On Course
Strategies for Creating Success
in College and in Life
Chapter 3
DISCOVERING SELF-MOTIVATION
Copyright © 2014 Cengage Learning. All rights reserved.
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DISCOVERING SELF-MOTIVATION
• Are you a successful or a struggling student?
 Do you create inner motivation, providing yourself with
the passion to persist toward your goals and dreams,
despite all obstacles?
 Have you designed a compelling life plan, complete
with motivating goals and dreams?
 Do you commit to your goals and dreams, visualizing
the successful creation of your ideal future?
Copyright © 2014 Cengage Learning. All rights reserved.
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CRITICAL THINKING: FOCUS QUESTIONS
CREATING INNER MOTIVATION
• How important do educators think motivation is to
your academic success?
• What determines how motivated you are?
• What can you do to keep your motivation
consistently high this semester and beyond?
Copyright © 2014 Cengage Learning. All rights reserved.
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WHAT DO YOU VALUE?
• Take a moment to think about what is important to
you. List those items, values, beliefs or customs
on a piece of paper.
Did someone tell you the things on your list are
important?
Did you observe something that made you
believe the things on your list are important?
Did your cultural influences have an impact on
the things you value?
Copyright © 2014 Cengage Learning. All rights reserved.
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VALUE
In terms of your education, value
is determined by the benefits you
believe you’ll obtain from seeking
and obtaining a college degree.
Thinking about the list from
the previous slide, did you
include education on your
list?
Is education valued in your
culture?
Aliaksei Lasevich
Copyright © 2014 Cengage Learning. All rights reserved.
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A FORMULA FOR MOTIVATION
• What benefits do you believe you will acquire from
obtaining a college degree?
• What costs are you willing to pay for a college
degree?
• On a score from 0-10, what value (V) would you
place on your education, with 10 being the
highest?
Copyright © 2014 Cengage Learning. All rights reserved.
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EXPECTATION
In terms of your education, expectation is
determined by how likely you think it is that you can
earn a college degree with a reasonable effort.
• Has anyone ever told you that you will or will not
be successful in college?
If so, how strongly do you believe what they
said?
• Have you ever had thoughts that you will or will
not be successful in college?
If so, what is your strongest belief about the
likelihood of your success in college?
Copyright © 2014 Cengage Learning. All rights reserved.
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A FORMULA FOR MOTIVATION
• Do you believe you are a good student and have
a strong educational background?
• How challenging are your courses and how much
are you willing to sacrifice to be successful?
• On a scale from 0-10, what is your expectation (E)
of obtaining a college degree with a reasonable
effort, with 10 being the highest?
Copyright © 2014 Cengage Learning. All rights reserved.
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A FORMULA FOR MOTIVATION
• To figure out your motivation score, use the
formula (V x E = M).
"V" represents "Value"
(how important something is to us)
"E" represents "Expectation"
(how confident we are about achieving it)
Copyright © 2014 Cengage Learning. All rights reserved.
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ROLES AND GOALS
A life role is an activity to which we regularly devote
large amounts of time and energy. For example,
student.
• Make a list of your life roles.
• How do you feel about the number of life roles you
presently have (too many, too few, just right)?
• What do you hope to accomplish in each of these
roles?
Copyright © 2014 Cengage Learning. All rights reserved.
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HOW TO SET A GOAL
• To be motivating, a goal needs five qualities.
Identify each quality of the DAPPS rule.
 Motivating goals have a deadline. They
can be a few months to several years.
 Motivating goals are challenging but
realistic.
Dated
Achievable
 Motivating goals are your own. You know
yourself better than else.
Personal
 Motivating goals focus your energy on what
you want, rather than what you don’t want.
Positive
 Motivating goals state outcomes that are
detailed and measurable.
Specific
Copyright © 2014 Cengage Learning. All rights reserved.
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QUOTATION REFLECTION:
DISCOVER YOUR DREAM
“The future belongs to those who believe in the
beauty of their dream.” ~ Eleanor Roosevelt
•Dreams inspire us to do great things.
Have you discovered your dream?
If so, what is it? If not, what could you do to
help you discover your dream?
Raywoo
Copyright © 2014 Cengage Learning. All rights reserved.
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YOUR LIFE PLAN AS A STUDENT
• Think about your role as a student and identify
long-term goals that you plan to accomplish.
In 2 years
In 4 years
In 8 years
• List short term goals that will assist you to reach
your long-term goals.
In 5 weeks
By the end of this semester
By the end of next semester
Copyright © 2014 Cengage Learning. All rights reserved.
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DRAWING MOTIVATION FOR COLLEGE
• Draw a line straight down the middle a sheet of paper.
Turn your paper horizontally; this represents your timeline.
• Put a dot on the far left side of the timeline.
• Next to the dot, write your age and “in college and
working on (list a short term goal you are working on as a
student)”
• Example: Age 22- in college & working on passing
math
• Fill in your timeline for future goals.
• Example: Age 24- complete Associates Degree
• Circle the most important future goal.
• Write down your strategy to reach that goal.
Copyright © 2014 Cengage Learning. All rights reserved.
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CRITICAL THINKING: FOCUS QUESTIONS
COMMITTING TO YOUR GOALS AND DREAMS
• Do you start new projects (such as college) with
great enthusiasm, only to lose motivation along
the way?
• How can you keep your motivation strong?
Copyright © 2014 Cengage Learning. All rights reserved.
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COMMITMENT CREATES METHOD
A commitment is an unbending intention, a singlemindedness of purpose that promises to overcome
all obstacles regardless of how you may feel at any
particular moment.
• What are you committed to?
Has anyone assisted you in keeping this
commitment?
