrote this. “Economists who have studied the relationships between education and economic growth confirm what common sense suggests: the number of college degrees is not nearly as important as how well students develop cognitive skills, such as critical thinking and problemsolving ability.” What does he mean by “Cognitive Skills” Why are they so important? We have covered Part II Preparing Your Mind for Learning, and now start Part III, Preparing

Your Brain for Learning. What might this mean?

Assignment:

Read Chapter 9. It’s very short. Enjoy it.

Common Errors in Thinking This could be used for classroom discussion. Students might share examples. 1. Advertisers seem to expect to agree with an idea because “everyone knows it’s true.” Critical thinkers say “Just because something is a popular opinion doesn’t make it true.” 2. People sometimes take a comment out of context and claim this is what their opponent thinks or supports. They distort what the other person says or believes in order to argue against them. The critical thinker says “That doesn’t sound right. I need to learn more before I decide.” 3. Some people even use a distorted statement of statistics to support

52 their own position. For example, do you ever question the results of a poll? What about a “survey” that claims that four out of five dentists surveyed recommend a certain product? A critical thinker says, “Maybe they surveyed five dentists—dentists who were their friends. Until they give the total number of people surveyed and describe how they were selected, these results are questionable.” Perhaps they did 20 surveys until they got one with the results they wanted. Who did the survey – of how many people? 4. In some surveys, biased questions are asked. Compare these two questions: “What do you think about the president’s irresponsible behavior?” and “What do you think about the president’s efforts to help every American have affordable health insurance? The critical thinker isn’t misled by biased questions. 5. Sometimes we assume there are only two choices. “What are you doing tonight? Coming with us to the party or staying home to study all night?” This question assumes there are no other alternatives and also adds emotional content. It implies that if you decide to study, you don’t want to have fun with your friends. 6. Sometimes you hear a one-sided argument providing all the good reasons for believing one position but not including the equally good reasons for an opposite position. The critical thinker considers all the different positions. 7. Some arguments are based on a few isolated examples. “Eating more salt is good for your health. My grandmother and three cousins all salted their food and they all lived until they were in their 90s.” You often hear this sort of argument when someone urges you to try a drug. They argue that it wouldn’t hurt you. After all, they took it and it never hurt them. A critical thinker looks for reliable evidence. 8. Ask if the evidence is adequate. For example, Ben smoke three packs of cigarettes a day and now has colon cancer. He thinks smoking caused his colon cancer. Critical thinkers might say “While it is commonly known that smoking causes some kinds of cancer, the

53 evidence that Ben smokes might or might not be relevant.” 9. What additional evidence is needed? To prove a relationship between smoking and colon cancer, we’d need to study a huge sample of smokers and nonsmokers whose ages, weight, diets, medical problems, and other factors were similar. Only then could we have a chance of actually showing a relationship. To be more convincing, we’d need to trace how smoking could have an effect on the colon. The effect of smoking on the lungs is easier to explain. Critical thinkers look for the kind of evidence they’d need to prove something. They also ask “What evidence could prove the conclusion true or false? They would ask if the available evidence actually proves cause and effect. They understand that sometimes it shows only a correlation. For example, just because people who chew gum frequently are more likely to play video games would not prove that one caused the other.

Test: You might choose to use several of these questions

54 1. You are asked to critique five brands of ice cream. List 5 criteria you could use to evaluate them. 2. Critique the statement “People need to eat and drink in order to live.” 3. Critique the statement “All living things need oxygen to stay alive.” 4. Critique the statement “College is worth every penny that it costs.”

5. Critique the statement, “Earthquakes are caused by the movement of tectonic plates.” 6. Critique the statement “It is true that human beings have walked on the Moon.” 7. Critique the statement “Eating honey and lemon juice will cure the common cold.”

8. Critique the statement “Students who get 8 hours of sleep every night make higher grades that students who get less than 6 hours of sleep.”

55 Part III. Prepare Your Brain for Learning Chapter 9-A Introduction – Turning On Your Brain Learning Objectives – Students will:

 Understand the difference between doing homework and studying.  Try to understand why students sometimes read a chapter and not remember anything they read and why they took notes in a lecture but couldn’t remember what the lecture was about.

 Explain the purpose of using the idea of “Turning on Your Brain.” Discussion:

1. Go around the class and name one word or phrase from this chapter that sticks in your mind. Try to choose words not mentioned by someone else.

2. How are Sleepwalking and Sleep-learning similar? How many of you have ever read a chapter and not remembered what it was about? – same for lecture

3. What would you guess causes this problem? 4. If the problem is being tired or bored, what are some ways we can avoid the problem?

5. How can you read using your brain? How can you take notes using your brain? How can you study using your brain? What can you actually do to Push that Power Button and turn your brain on to maximum power?

56 6. Does the author have any answers to these questions in this part of the book? Where would we look? Try the Table of Contents. Try skimming other chapters in this section.

Chapter 9-B: Turning On Your Brain: Learning Objectives - Students will: 

Think about ways you can prepare their brain for study, or how they can affect their brain in any way.



Understand the difference between doing homework and studying.



Discuss ways to study math, literature, Art, Science, etc. NOTE: It is hard to separate math homework and studying math. For homework, they solve the assigned problems. This should be done soon after class. Studying might involve doing the same or different problems at a later time. It would be wise to do this a week later, and several times after that including just before a test. The same is true for most subjects. After learning the information or skills, it is wise to review the material on a regular schedule. Studying is processing what you have learned and reviewing it to remember.



Be aware when you are reading or taking notes without really using your brain.



Understand the metaphor of learning with your “Brain Turned ON.”



Compare this to Critical Thinking.

57 

Try reading with their brain turned on.

Discussion: 1. How many of you have read a chapter in a book and then realized you didn’t remember anything – or at least not very much? Have you heard other students say they do this? 2. How many of you have taken notes in a lecture and then, that evening, not remember what the lecture was about? Have you heard other students say this happens to them? Why does this happen? How can you learn and remember more?

Assignments: 1. Choose a reading assignment from one of your classes. You might read as usual for a page or two. Then try to read with your brain turned on. For the last page or two, try turning your brain on to Maximum Power. Write a description of what happened. Were you aware of any differences? If so, describe the differences. It isn’t easy to change your level of attention. If you didn’t experience any difference, try it again with several other textbooks. You’ll probably find the most difference when reading something important or just before a test. 2. Use one page to write your answers to these four questions: From what you know about your brain – How much do you think it is affected by how much sleep you get? How much is it affected by how much you

58 exercise? By the kind of food you eat? By the amount of water you drink? 3. AFTER you have finished writing your answers, read the Next Chapter – Four Habits to Prepare Your Brain.

Chapter 10: Four Habits to Prepare Your Brain Learning Objectives-Students will: 

Understand the results of poor health habits



Get enough sleep



Exercise regularly



Eat Healthy meals



Keep their bodies hydrated



Learn about writing outlines



Recognize the value of creating and recreating an outline

Activity: In your notebook, take two facing pages. On the first page, create an outline of the chapter you read, Four Habits to Prepare Your Brain WITHOUT using your book. When you finish, you can walk around the room and see outlines done by other students.

59 Now, use your book. On the second page, create an outline of the same chapter – this time using the book. When done, students can walk around and see what others have done. Save the outlines. You will look at them again in the next class. Teacher: After you look at student work, you might want to explain how to do an outline: Roman Numerals, Capital letters, Arabic numerals, and lower case letters.

Discussion: 1. What did you learn about sleep, exercise, eating, and drinking in high school? 2. What you learn in this chapter about sleep? Exercise, Eating, Drinking Water? 3. Which one surprised you most? You can use show of hands for each. 4. Which one is most important for YOU to change? Show of hands.

Assignment:

Read Chapter 11. Concentration Counts

Chapter 11 Concentration Counts Learning Objectives-Students will:         

Understand the value of re-creating an Outline. Recognize their own multitasking. Examine their own distracting habits in their classes. Recognize that these behaviors make it harder to learn. Brainstorm ways to reduce their own lack of attention. Work with a group to discuss the issue – and suggest solutions. Identify at least one way they will improve their own attention in class. Learn what happens in the brain when they concentrate. Learn about the importance of concentration.

