On Course
Strategies for Creating Success
in College and in Life
Chapter 7
Adopting Lifelong learning
CHOICES OF SUCCESSFUL STUDENTS
ADOPTING LIFELONG LEARNING
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REVIEW: THREE SUCCESS RULES
Rule 1: I Show Up
Rule 2: I Do My Best Work
Rule 3: I Participate Actively
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REVIEW: SCRIPTS
What three habit patterns form the parts of
our scripts that are observable to others?
Behaviors
Thoughts (when spoken)
Emotions (when strong)
What is the deeper, invisible part of a script
that contains our view of ourselves, other
people and the world?
Core Beliefs
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REVIEW: INNER VOICES
Identify which voice is speaking in
each of the following examples:
Inner Critic
Inner Defender
Inner Guide
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REVIEW: INNER VOICES
I flunked that test, big time! Malik
and Jordan were making so much
noise I couldn't concentrate last
night when I was studying.
Teresa is so smart! I'm going to
ask her to join our study group
for Calculus.
I'm really struggling with this lit
class. I'm just too dumb to figure
out all that stuff.
I would have been here on
time but Deven took my
parking space. What a jerk!
I've got to come up with $1000 for
next semester. I'm going to check
the papers for job ads and re-do
my budget.
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I would love to learn how to
snow ski but I'm so spastic I'll
probably run over somebody
and kill both of us.
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REVIEW: INNER VOICES
What do the
Inner Critic and Inner Defender
have in common?
They both use Victim Language
to complain, blame, and make excuses!
Neither takes action to solve the problem.
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REVIEW: HOLLAND CODE
What are the six personality types in the Holland
Code?
Realistic
Investigative
Artistic
Social
Enterprising
Conventional
How can awareness of your personality type help
you make better career choices?
People who choose a career that matches
their personality type tend to be more
satisfied.
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CASE STUDY IN CRITICAL THINKING:
A FISH STORY
Why do you think the biology professor didn’t
simply tell the students what he wanted them
to learn?
DIVING DEEPER: If you had been in this
biology lab class, what lessons about college
and life would you have learned from the
experience? When you think you have
discovered one life lesson, dive deeper and
find another even more powerful lesson. And
then another and another.
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DISCOVERING YOUR
PREFERRED LEARNING STYLE
FOCUS QUESTIONS
What is your preferred way of learning?
What can you do when your instructor
doesn’t teach the way you prefer to learn?
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JOURNAL ENTRY 24: WARM-UP
Complete the Preferred Learning Style
Inventory.
Rank each option honestly, realizing there
are no wrong answers.
Calculate your score following the directions
in the book.
What is the biggest surprise in your results?
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APPLYING THE CONCEPT
Identify which of the four learning preferences is being
described.
Enjoys discovering and using intuition;
prefers imagination to data and facts.
Enjoys taking action and appreciates
well-organized and well-documented
information.
Enjoys using analysis and logic; prefers
facts and theories over emotion and
intuition.
Enjoys personal connections and
supportive atmosphere.
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Innovating
Learner
Doing
Learner
Thinking
Learner
Feeling
Learner
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APPLYING THE CONCEPT
Which of the preferred learning preferences would be
most comfortable with the instructors described below?
Warm and caring; uses group work and
interpersonal relating.
Presents information step-by-step; uses
demonstration and hands-on
experience.
Uses lectures, visual aids, textbook
readings and logical thinking activities.
Encourages creativity and
experimentation; is flexible and allows
independent work.
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Feeling
Learner
Doing
Learner
Thinking
Learner
Innovating
Learner
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APPLYING THE CONCEPT
Identify which learning preference would benefit most from
the following ways of adapting to different instructors.
Thinking
Seek answers to “what?” questions and
organize notes logically with outlines.
Learner
Seek answers to “what if?” and “what else?”
Innovating
questions and organize notes with concept
Learner
maps and pictures.
Seek answers to “how?” questions and
Doing
practice using course information outside of
Learner
class.
Feeling
Seek answers to “who?” and “why?” questions
and discover personal value for the course
Learner
content.
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ONE STUDENT'S STORY:
Melissa Thompson
What choices did Melissa make to move
from a struggling student to a successful
student in chemistry?
What present instructor of yours has a
teaching style that you find difficult to learn
from? Explain.
Considering Melissa's story, what choices
could you make to improve your outcomes
and experiences in that instructor's class?
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EMPLOYING CRITICAL THINKING
FOCUS QUESTIONS
How can you determine the truth in this
complex and confusing world?
How can you present your truths in a way
that is logical and persuasive to others?
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CONSTRUCTING LOGICAL ARGUMENTS
Reasons
•Premises, Claims, Assumptions
•Answers "Why?"
Evidence
•Support: Facts, Data, Stories
•Answers "How do you know?“
Conclusions
•Opinions, Beliefs, Positions
•Answers "What should the audience think or do?"
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APPLYING THE CONCEPT:
PROBING QUESTIONS
Imagine that a friend presents you with the
argument below. As a critical thinker, what
probing questions might you ask about his
reason, evidence, and conclusion?
[Reason] I’ve
decided that I’m not really
college material. [Evidence] I’m taking four
courses and it looks like I’m going to get
only one B and 3 D’s. [Conclusion] I think I’ll
drop out before I flunk out.
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QUICK REVIEW!
What are the three components of a logical
argument?
BECOMING AN
ACTIVE LEARNER
• Reasons
• Evidence
• Conclusions
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Create a memory device
that will help you
remember the three
components.
Share it with a partner.
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JOURNAL ENTRY 25: WARM-UP
A classmate tells you she knows a
guaranteed way to make a lot of money
and begins persuading you to join her in
the venture.