60 Discussion: When are you able to totally concentrate on what you’re doing? 1. Think about reading. What kind of books or other reading material can you read with total concentration? It is interesting that we find it easy to concentrate when it isn’t related to study but very hard when we read textbooks, listen to lectures, or study. 2. Brainstorm for suggestions to strengthen concentration for learning.

Activity: Ask students to try to re-create their outlines of the last chapter – outlines created in the last class. They should then check their first outline and make corrections. Do this again tonight. You will probably remember much more this time. This is one of the best strategies for learning.

Discussion: What did you learn about concentration in this chapter? Why is this important? Ask 5-10 students to answer this.

Activity:

One thing that interferes with concentration is multitasking. You will look at some research on multitasking.

Materials: 1. The Handout is shown on the next page with two on a page. You might cut pages in half and give one of the half pages to each student. 2. Two charts should be ready to be displayed first without numbers and later, with numbers. It could be on blackboard/whiteboard, projected on a screen, etc.

Activity:

“In one study of 774 college students ranging in ages from 18 to 55 were asked which activities they had participated in during class in the past 30 days. “ 2. Give each student a handout. Have them check– in the column marked YOU activities they had done in class in the past 30 days. Have students

61 work individually or in small groups to estimate the percentage of students in their classes doing each of these. 3. Each group shares with the class their estimates for each category. Discuss other activities students often do in class? “The researchers didn’t include playing games on cell phones, tablets, or laptops. Many would have checked those.” 4. Use the chart to show them the Research Results. Discuss briefly. “The results are shown in this chart.” Which of the small groups had estimates closest to the numbers on the chart? Ask students why this is important. What difference does it make if you do these things? 5. Share the further results and discuss. What was most interesting in this study was the discovery that students who multitasked more frequently not only made lower grades, they were also most likely to drink more alcohol, smoke more, use more marijuana and other drugs, binge drink, drive or ride with a driver who’d been drinking, and have multiple sex partners—all in the past 30 days. Why do you think this might be true? After discussion, you might want to add this: It is important to realize that these statistics are NOT proof of cause and effect. Rather, it is a correlation. (Co- together- relation: events happening together) The study does NOT prove that risky habits cause students to be distracted when they should be studying, and it doesn’t prove the reverse—that the distractions while learning could cause students to smoke and drink more and have multiple sex partners. It may simply be that students who are not strongly goal-oriented, students who are those who do not have good learning habits, are more likely to allow themselves to be distracted and also more likely to be involved in risky behaviors. From Daniel Siegel, (2013). Brainstorm: The Power and purpose of the Teenage Brain. New York: Tarcher, pp. 288-9 You might have the class brainstorm to make a list of things students could do to help them stay focused on the subject. Assignment: Read Chapter 12 (and 13).

Multi-Tasking Worksheet: YOU

Chapter 11 Most

Research

62 Students

Results

1. No multitasking 2. Text messaging 3. Facebook 4. Homework 5. Instant Messaging 6. Listen to music 7. Talk on a cellphone 8. Play games

Then estimate the percentage of students in your classes doing this in class.

In the column marked YOU, write the number of times in the last 30 days you did this in class.

YOU

Most Students

Research Results

1. No multitasking 2. Text messaging 3. Facebook 4. Homework 5. Instant Messaging 6. Listen to music 7. Talk on a cellphone 8. Play games

Then estimate the percentage of students in your classes doing this in class.

Multi-tasking

63 Student Activities Done During Class Number Percent out of 774 students of students

No multitasking

___________

_______ Text messaging

_____________

________ Facebook

_____________

________ Work for other classes

________

________ Email

___________

64 ________ Instant messaging _____________ _______ Listen to music

____________

_______ Talk on cell phone ___________ _______

Multi-Tasking Student Activities Done During Class Number Percent

65 out of 774 students of students No multitasking

44

5.9% Text messaging

392

50.6% Facebook

191

24.7% Work for other classes

136

17.6% Email

116

15% Instant messaging 13.2%

102

66 Listen to music

51

6.5% Talk on cell phone

25

3.2%

Part IV: Sharpen Your SKILLS for Learning Introduction: Chapter 12. Sharpen Your Saws Learning Objectives – Students will 

Evaluate their own skills in Reading, Writing, Note-taking, and Study Skills.



Understand that high school skills are not adequate in college.



Understand what skills they need to improve and create a plan to do that improvement.

Discussion:

67 1. Let’s begin with the analogy. How many of you had head of “Sharpening your Saws” before reading this? How many had heard this story or something similar? 2. Have one or several students explain the point of the story. 3. Why do many students believe that when they get to college, they don’t need to improve any of their basic skills?

Assignment

(might start in class)

1. List skills you need to improve. Be sure the list includes Reading, Writing, Math, Note-taking, and Study Skills. In college, you are pretty much on your own to improve these skills. 2. List ways you can improve each of these skills. 3. What is the reason many students give for not working on these skills? Is this a good reason?

Reflect: What are the next three chapters about? And the next whole section? Are you ready to sharpen your saws? To sharpen your skills?

Assignment: Read Chapter 12- Rediscover the Excitement of Reading.

Chapter 13-A: Rediscover the Excitement of Reading: Learning to do a Chapter Preview Learning Objectives: 

Students will be introduced to the chapter – one that is longer than usual.



Students will learn how to preview a chapter.

68 

Students will use a simple outline.

Activity: Let’s take a look at Chapter 13. 1. How does the title, “Rediscover the Excitement of Reading” fit into the idea of sharpening your saws? When you’re excited about reading you are more alert and eager to learn. 2. Do you remember any stories about how much you loved reading when you were young? Some people grew up in a home without reading… no bedtime stories, no library books. When you get married and have children, make sure they grow up loving reading. Make sure that students know what it means to Survey or Preview the Chapter and how to write an outline that is at least 2 levels or 3 levels in places. NOTE: Previewing does NOT mean reading. It means skimming the chapter reading main headings, looking at material at the end of the chapter, and trying to discover the topic and the main ideas. Give students 20 minutes to preview the chapter and complete an outline. After 20 minutes – pencils down. 

Ask 5-10 students to read their main ideas – (the Roman Numerals on their Outlines)



Ask what they learned from this experience?



Ask what students would do differently if they started over again?

Assignment: 1. Read the chapter 13 carefully, paying close attention to the two quotes, one at the beginning and one at the end. Think about what they mean. 2. Now do a more detailed outline. If you never read the chapter again, is everything you need to know in the outline? Could you use the outline to study?

Chapter 13-B: Rediscover the Excitement of Reading Set Reading Goals and Write a Reading Plan Learning Objectives – Students will:

69  

Preview a chapter before they begin reading Go to the back of the chapter to check for a summary



Think about why the Harvard students didn’t go to the back of the book



Make and use goals and a plan for reading the chapter



Understand the wrong and right way to highlight or underline



Know several approaches to reading to choose from

Note to the Professor: You could easily add another lesson or more on reading. You might ask students to do a thorough survey of the chapter and skip reading, to skim the chapters taking notes, to read in the usual way, also taking notes, to use SQ3R, and to use SQu-RTOS (Squirt0). They could use one of their other textbooks. You might want to write a short test for each section and see how much they learn each way.

Discussion: 1. Most of the Harvard Freshmen you read about did NOT go to the back of the book to see if there was a summary. What was their excuse? Does that make sense? Why do you think they didn’t do it? They had never done it, didn’t think of it, had never been taught to do that. 2. The book says that college students understand less of what they read now than they did in high school. How is this possible? Books are harder, have more new vocabulary, students have many more pages to read every day and therefore try to hurry, and students are trying to read every word. They don’t understand that previewing the book and writing an outline takes less time and they will learn more. 3. In the book, you read that, in order to read critically, you should identify the author’s goals, thesis, evidence, opinions, and reasoning. What were the author’s goals in this chapter? What are her Thesis, Evidence, Opinions, and Reasoning? 4. What is the wrong way to highlight or underline as you read? What is a much better way? First, you must know the main ideas – the ones that have Roman numerals on your outlines, and underline those first. Then you can add the most important sub ideas for each of these.

70 It’s difficult to do as you read. A good preview and outline would help. 5. KWL was first used in Kindergarten and elementary schools where it was done by a class working together. Why is it so helpful in college? You have more knowledge to retrieve, you should have better questions, and it’s more important to you to link old and new knowledge so what you learn goes to your long-term memory. 6. What is the difference between SQ3R (are they familiar with this?) and SQu-RT-OS or “Squirt”. Which would you rather use?

Assignment: This will be turned in and placed in your file. For a chapter in one of your textbooks, skim the chapter quickly. Then 1. Write your goals for reading the chapter. 2. Write your reading plan. 3. Read the chapter according to your plan. 4. Write your reflections. What did you learn about setting goals and reading plans before reading?

71 Chapter 13-C: Rediscover the Excitement of Reading Reading a chapter thoroughly Learning Objectives: Students Will 

Preview and use either SQ3R or SQu-RT-0S - then do an outline.



Write about your experience.

Discussion: 1. What does the author say is The Most Important Information in the Book? Why is it so important? This summarizes this chapter and the section on how to read and study as one whole activity. This makes it clear that you won’t learn much by just reading; it takes preparing to read, reading –taking good notes – organizing information and then a lot of study time. In fact, this summarizes the main idea of the book. 2. Have you ever set goals and made a plan for reading a book or for an entire course? Strange, isn’t it? If you were going on a vacation, would you decide where to go and plan your trip? Without a plan, you wouldn’t see as much; you’d just be wandering around. You shouldn’t just wander around through your courses in college either.

Assignment: You already tried skimming a chapter and writing an outline. 1. Choose another chapter in the same book. 2 Do KWL. Master the vocabulary. Set Reading goals and Plan. 3. Do a preview. Write outline. Then use either SQ3R or SQu-RT-OS to read. 4. Write a

more complete Outline. Review at least three times.

5. Write about your experience. What did you learn? When would you do this? 6. Describe the strategies you would really use now for this book.

72 NOTE: This assignment cannot be done in one day. The reading plan should include 5-10 periods for working on the assignment.

Chapter 14-A: Writing – From Acceptable to Amazing Note to the Professor:

You should know your students’ writing problems and skills by now. The first part of the chapter deals with the basics – grammar, handwriting, etc. You might even have an occasional student who writes an essay as if it was a single paragraph. You will have some students who don’t understand the concept of an introduction, several main points, and a conclusion. If your students don’t need help in these areas, skim though it quickly. The second section covers ways professors might ask questions and how to answer them. This is more important for average students. The last section, for your top level students is very short but might be helpful. You might evaluate students using the paper they wrote about how they read. Why should you teach writing if students are taking or will take a writing class? First, chances are the writing teacher won’t teach it this way. Second, students will improve more when they are taught from different perspectives. This isn’t just writing: This is learning how to learn.

Learning Objectives – Students will 

Evaluate their weak areas in writing and begin working to improve.



Learn to get help when needed.



Understand how crucial writing skills are in college and later.



Focus on handwriting if needed.



Use an outline or concept map to organize their writing.



Show improved skills as they practice writing short essays.

73 

Understand why the last paragraph is so important – whether or not their professor reads the rest of the essay.



Understand and be able to write a good answer to the many kinds of questions they might be asked.



Write a summary.



Write a comparison.



Write an explanation.



Write an essay stating a thesis and defend your argument.



Write a critique.



You might have them write a 5 page or longer research paper.

Activity:

Have students skim chapter 14, looking for the main

ideas. 5 minutes

Discussion: 1. When you read chapter 14, how many sections did you find? What were they? An Introduction, the Basics, Different kinds of questions, and Amazing Writing 2. Let’s start with the basics. Look at the second page of chapter 14, Six ways to Improve Writing Skills. Does anyone need help with grammar? With Handwriting?” If so, see me after class, and we’ll discuss ways to help you in these areas. We will start with the Basics of Writing an Essay on the next page. Ask students to read the four paragraphs in The Basics of Writing an Essay. 5 minutes.

Assignment 1. : Turn back to page 50, A Most Informative Story. Read it again. Then write a simple one paragraph essay summarizing the story and explaining why this story was important. It should take less than half a page starting with a good title. You have 5 minutes.

Discussion: To evaluate your work, I will ask you five questions. Anyone want to suggest what these would be?

74 1. Did you write an outline before writing the essay? If you wrote an outline, give yourself 20 points. 2. Did you write a title? If yes 20 points. 3. Did you begin with an introduction? If yes, add 20 points. 4. Did you describe at least three main points? If yes add another 20 points. 5. Did you write a conclusion? If yes, add another 20 points. 6. Did your summary include the words “This means …”? If yes, add another 10 points. You might then explain “No, I wouldn’t normally grade it this way. I’d consider your writing. But today, I wanted to see what you learned after reading 4 short paragraphs about writing.”

Assignment 2. On Page 50, just below the story of the Harvard Freshmen, is Stella Cottrell’s description of CRITICAL Reading. You will write another one paragraph essay to Compare Typical Reading to Critical Reading. Again you have ten minutes. Evaluation: 1. Is there an outline or other method of organizing information? 20 points 2. Is there a title – preferable interesting? 10 points 3. Is there an introduction? 10 points 4. Are there at least three ways the two are the same? 20 points 5. Are there at least 5 ways they are different. 3 ways: 6 points. 5 ways 20 points 6. Is there a conclusion? 20 points 7. When they are finished, ask them what your questions might be. Then read them and let them grade themselves. Collect their

75 papers and evaluate their writing – paying special attention to introductions and conclusions.

Assignment: Pages 51 – 55 describe Five Strategies for Preparing to Read. This time you will be writing what’s commonly called the 5 paragraph essay. How many paragraphs will you write? Since there are five strategies, plus the introduction and conclusion, you will write 7 paragraphs summarizing this information. This should take one page or a little more. When you finish writing – Look at pages 66-67. Here there are suggestions for writing a five-page essay. Read this and write a list of questions you think I’d ask. Then, if necessary, rewrite your essay. You will turn in 1. The first essay, 2. Your list of questions, 3. Your rewrite, and 4. What you learned from this exercise. This is my list of questions? 1. Did you write an outline? 10 points 2. Is there an interesting title? 10 points 3. Does the introduction include your main idea or thesis, perhaps stating your answer to a question on the topic? 20 points 4. Do the next five paragraphs each state a main idea in the first sentence and then elaborate using evidence and examples. 20 points 5. Does your conclusion restate your main idea or thesis? 20 Points 6. Does your conclusion summarize the main points? 20 Points 7. Does your conclusion show your reasoning - explaining how your main points prove or support your thesis? 20 points Total 120 points

Chapter 14-B: Writing – From Acceptable to Amazing

Learning

Objectives – Students Will: 

Understand and write an essay where they



Summarize, outline, or describe

76 

Explain



Enumerate



Discuss, Comment, or Reflect on



Trace



Compare or relate



Justify or argue



Critique I’d suggest discussing the first four topics below and assigning the first four essays one day and then discussing and doing the last 4 topics the next day.

Assignments:

Students will write a short essay – less than one

page doing each of the above. They might write your own topics – drawn from classes they are taking. 1. Describe the reasons you are in college. 2. Explain how students should prepare for a test. 3. Enumerate reasons why many freshmen fail. 4. Trace the steps involved with applying for college 5. Reflect on strategies for reading 6. Compare high school and college 7. Should Colleges have required classes? Defend your answer. 8. Write a critique of the chapter on reading.

77 Chapter 14-C: Writing – From Acceptable to Amazing This might take a week or longer.

Learning Objectives – Students Will 

Learn how to write a long essay or research paper using what they learned.



Understand the three levels of writing.

Discussion: 1. How many students have never written a research paper longer than 3 pages? 2. What are the longest papers they have written? 3. How many papers have they written? 4. What methods did they use? To record quotes and bibliography information, to organize their bibliography, steps in the process. 5. Are they familiar with a cut and paste paper? 6. Problems and consequences for plagiarism. 7. What do students think about paying someone to write their paper or what do they think of students who do this. Why is this a very bad idea? Your professors recognize the way you write. You will get caught and fail. Your goal is learning to write. You won’t learn anything if someone else wrote your paper. It’s fine to have people at a writing center help you check your spelling, polish your grammar and clarify your ideas. They won’t make your paper look like someone else wrote it.

78 Note to Professor: You can spend at least a week writing longer papers or continue to the next chapter. There will be more opportunities for writing as we move ahead.

Assignment:

Read the section on writing the Research Paper or Long

Essay. Write a 5 or 6 page paper on the topic of your choice. You might brainstorm possible topics in class. For students who have never done this, you might suggest that choose a subject that doesn’t require a great deal of research.