List five or more probing questions you
could ask your classmate to decide if it is
a good choice for you to join her in the
venture.
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LEARNING TO
MAKE COURSE CORRECTIONS
FOCUS QUESTIONS
How can you recognize when you are
off course?
More important, how can you get back
on course?
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JOURNAL ENTRY 26: WARM-UP
There's an old fable about a fox that can't
reach some grapes that are too high on a
vine. After several unsuccessful attempts,
the fox gives up, excusing its failure by
thinking "Those grapes are probably sour
anyway.“
Is there a class in which you've given up on
reaching the "high grapes"? If so, how have
you explained this choice to yourself? Is
your explanation a reason or an excuse?
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ONE STUDENT'S STORY:
Jessie Maggard
Sometimes, when we are off course, something happens
that shakes us up and we realize we need to make an
important change. What events shook up Jessie and what
changes did she make as a result?
When in your life did something shake you up and you
realized that you needed to make a change? Explain what
happened to shake you up, what change you made, and
the Life Lesson you learned from the experience.
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LIFELONG LEARNING AT WORK
You are about to see a number of pictures
showing people at work. For each picture,
decide which learning preference (or
preferences) would best suit the career
represented.
As a critical thinker, be prepared to explain
your conclusions by offering reasons and
evidence.
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LIFELONG LEARNING AT WORK
Thinking Doing Feeling Innovating
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BELIEVING IN YOURSELF:
DEVELOP SELF-RESPECT
FOCUS QUESTIONS
What is your present level of self-respect?
How can you raise your self-respect, and
therefore your self-esteem, even higher?
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INTEGRITY
At the top of a piece of paper, write the word
"Integrity.“
In a moment, words will appear on the screen one
at a time.
When you see a word that you associate with the
idea of “integrity,” write it on your page.
Here we go…
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INTEGRITY
Reliability
Honesty
Completeness
Uprightness
Cheating
Unity
Weak
Wholeness
Enemy
Betrayal
Truthfulness
Trustworthy
Character
Honor
Strong
Consistency
Hypocrisy
Deceptive
Friend
Lying
Dependable
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BECOMING AN ACTIVE LEARNER
Below your list, write one of the following:
•A definition of “integrity.”
•A true story that illustrates integrity
(about yourself or someone else)
Form Groups of 3 or 4.
Each person, read to your group what you
have written. After all have read, continue
the conversation about integrity.
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KEEPING COMMITMENTS
Make agreements consciously: I’m going to accept
Eric’s invitation to join his study group because it will help
me get better grades.
Use Creator language: I will attend all study group
meetings and come prepared.
Make agreements important: I’ll send an email to
each study group member with my commitment.
Create a plan; carry it out: I’ll put each meeting on
my calendar.
Renegotiate: If I'm unable to attend a meeting, I’ll ask if
others are willing to change the date.
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KEEPING COMMITMENTS
Write about the most important commitment you
have made in college. Explain how keeping this
commitment will help you create your desired
outcomes and experiences. (5 minutes)
Get with a partner and exchange papers.
Read your partner's paper and write a thoughtful
question. A “thoughtful” question is one that helps
your partner dive deeper into the complexities of
the topic. (3 minutes)
When you receive your partner’s question, write a
thoughtful response. (5 minutes)
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EMBRACING CHANGE:
DO ONE THING DIFFERENT THIS WEEK
From the list of seven beliefs and behaviors,
choose the one that seems the most likely to
help you achieve your desired outcomes and
experiences in college.
With a partner discuss the value you would
get from doing this one thing every day for a
week (or longer). Also discuss any obstacles
to keeping this commitment. Finally, make a
choice to make this commitment or not.
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WISE CHOICES IN COLLEGE:
WRITING
Divide into Home Groups of four.
Each person choose to become the group's expert for one of
the four components of the Writing Process:
Prewriting, Writing, Revising, Editing.
Leave your Home Group and join others who have chosen
to become an expert on the same component you did.
With your Expert Group, read the introduction to “Wise
Choices in College: Writing” and discuss the component you
have all chosen. Your goal is to be able to explain to your
Home Group what the component is and how it relates to
the CORE Learning System.
Return to your Home Group. Each expert teach the others
about your component of the Writing Process.
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WISE CHOICES IN COLLEGE:
WRITING
1. Form groups of 3-4 and identify a recorder.
2. Without using On Course, record possible choices to
improve writing skills. Each group’s goal is to have the
longest list of “unique” choices (that is, choices not on
any other group’s list). (5 minutes)
3. As each recorder reads a list, other recorders cross out
choices on their list mentioned by others.
4. Recorders report the “unique” choices remaining on their
group’s list.
5. The group with the longest list of “unique” choices is the
winner.
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WISE CHOICES IN COLLEGE:
WRITING
Review all of the writing strategies presented in On
Course and choose the one you think would most
to improve your writing.
Join a partner and explain the strategy you have
chosen and why. Use your best active listening
skills to be sure you understand your partner’s
choice.
Join another pair and each person explain the
strategy his/her partner chose and why.
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REVIEW & SUMMARY
What are the four preferred ways of learning?
Thinking
Doing
Feeling
Innovating
What are the three components of a logical argument?
Reasons
Evidence
Conclusions
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REVIEW & SUMMARY
What are the four components of the writing
process?
Prewriting
Writing
Revising
Editing
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KEY CHOICES FOR
ADOPTING LIFELONG LEARNING
Learning to
Make Course
Corrections
Employing
Critical
Thinking
Discovering Your
Preferred
Learning Style
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TICKET OUT
Who do you know who is a good example of
a Lifelong Learner? Explain briefly.
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End
Chapter
Seven
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