Possible Schedule: Day 1: Choose a topic. Days 2-3: spend at least 1-2 hours doing research and taking notes. Day 4: Write the first draft. Day 5: Exchange drafts in class with other students and get their suggestions. Rewrite as needed. Day 6: Re-read and make changes as needed. Be sure you have the Sources Cited done correctly. Proofread. Ask your roommate or friend to proofread. Print final copy to turn in.

Discussion:

When their papers are turned in, students will discuss their experience. What was easier than they had expected? What was harder? What did they learn? Explain that it takes much longer and more work to write a serious research paper.

Assignment: read pages 63-64. notes.

List problems students have taking

79

Chapter 15-A: Take Notes You’ll Want to Study Basic Note-Taking Learning Objectives – Students Will: 

Evaluate their skills in taking notes



Know if they write too much, too little, or miss the main ideas



Practice taking notes and comparing notes



Understand what good notes look like



Understand how to use their notes

Preparation: Choose about 5 lectures for note-taking exercise. They should include at least 3 short lectures and 3 or more regular length lectures.

Activity: 1. Use a short lecture. You might want to do the lecture yourself or use something on YouTube or other source. It would help if the main ideas are listed in the introduction, identified in the main part of the lecture, and listed again in the summary. Ask students to take notes

80 explaining that they will compare their notes and the notes of the other students. 2. After they take notes, have students walk around looking at how other students took notes. Ask what they observed. Give them 5 minutes individually or 10 minutes if working in small groups to list 10 or more characteristics of good note-taking. Share the lists.

3. Ask each student to share one thing they could do differently to improve their note-taking. 4. Ask students to write a summary of the lecture – about 5 minutes. Ask what in this lecture made it easier to take notes. How many students remember all of the main ideas? How many included the main ideas in their summary? Point out that many teachers do at least one of these things – listing the main ideas in the introduction, distinguish them in the lecture, or list them in the summary. Very few do all three. Other teachers, however, believe students should be able to tell when they go from one main idea to another.

Assignment: Students will take good notes in one of their classes. (It would be good if all or most students are all taking the same class.) Ask them to bring their notes to your next class. If it their notes are hard to read, they should copy them over to make it legible.

81 Read the Six Strategies for Taking Better Notes - pages 65-67

Chapter 15-B Taking Notes You’ll Want to Study Cornell Note-taking System Learning Objectives - Students will: 

Learn strategies for taking good notes



Practice using the Cornell System of taking notes



Understand copying notes and re-writing notes



Review regularly the notes they have taken

Preparation: You might want copies of the Cornell Note-taking format for hand-outs.

Activity: Using the Cornell Note-taking System Explain the parts of the chart. Explain that while the space on the bottom is for writing a summary of the notes on that page, that many students prefer summarizing at the end of the lecture. They might use this space for questions or they might not draw a space there at all.

Variations of the Cornell System

82 There are many variations of this method mainly with different uses of the left side. 1. The main ideas 2. Questions that are answered by information on the right 3. Reading Notes: compared to lecture notes (Reading notes might be written first – using a form split in half – adding lecture note for NEW information. 4. Reflection or comments on the lecture. This could include – will be on the test, interesting, confusing, look up, important.

Activity: After answering any questions, Have students use what they learned. You might give them a 10-15 minute lecture. You might you a short taped lecture or one from You Tube. The other alternative is to have them use this method in an actual class – preferably one that many students share. Have Students take notes using the Cornell system. Students might look at notes taken by other students and discuss their experiences. I see NO reason to insist that students use this method. We study this method to point out that there are different ways of taking notes. They should use the method they find most helpful.

Cornell Note-taking System

Lecture Title The Main Points Add Notes Write Questions

83

NOTES: using rough or formal outline

84

Summary of notes on this page

85 Some students may want to continue using this method. Others will prefer other methods such as using the rough or formal outline. If they re-write their notes, they might want to write them as questions and answers – splitting the page in half. These can be helpful for reviewing their notes. They might also find it helpful to write a summary soon after a lecture. Students should understand that a summary is NOT random bits of information. It should be well organized. In this case: 1.The first sentence or several sentences, or perhaps a paragraph, should say what the lecture was about. 2. The next sentences or paragraphs should each describe the main ideas in order. It would be best to state the main idea and then describe it or give examples. 3. If they lecture ended with a summary, you would add this for your last sentences or paragraph. Otherwise, you might end with what you thought was most important in the lecture or even what you found most interesting. You could even list what you found confusing – and then take time later to answer your questions or find explanations.

Assignment: Use the Cornell Method to take notes in 3 classes. Write a brief evaluation saying what you like and what you don’t like about the Cornell System

86 Chapter 15-C Take Notes You’ll Want to Study After Taking Notes This could take 5-10 classes, depending on your schedule. You could, however, have students practice using the Cornell method while going on to the next chapters.

Learning Objectives - Students will:     



Learn the difference between copying notes and rewriting notes. Practice rewriting notes several times using an outline, including the title, main ideas, clear explanations, and an outline. Practice writing a combination of lecture and reading notes. Practice writing reading notes using the same method as used for lecture notes. Create a schedule for reviewing their notes soon after the class (if schedule permits), again later in the day, just before sleeping, soon after waking up in the morning, then once or twice a day for the next week. Discuss their experience with” distributed practice.”

Activity: Copying Notes and Rewriting Students understand copying notes. They might not understand how rewriting is different. For a class activity, you could have them use notes they wrote earlier – perhaps based on a short lecture. For a homework assignment, you might use lecture notes from a recent class. Explain that the purpose of re-writing notes is to organize their notes – generally as a detailed outline. Most students shouldn’t need to do this all the time. After several experiences with rewriting notes, many students will be able to write their notes this way to begin with.

Combining Lecture and Reading Notes Ask students to combine classroom lecture and reading notes for at least one chapter. This might mean one chapter and several lectures. After they do this, ask them how they might find this helpful. It should help they learn the material now and review the material before a test.

Using Distributed Practice

87 Ask students to choose one of their classes. Using their weekly schedule, they can plan reviews. They should review soon after the lecture, later in the day, before bed, in the morning and then once or twice a day for a week. They might then review once or twice a week until the next exam. Students can decide how long each review will be and how they will review. After a week, ask them about their experience. How does this compare to several long study periods?

88 Part IV: Learn HOW to STUDY Ask students what part five of the book is about. (How to Study and Even Enjoy it). Ask what they think the book might suggest about how to study.

Chapter 16: Introduction: Mental Processing Learning Objectives - Students will: 

Use the “Empty Head” and the “Thinking Head” images to understand that reading and soon forgetting is not learning – that information must be processed in their brains in order to understand and remember.



Use the metaphor of reading and digesting books as another way of picturing the difference in just reading a chapter and processing the information.



Learn what strategies are most helpful and what strategies are inefficient and a waste of time.

Activity: Good and Poor Learning Practices 1. Students should read the introduction to Mental Processing noticing what Adam Robinson said about learning and what Doyle and Zakrajsek wrote. 2. Students could work individually, with a partner, in a small group, or as a class. They should divided a sheet of paper in half vertically, marking one side “Good Strategies” and the other side “Poor Strategies”.

89 Then they should list all the poor strategies – the ones they think Robinson and Doyle and Zakrajsek are describing - on one side and good strategies on the other side. These should be placed in their files. 3. No, the answers are not in this chapter but some strategies, both good strategies and poor strategies, were described earlier in the book. This activity, however, should encourage students to think about strategies they use or know about and decide which ones are effective and which ones are a “waste of time.”

3. Unless the class worked together, it would help to either make one chart combining their responses or simply placing all efforts on a bulletin board. You will be referring to these responses in chapter 20.

4. After students read about the Empty Head and Thinking Head, ask what students should do differently in order to mentally process what they are learning. 5. Again, ask what strategies students might be using when chewing and digesting a chapter or book. Point out that this chapter is an introduction to part Five. The next three chapters include Organizing Information, An Incredible Story, and Strategies for Lasting Memory.

Assignment: As students continue through Part 5 in the book, they should keep a list of good and poor ways to study. Later, they will compare their ideas of good and poor ways to study with what they have learned.

90

Chapter 17-A: Organize Information Learning Objectives: Students will: 

Learn about and use 10 ways of organizing information



Compare verbal and visual strategies and use some of each



Be able to explain when each strategy for organizing information would be most helpful.

NOTE: This is a very long chapter. You might want to divide it into ten or more lessons. Since the chapter covers ten important strategies, you might cover several at a time. On the other hand, you might consider choosing two or three of these topics to focus on, encouraging students to learn the others on their own.

DISPLAY: On your Bulletin Board you might want to display the strategies in this chapter. There are 5 examples of verbal strategies, 2 or more examples of visual strategies, and at least 3 examples of strategies that are both verbal and visual.

A Long Term ASSIGNMENT: This chapter covers ten strategies for organizing information. Each student should collect one good example they created using each strategy. These can include work done in class, for assignments or other work. They should be sure each sheet is marked with the student’s name and group and has a title identifying the strategy used. They can be paper clipped, stapled, or placed in a folder.

91 Five Strategies for Organizing Information Verbally Strategy 1. Organize Information by Asking Great Questions

Discussion:

Ask students how they would distinguish good and

poor questions. I would suggest that if the answer to their question is easily found in the textbook or elsewhere, that it’s a poor question. If the question requires thinking or understanding, it is a good question. If the question leads to important new insights, it could be a great question. Examples: 1. What is the title of this book? Poor question. No thinking is involved. 2. Why aren’t Straight A’s enough? Good question. Some thinking is involved. 3. What are the best strategies for learning? Poor question if asked with no intention of looking for answers. Great question if it leads to evaluating existing methods and attempting to develop more effective learning methods.

Activity:

This can be a homework assignment or class activity.

Ask students to write 3-5 good questions related to each of their classes including this one. You might then ask then to each take three index cards and write their three best questions on the cards. The cards could be read to the class with students deciding if they are poor, good, or great and posting them accordingly on a bulletin board.

Discussion or Writing Assignment: How does ‘asking good questions’ help you learn? Give examples of questions you might ask in the courses you are taking and how they could help you learn. How does asking good questions help you organize information? My answer is that we need to understand the information and issues into order to ask a good question. Example: What do you know about spelunking? If you don’t know what spelunking is, you can’t ask a good question. The more you know about spelunking, the better your questions will be.

Strategy 2. Using an Outline: This strategy has already been covered

92 You might want to combine this section with Concept Maps – later in the chapter.

Strategy 3. Cause and Effect Activity:

Immediate and long term Causes.

1. You might ask what are the causes of most automobile accidents. Students will have many answers: Speeding, drunk driving, lack of sleep, texting, etc. Explain that to understand how to solve the problem, it’s important to understand the “Long-term causes” Why do people speed? Why do they drive when they are drunk or sleepy or texting? 2. You might ask, “What are the effects of changing from land lines to cell phones” These can be positive or negative. Then discuss the long-term are the long-term effects? 3. Cause and Effect: Each student can select one of their classes and identify several causes and several effects discussed in the books or in classes. Are the causes or the effects treated as facts or as opinions of the authors? Do the students agree with the causes or effects they read about? How would they describe the causes or effects?

Writing Assignment Ask students to imagine that some they know has failed a course. First, they should name the causes for this person’s failure including both immediate and long-range causes for their failure. Next, list the immediate and long-term effects of their failing the course.

Discussion: Discuss how using Cause and Effect can help students organize information.

Strategy 4. Judgment

This strategy was covered with

Critical Thinking. Discussion: you might discuss how writing our criteria changes the way we make judgments.

93 Activity 1. Students might find this fun. How would you judge someone you were thinking about marrying? List the criteria for the ideal spouse in the order of importance. If they don’t like this, they can choose a different topic.

Strategy 5. Analyze an argument. Look for arguments in textbooks used by the students. You can also find arguments in newspapers, especially with editorials and letters to the editor.

Activities: You might use one example to analyze an argument in class and another argument to have students analyze individually. You might even use one on a test. To Analyze an Argument Students should 1. Identify the author’s thesis, hypothesis, or argument. 2. Describe and evaluate the author’s evidence. Is it true? Relevant? Adequate? Is there other important evidence that has been left out? 3. Identify the author’s conclusion. 4. Explain the author’s reasoning. Does it make sense? Does it prove something is true or that it might be true? Discuss: How does analyzing an argument help you organize information? On the next page, is an argument I have written as an example.

Global Warming – Can it be prevented? In recent years, scientists and others have argued about global warming and what we need to do to prevent it. Those who claim that Global Warming is a myth are either lying or fools. Glaciers are rapidly disappearing. The ocean levels are rising and will gradually cover areas that are now inhabited. Weather patterns are changing. Some think we don’t have to worry, that it is a natural cycle and will soon go away. Others argue that human beings have caused the problem and need to work hard to stop the terrible results of our behavior.

94 Neither group understands the true picture. Global Warming occurs periodically, no matter what we do and that we can do nothing to prevent it. Look at geological history. With few people or no people at all on the earth, there were many cycles of ice ages with huge glaciers covering most of the northern hemisphere. These were followed by long periods of melting ice that could be described as Global Warming. Soon much of the world was covered by huge oceans. What can we do to prevent this from happening? Absolutely nothing. The question we must ask is “What can we do to stay alive as the oceans continue to rise?” We must reduce human population because there will be so little space to live and so little food. We should identify areas most likely to be livable and begin moving cities to these mountain tops. We must identify or develop crops that can be grown in these conditions. We can also develop ways people can live on boats, harvesting the sea for themselves and those on dry land. We must especially be sure to bring our libraries and high tech companies and workers to safe spaces.

Chapter 17-B: Organizing Information Visually Introductory Activity: Have students go through some of their textbooks and perhaps other textbooks you have available in class – looking for visuals used to organize information. Have students group the visuals they have found. They should find graphs, maps, diagrams, concept maps,

95 and perhaps a timeline. Discuss how these visuals are helpful. Is it easier to understand the visual or to read a description giving the same information? You might consider graphs as diagrams that organize numerical information. An alternative would be asking students to list all the visuals they can think of that organize information.

Strategy 6. Organize space with maps and diagrams.

You could easily do all three activities in one class.

Activity 1. Have students take a diagram and try to describe it in words. Discuss how they could describe the content of a map. Activity 2. Create a map. Ask students to create a map showing how to find the library or other place on campus. Have them explain the directions in words. Which is easier – drawing the map or explaining without a map? Which would be more helpful if you were looking for the library? Activity 3. Find diagrams in books and on the Internet. Have students describe the diagrams they found that were most interesting or helpful.

Discussion: Have students List courses where they would find it helpful to use a map or diagram to organize information. What would be the best ways to study the map or diagram? Be sure to mention copying the diagram and redrawing the diagram by memory. For your collection of strategies, you might simply make a collection of maps and diagrams of different kinds. If you do this on the computer, copy them to one page and print them.

Chapter 17-C: Strategy 7. Organize Time with Timelines

96 Activity 1. Create your own timeline. Materials: It would be helpful if each student had a ruler. 1. Ask students to place a sheet of paper horizontally and draw a horizontal line across the center. It might help to fold the paper in half. Draw an example to show what you mean. 2. For a personal time line, start with your age. If you are 18 years old, you need 18 equal spaces on the timeline (therefore, 19 lines.) You could also use 4 equal spaces, each representing 5 years. For the chart of Nelson Mandela’s life shown in Chart 16.6), since he lived to be 95, you’d need 95 spaces if numbering with his age; or 96 spaces if using dates because the chart, like a life, usually starts and ends sometime during a year. Instead of using that many spaces, the timeline shows 10 spaces, each representing 10 years. The chart below includes 19 spaces. If you are older than 18, add spaces. If you are older than 25 you might use one space for every five years.

3: Number the lines from birth to your current age. 4: Choose the main events or turning points in your life. Estimate the location on the timeline and write events under the line. If many events were close in time, simply draw lines of different lengths below the line so you can continue listing events in order.

97 Step 5: Based on the turning point events, divide your life into several large sections. Label each section in a meaningful and creative way. Too many students group their first five years as preschool, the next six years as elementary school, then middle school, high school, college, and so on. This is a generic timeline; it’s not really based on your life. Activity 2. A historical timeline: Students will each select a famous person that they admire, preferably dead, and create a timeline of their life. Stress the importance of the final step, dividing the life into sections in a meaningful and creative way. Activity 3. Create a Multiple Timeline. A multiple timeline includes two or more related timelines. You might use the historical timeline created earlier and add a timeline of important events in the period of that person’s life. A multiple or complex timeline can be found on my website, www.choose-learning.com. Activity 4. Ask students to find timelines on the internet. There are some really amazing timelines that they could share with the class.

98

Chapter 17-C: Organizing Information Both Verbally and Visually There are two important ways of organizing information that can be done both verbally and visually. Students might prefer to use the verbal strategy or the visual strategy but it is most helpful to use a combination. A student might take notes using a verbal strategy, rewrite it as a visual strategy as they study, and then use the verbal strategy on a test.

Strategy 8. Concept Maps Discussion: Have students look at the concept map on page 81 and use it to describe a concept map. Ask if they have seen anything like this in any of their books or anywhere else. Be sure they identify the topic or title, the four main ideas and then the secondary information.

Activity: 1. Change a Concept Map to an Outline: Use the concept map on page 81. Re-write it as an outline. The only thing that might be confusing is that there is no order for the main ideas or material at other levels. Students might consider the topics and decide what they think is the best order. 2. Change an Outline to a Concept Map: Select an outline students wrote earlier. Ask Students to rewrite it as a Concept Map.

Discussion: Ask students which they would prefer to take lecture notes? When reading a chapter?

99 When studying for a test? Most students prefer beginning with an outline. The book or lecture presents information in order. Ask which they would prefer to use when studying for a test. Many students find it helpful to study the material by creating a concept map, and recreating a concept. Visual learners are especially likely to choose a Concept Map. The place were concept maps are particularly helpful is when brainstorming and organizing information for an essay or long paper.

Activity: 1. You are going to give a speech or high school freshmen about what they should do now to prepare for college. Create a Concept Map showing topic, main ideas, and secondary details. 2. Ask students to search books and the internet for different kinds of concept maps. They might include other branching maps. They could then discuss the purposes of each. If they ask about “Mindmaps”, you can cover that in the next chapter.

Note to teacher: The more often students use a strategy now, the more likely they are to use it in the future.

Strategy 9: Compare and Contrast Activity: Introductory activity: Ask students to write a short 4 paragraph essay that compares and contrasts cats and dogs. It might take 5-10 minutes. Have students read what they wrote. Explain how they could evaluate what they wrote. They could have a score of 120 points. Many students will have a score of 40 points or less. Tell them not to worry about their grade. This is a learning experience. Once they see

100 how it would be graded, they will be careful to apply what they learned in the future. If they have a title

– 10 points

If they have an introductory paragraph points

– 10

If they include one or several paragraphs saying how cats and dogs are the same with five or more ways they are the same listed – 20 points If they have one or several paragraphs saying how cats and dogs are different with five or more ways they are different listed – 20 points If they have a conclusion

– 20 points

If their comparisons and contrasts are well organized not just one list describing cats, and another list describing dogs – 20 points If their comparisons and contrasts include categories points

– 20

Discuss Vocabulary: What is the difference between compare and contrast? We could say that compare means how they are the same and contrast means how they are different. But, the way we use the terms is quite different. When you are asked to Compare and contrast two or more items, you are expected to explain how they are the same and also how they are different. When you are asked to Compare, you do exactly the same thing. ONLY when you are asked to Contrast, should you describe just the ways they are different.

Using a compare and contrast chart to write an Essay: 1. Be sure to include the Title, Introduction, Main Ideas and Conclusion, just as you would in any essay. What is DIFFERENT is

101 the organization of the information. The usual essay includes three or more main ideas. When comparing and contrasting, we use two points, how they are the same and how they are different. We start in one paragraph with how they are the same. In another paragraph, we list the ways they are different. If Comparing Cats and Dogs, DO NOT LIST ALL THE INFORMATION ABOUT CATS FIRST AND THEN LIST INFORMATION ABOUT DOGS. This is describing cats and describing dogs. It is NOT COMPARING THEM. For example, to compare them, you might say “Both cats and dogs have four legs, fur, and tails. They are both domesticated animals that people keep as pets. Both are usually given names. Do NOT list that they have ears, eyes, mouth, teeth, stomachs, livers, etc. These are true of many more animals and the list gets boring. Then to contrast them: Dogs and cats are different in many ways. They make different sounds (category): Cats meow, purr, and sometime yowl. Dogs bark or growl. Their behavior is different. Dogs are more easily trained; they often come when called, and sometime learn tricks. Cats seem more independent. They can be trained and learn tricks but it is not common, they come when they want to come or when you rattle their food box. Notice first, that categories (sounds and behavior) fit into the description smoothly. We do NOT say, “In the category of sounds,…. Also notice that combining several comparisons makes the writing seem more natural.

Discussion: The charts on pages 82 and 83 show two examples of Compare and Contrast Charts 1. How many columns are there? What is found in each of the columns?

102 2. Why is there a separate column for categories? (The answer is that since you are comparing, if you describe sounds made by one animal, you need to also describe the sounds made by the other. If you describe what one eats, you want to describe what the other eats. In other words, they help you organize the information.) NOTICE that the ways they are the same are listed first. When you are writing an essay you begin by comparing them. You might write “Pigs and chickens are the same in several ways. They are both vertebrates, both are usually domesticated animals found on farms, but both are sometimes found wild. Finally, both used mainly for their meat.” In another paragraph, you would contrast them. You might write: “While Pigs are classified as mammals, chickens are birds. In addition to being used as meat, there are uses for the pig’s skin and bristles and for chicken eggs and feathers. Both make familiar sounds. Pigs grunt and squeal. Chickens cluck or sometimes seem to say Cock-a-doodle-do. While their anatomy is similar in many ways, pigs have four legs while chickens have two legs and two wings. Pigs have hoofs while chickens have feet. Pigs have a snout and teeth while chickens have a bill but no teeth.” When you create a Compare and Contrast Chart, you will find it helpful to first do some brainstorming to list ways they are the same and different. Then organize your ideas – separating listing your categories. This might help you think of other ways to compare them. Then draw the chart writing ways they are the same first. 3. Use student textbooks to suggest topics for students to compare and contrast. It would help to repeat this several times, first creating the chart and then writing an essay using their chart. After doing this several times, students may be able to skip the chart and write a well-organized essay.

103 Discussion: Ask students how they would show a comparison of 3 things such as pigs, chickens, and cows or for the restaurants visited by their group. How could then compare ten things? Explain the matrix as a complex compare and contrast chart. They could use a Matrix to show all the restaurants they visited… but of course would need to have all the criteria the same. End by reading the two quotes at the end of the chapter.

Chapter 18: An Incredible Story

104 If the students read this chapter earlier, you might suggest that they read it again and think about why it was included in this book.

Learning Objectives – Students Will 

Understand that mediocre students can still become amazing students



Believe that they, too, could become amazing students



Be clear that this requires effective strategies and very hard work

Discuss Briefly: 1. Why do you think the author of this book included this story? 2. Were any of you inspired by this story? 3. Were any of you inspired to read Buzan’s book? To use Buzan’s strategies? 4. Were you inspired to use the strategies in our book? To work very hard? 5. Point out that Edward Hughes had a goal: to make very high grades. What goal does the author of our book suggest?

Assignment: Compare the Edward Hughes story with what you learned in this book. Start with a compare and contrast chart and then write the essay.

Assignment: Read Chapter 19.

Optional: If students are interested in the difference: The next page shows how I distinguish Mindmaps and Concept maps. If you do spend time on this, you might ask students to create a Mindmap.

105 How are Mindmaps and Concept Maps the SAME? 1. Both are visual strategies that organize ideas. 2. Both begin with a Topic 3. Both connect the topic with lines to the main ideas – from the main ideas to secondary ideas and sometimes on to other ideas. 4. Both label their ideas. 5. Both sometimes use colors 6. Both sometimes use pictures.

How are they DIFFERENT? 1. Mindmaps are associated with only one person, Tony Buzan, who wrote many books about them and set out a clear set of rules. Concept maps have been described in many ways by different people. This means that there are no set rules. 2. Mindmaps are creative and explore ideas. Concept maps are rational and organize information. Mindmaps are best for brainstorming. Concept maps are best for organizing information in the same way that outlines are used. 3. Mindmaps usually use color and pictures. Concept maps occasionally use color but rarely use pictures. 4 Mindmaps use curving lines. Concept maps use straight lines. 5. Mindmaps are written on the lines – with only one word on a line. Concept maps usually use several words at a time, enclosed in a shape. Some people only use rectangles. Others use a variety of shapes or no shapes at all (especially at the final level)

Chapter 19-A: Strategies for Lasting Memory The Introduction

106 Learning Objectives – Students Will: 

Reflect on how long they want to remember what they learn



Plan ways to remember what they want to remember



Recognize the difference in remembering skills and knowledge

Activity: Introduction – How long do you want to remember? This list is on the first page of chapter 19. Ask students to divide their paper into 4 sections labeled

1. Remember for a test and then forget 2. Remember while you’re in college 3. Remember longer if it is helpful in your career 4. Remember for the rest of your life. They should list 20 or more things they are learning they really want to remember putting them in the appropriate sections.

Activity:

Remembering Skills and Remembering Knowledge

Ask students to explain the difference between remembering skills and remembering knowledge. Skills include reading, writing, math, thinking, and much more like driving, swimming, cooking… We remember skills by using them – but remember knowledge by talking about them, reading more about them, or simply reviewing them over and over. Ask students to underline all the skills on their chart and then count number of skills and number involving knowledge.

Activity: Students might prefer working in small groups for this. Give students 10-20 minutes to list ways to remember what they learned – including both skills and knowledge. If there is time, groups might each share 5 of their ideas. You might collect the lists and type a complete list or have a student do this. You’ll want to hand out copies of the list to all students.

107 Discussion: How do we remember? Ask students how they usually memorize information for a test? How do they memorize new vocabulary? Most probably try to repeat the information over and over.

Assignment: If students haven’t read chapter 19, assign it now

Optional:

Share these if you like. These are ways to remember that I

have found helpful: 1. For math: I used a notebook and after each topic we covered, I copied 4 problems (some hard- some easy) with answers on another page. At the end of each week, I’d choose one problem from each topic to solve and check the answer. I’d do more if they were hard. After the next test, I only did these once a month (or more if having problems). After the end of the semester, I practiced them once a month or less until the end of the course. I should have continued this until I retired. Since I didn’t, I needed to take calculus again 20 years later. 2. I did a lot of review at the dentists’ offices. When the dentists were drilling on my teeth, I mentally listed the 12 cranial nerves in order. At other times I mentally repeated favorite poems including my Mother’s favorite – The Cremation of Sam McGee. When I visited my mother, we tried to repeat the entire poem. Now, more than 50 years later, I still remember the cranial nerves and most of that poem and several others. 3. I had several favorite quotes that I wanted to remember. As a student, I taped them inside each of my notebooks and frequently read them while the professor checked attendance. As a teacher, they were always taped inside my Grade Book. From time to time, I added new quotes to my collection. 4. For many years, I have taken notes while reading books I found especially important. These notes went into notebooks labeled with the category. One large bookshelf is totally filled with these notebooks and a few books are beginning to fill the next shelf. One of these notebooks is filled with the

108 research I did while working of this book. My husband calls this my “brain” and I do refer to some of these books fairly often.

Chapter 19-B: Strategies for a Lasting Memory The First Five Strategies Learning Objectives: Students will:    

Understand the problems with most Rote Memory Make and use flashcards – correctly Create an acrostic Understand and use Audiovisual, Kinesthetic, and Association memory strategies

Strategy I. The first Pathway to Lasting Memory is Rote Memory Discussion:

Ask students to define rote memory.

Rote memory is probably the method most students use to remember information for tests. It is based on repetition, repeating the information over and over, but usually with little understanding. Often, what we learned by rote memory along is soon forgotten.

Activity: Making and using Flashcards: One helpful strategy associated with rote memory is the use of flashcards.

Material:

3x5 or other size Index cards. Scissors. Rubber bands.

1. Students can choose one of their textbooks and make a vocabulary list or you can provide a list of vocabulary that might be helpful on campus. Students can look up the definitions or you can provide them. 2. Students can decide what size cards they would prefer. Many students prefer cutting the 3x5 cards in half, especially for vocabulary. They fit easily

109 in your pocket so you can use them while standing in line, waiting for class to start, waiting for washing machine to finish, etc. When using them for questions and answers, they might prefer larger cards. 3. Students will write the words on one side and the definition on the other. 4. Place a rubber band around the cards

The WRONG way to use Flashcards 1. You go through the deck of flashcards reading the word, saying the definition, and then checking to see if you are right. 2. When you get the answer right you can throw the card away.

The CORRECT way to use Flashcards 1. You go through the deck of flashcards reading the word, saying the definition, and then checking to see if you are right. 2. Another time, you can read the definition and say the word, then checking to see if you are right. 3. If you get the answers right, you place the card in a new stack. After a day or two, you go through the second stack. This time, if you get the answer wrong, it goes back into the first stack. If you get it right, you keep it in the second stack for further reviews. 4. At first, test yourself at least once a day. After the first week, you might review once or twice a week. After that you might find that once a month is enough. 5. When you feel certain you know the answer well, you can place the card in a third stack that you will use before the next test and before the final exam. 65. After the final exam, you can place the stacks of cards – well labeled, in a place where you can find it. If you take another class in that subject, you will find it helpful to go through all the flashcards for that subject just before the semester begins. Now you are well prepared. 6. If you a positive you will never want to use these cards again, you might want to through them away – BUT, you might want to review them once a year and remember them forever.

110 Strategy 2: Mnemonics Discussion: How is HOMES similar to My Very Excellent Mother Just Served Us Noodles? How are they different?

Both are Mnemonics using

letters to remember a list. HOMES forms a single word. It’s called an Acronym. The second one forms a sentence. It’s an example of an Acrostic. Acronyms are very hard to create. Acrostics are very easy to create.

Activity:

Create an Acrostic.

The levels of plant classification include

Kingdom, Phylum, Class, Family,

Genus, and Species. If you need to remember them, you could create a sentence where the 6 words begin with K, P, C, F, G, and S. Try it. Give the students 3-4 minutes to do this. Have several students read theirs. There are hundreds of suggestions on the Internet. My favorite is “King Phillip Came Over For Green Sneakers.” Another one I like is “King Phillip Cried Out ‘For Goodness Sake.’” What you need to remember is that this won’t help at all unless the letters help you remember the plant classification terms. King Phillip …. is useless if they don’t help you remember Kingdom and Phylum. (Notice that for this acrostic, sometimes more than just the first letters are used.) The same is true for HOMES. It won’t help you at all if you don’t know the Great Lakes. Mnemonics jog your memory.

Discussion:

Ask students how they remember peoples’ names how they remember information for a test how they remember a phone number

Strategy 3: Audiovisual Memory Discussion: Ask students to list the audiovisual strategies –

111 using sound and sight.

The list: Rhymes like Columbus sailed the ocean blue – where you can picture the scene Dividing a word into parts to help you remember the meaning Using the name in a sentence, a VIVID sentence, something you can picture. Associate the name with another person or strong visual image Create a picture and story to help you remember

Activity:

Each student can choose a name – preferably one that’s hard to remember. They will choose one of the strategies above that could help them remember the name.

Strategy 4: Kinesthetic Memory Ask students to list the kinesthetic strategies. List: demonstrate how to do something Use toy soldiers, action figures or even stones to act out an important event Use your body to remember directions Copy diagrams and color the parts Draw diagrams or concept maps in the air. Picture your body as a concept map Role playing Build a model – including playing with your food.

Activity: Each student will choose one of the above and demonstrate to the class.

Strategy 5. Association Activity: Each student will look through their textbooks and choose a section they can relate to. In a history book or a novel, they might relate someone’s experience to an experience of their own. They might picture themselves in the situation described and describe what they would have done if they were there. In a science class, they might imagine living before and then after a certain discovery or perhaps having a conversation with a famous scientist. Write a one page description with a quote from your textbook and the associations you made. Will this help you remember more, or have a deeper understanding of the text?

112

Chapter 19-C: Strategies for a Lasting Memory The two Most Important Strategies Strategy 6 – Distributed Practice Discussion:

Students can look at the Ebbinghaus Curve of Forgetting

on page 99. This chart actually includes two different pieces of information. Which line is the Curve of Forgetting? What does it show? Why is this important?

Activity: Materials: paper, rulers, tape There is a note under the curve saying it is NOT evenly spaced. Why would they do that? Students can work as a group for this project. They should draw the curve of forgetting so it IS evenly spaced. If a student clearly explains what would happen if they tried to draw an evenly spaced Curve of

113 Forgetting AND the other students agree, there is no reason to ask them to do it. 1. (Let the students discover that they will need to decide if they will use minutes, hours, days, or what. They might tape together several sheets of paper before they give up.) 2. Have students explain why the curve was not evenly spaced. 3. What does the curve of forgetting show? Interpret the Chart: 1. How much do most students remember 20 minutes after reading a chapter or hearing a lecture? (According to the chart, they remember only 60%. This means they have already forgotten 40%.) 2. How much do they remember after 60 minutes? (They remember only 40 %.) 3. How much do they remember after 24 hours? (Now the curve bends more gradually. After 24 hours, they remember only 30%. How does this make you feel? This is absolutely terrible. We learn and very quickly forget everything. Then, here is the good news. You can stop the forgetting by using distributed practice.

Discussion:

What is the Zig-zag line across the top of the Curve of

Forgetting? What are the two things you should learn from this?

Answer: Regular reviewing can really prevent forgetting – and that your reviews can be spaced farther and farther apart. This means you could actually get to once a year and remember that information forever.

Look at the chart again. 1. After 20 minutes, when you remember only 60%, you should go over your lecture notes carefully enough to again remember everything.

114 2. Now the forgetting curve is less steep. This time, 60 minutes after first learning, you are again down to about 60%. Review again – getting back to 100%. 3. Now, it takes 8 hours to get back down to 60%. 4. You continue this pattern. You’ll see that after the fifth day, the time to forget this about takes you to the 31st day. 5. And after that the time between reviews can continue getting long and longer.

Strategy 7: Self-Testing Discussion:

What are some examples of Self-testing?

List: flashcards recite what you read as in SQ3R questions and answers rewriting a summary, outline or concept map writing practice essays taking a practice test

Do NOT include re-reading the book or lecture notes. Do NOT include trying to memorize information by repeating again and again.

Why do you think you learn more by self-testing? Students who re-read the book or their lecture notes think they know the material but often don’t. When you self-test, you KNOW if you really know the material. More Important is that students using self-testing often use distributed practice as well.

115 When they use flashcards, for example, they don’t stop using them just because they got the answer right once. They test themselves again and again after longer intervals.

A Very Important Assignment: Read the section about Using Distributed Practice on page 100. 1. Choose one of your other courses – preferably the hardest class you are taking. 2. Create a plan similar to this one. Use your weekly schedule to indicate when you will do each review. 3. Decide if you will use flashcards, an outline, a concept map, or other selftesting strategies. 4. Follow this schedule for one complete week. 5. Write a report with: A. a description of your plan B. what happened each day of the week C. Problems you had and how you dealt with them D. What you learned from the experience – would you want to continue this plan?

This will be a major paper for

% of your grade.

116 Chapter 19-D: Strategies for a Lasting Memory The last 3 Strategies The Eighth Pathway is using Varied Strategies – Strategy 8 Learning Objectives: Students Will:  



Understand and use interleaving Recognize that research shows that the old beliefs about study are wrong, that these is an advantage to studying in different places, at different times, with other students (study groups,) and apparently even move while moving around. Try same of these different pathways to study and discover what works best for them.

Discussion: Ask a student to explain interweaving. How many of you already study with other students? Study at different times? Study in different places? Find it helpful to study with music playing?

The Ninth Pathway to Memory is Taking a Break This is not a new idea. Students have probably been told many times that they should take a break, that they will learn more if they take a break. But you might find this new approach to taking a break is very different and could make it fun to study.

Activity: VIDEO: If possible have students watch a video on YouTube. Professor Marty Lobdell has a one hour video called Study Less – Study Smart. You should watch only the first 10.19 minutes. After that he repeats the old advice about studying

117 in the same place, time, etc. But I promise that the first 10 minutes are amazing! Before watching the video, ask students how many minutes they can study before they begin to lose their concentration. Lobdell begins with this question.

Activity: Using your breaks After watching the video ask students to list 20 or more ways they might reward themselves in those 5 minute breaks or at the end. To stay motivated, students will need to identify some breaks they would really look forward to. How would using this method make you feel about studying? (Have at least ten students respond.)

The Tenth Pathway to Memory is using Multiple Pathways. Learning Objectives – Students will: 

Understand why it’s important to use Multiple Pathways (multiple strategies).

 

Understand how using Multiple Pathways will affect their memory. Understand how using Multiple Pathways will affect their study experience.

Answers: 1. Different strategies will connect with different previous learning, taking the memory to different parts of your brain. This means you have a more detailed memory. Imagine your only experience with a cat was seeing one cat. How much more you would understand cats if you had seen many of them, heard them, petted them, drawn pictures of them, etc.

118 2. Study should be more enjoyable if you aren’t doing the same old thing every day. Changing the strategies you use makes it more interesting when you use different strategies.

Assignment: Read chapter 20, being sure to write their responses to the reflections before the chapter BEFORE you begin reading.

Chapter 20: Use the Best Strategies Learning Objectives – Students Will: 

Understand how to think critically about the research on Study Skills



Identify study skills they use most



Learn how effective (or ineffective) their study skills are



Decide to use the most effective study skills

Discussion: (Raising hands) How many of often use Summarizing? Highlighting or Underlining? Re-reading? And how are they rated? Least Effective.

Why did the author write a Critique of this research? What is a critique? (It is an evaluation using critical thinking, described on page 62 in the chapter on writing) The author included the critique for two reasons: to give you an example of a critique, and to give you evidence to help you evaluate your own learning strategies in order to convince you to begin using strategies that are the most effective. Here she is evaluating the research methods such as the

119 research design, how data was collected, and the reasoning leading to the conclusion. 1. What were some of her objections to their research? 2. Why did she say that the two best strategies were different from the others? 3. What was the author’s conclusion? 4. Does this mean that students should not use the strategies considered least helpful? Why not? (It isn’t the strategies that are poor. The problem is that those strategies are used poorly. ) 5. Why is Re-reading a problem? Students often read carelessly the first time, sometimes focusing on highlighting or underlining. If they read carefully the first time, taking good reading notes, they wouldn’t need to read again. 6. Why are highlighting and underlining a problem? Highlighting and underlining are fine strategies but students often mark up their book before identifying the main ideas. Then they memorize what they highlighted. 7. Why is writing a summary a problem? Summarizing can be a very helpful strategy if you include all the main ideas and important evidence. Students tend to write a poorly organized “summary” that includes a list of unrelated bits of information. That will not help you learn. 8. What about the strategies in the middle? Not the Best. Not the Worst. The strategies in the middle – not most or least helpful – are mainly strategies that don’t apply to all areas of learning. They are helpful, however for certain students and certain subjects.

The last section of the chapter suggests ways you might use the best strategies for different areas of study. You might find these helpful or you might find different strategies more helpful for the courses you are taking. You should take time to decide which strategies are likely to be most helpful for you and for the courses you are taking.

120 Assignment:

Read Chapter 21.

Chapter 21: Develop your Action Plan Learning Objectives – Students Will: 

Picture themselves among the children being tested with marshmallows, and imagine how they might have responded



Evaluate their willpower. Do you do your homework properly and on time? Do you have a budget? Do you use your budget to make wise decisions? If you were to decide to follow a heathy eating plan, how long would this diet last?



Understand that willpower is NOT hereditary. If you need to improve your own willpower, you can do it.



Consider creating an Action Plan to strengthen their willpower.

Discussion: 1. How would you explain the fact that some preschool children had more willpower than others?

121 2. How would you explain that preschool children with little willpower grew up to be adults with little willpower? 3. How would you judge whether college students have weak or strong willpower? 4. How would you describe your own willpower?

Assignment: Read the last chapter. Write your last essay for this class. 1. Answer the two questions at the beginning of the chapter 2. Read the chapter (the two paragraphs) carefully. In your own words, explain Metacognitive Thinking. 3. Describe a time when you used Metacognitive Thinking. 4. Answer all 4 questions at the end of the chapter.

Note: You might want to save the assignment above and have students write their last essay in class.

Chapter 22: Conclusion: Critical Reflections Metacognitive Thinking 1. You might give a final test. 2. You might have each student share the most important thing they learned in the class? 3. You might return to the students their folder filled with their essays and suggest that they read them again before starting the next school year.

122