Have you sacrificed anything to guarantee you
keep this commitment?
• How can you apply this same level of commitment
to your college courses?
Copyright © 2014 Cengage Learning. All rights reserved.
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SELF-MOTIVATION AT WORK ACTIVITY
• The next slide has 10 boxes that describe people
with different values, skills, and interests.
• Decide which box best describes you and write
both the number of the box and the description
that is in the box.
Copyright © 2014 Cengage Learning. All rights reserved.
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SELF MOTIVATION AT WORK
1
Values hard work
Is good at working with hands
Likes working outdoors
2
Values honesty
Is good at problem solving
Likes working with others
3
Values aesthetics
Is good at designing
Likes being creative
4
Values health
Is good at thinking quickly
Likes working under pressure
5
.
Values natural beauty
Is good at experimenting
Likes working in small groups
Copyright © 2014 Cengage Learning. All rights reserved.
6
Values knowledge
Is good at researching
Likes working in quiet space
7
Values precision
Is good at drawing
Likes working alone
8
Values creativity
Is good at using imagination
Likes being innovative
9
Values environmental concerns
Is good at strenuous exercise
Likes exploring
10
Values honesty
Is good at communicating
Likes to investigate
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SELF-MOTIVATION AT WORK
• The next slide shows
possible career
choices that you may
excel at according to
the values, skills and
interests that you
selected from the
previous slide.
Copyright © 2014 Cengage Learning. All rights reserved.
almagami
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SELF MOTIVATION AT WORK
1
HYDROBLASTER
Values hard work
Is good at ROOFER
working with hands
Likes working
PLUMBER
outdoors
2
Values
COUNSELOR
honesty
Is good atJUDGE
problem solving
Likes
PEACE
working
OFFICER
with others
3
INTERIOR
Values DECORATOR
aesthetics
Is good
FLORIST
at designing
Likes ARTIST
being creative
4
PARAMEDIC
Values health
Is goodSURGEON
at quick thinking
LIFEGUARD
Likes working
under pressure
5
.
Values
natural beauty
PHOTOGRAPHER
Is good
at experimenting
COSMETOLOGIST
Likes working
in small groups
LANDSCAPER
Copyright © 2014 Cengage Learning. All rights reserved.
6
LAB
Values
TECHNICIAN
knowledge
Is good
LIBRARIAN
at researching
Likes
MEDICAL
workingEXAMINER
in quiet space
7
PORTRAIT
PAINTER
Values precision
ARCHITECT
Is good
at drawing
LikesDRAFTER
working alone
8
Values
INVENTOR
creativity
Is good
MOVIE
at using
DIRECTOR
imagination
Likes
beingWRITER
innovative
“SCI-FI”
9
Values environment
ASTRONAUT
concerns
Is good at
EXPLORER
strenuous exercise
MARINE
Likes exploring
BIOLOGIST
10
Values honesty
INTERROGATOR
Is good
at REPORTER
communicating
NEWS
Likes to investigate
SOCIAL
WORKER
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SELF-MOTIVATION AT WORK
• Are you surprised at a possible career choice that
was revealed?
Is there a possible career that you have not
considered?
Is there an appealing career that you are
hesitant about pursuing? Why?
Have you considered all of your values, skills,
and interests before deciding on your degree?
Copyright © 2014 Cengage Learning. All rights reserved.
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CRITICAL THINKING: FOCUS QUESTIONS
WRITE A PERSONAL AFFIRMATION
• What personal qualities will you need to achieve
your goals and dreams?
• How can you strengthen these qualities?
Copyright © 2014 Cengage Learning. All rights reserved.
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QUICK REVIEW
• Identify each part of the “V x E = M” formula
What does the “V” stand for?
Value
What does the “E” stand for?
Expectation
What does the “M” stand for?
Motivation
Copyright © 2014 Cengage Learning. All rights reserved.
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QUICK REVIEW
• The DAPPS rule has 5 important steps. Try to
list what each letter of the acronym stands for.
DATED
ACHIEVABLE
PERSONAL
POSITIVE
SPECIFIC
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TAKING NOTES: THE BIG PICTURE
• What are the 2 key questions to ask to ensure you
are taking effective notes?
What should
I write in my
notes?
Copyright © 2014 Cengage Learning. All rights reserved.
How should
I write that
information?
SS 3 | 25
CHALLENGES WITH TAKING NOTES
• Make a list of challenges you have
experienced while taking notes in
class. For example…
 Instructor talks to fast or too slow.
 Instructor wanders off topic or has
distracting mannerisms.
• Compare your answers to those
listed in On Course.
Robert Anthony
Copyright © 2014 Cengage Learning. All rights reserved.
SS 3 | 26
STRATEGIES TO IMPROVE TAKING NOTES
BEFORE TAKING NOTES
• Review the list of note-taking challenges you just
created and consider:
What strategies could you implement before
taking notes to overcome those challenges?
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SS 3 | 27
STRATEGIES TO IMPROVE TAKING NOTES
BEFORE TAKING NOTES
• Having note-taking supplies that work well for
you is important. Answer the following questions
and decide if you need to modify your supplies
for school.
 Have you ever started taking notes with a pen that
smeared, wouldn’t write, or made your hand cramp?
 Have you ever taken notes on random pieces of
paper, and later you can’t find important notes?
 Have you ever taken notes on a computer only to lose
them later because you did not back up your files?
• Create a list of note-taking supplies that will
work best for you.
Copyright © 2014 Cengage Learning. All rights reserved.
SS 3 | 28
STRATEGIES TO IMPROVE TAKING NOTES:
BEFORE TAKING NOTES
• Go over notes from previous class.
Review and recite your notes to
remind you what was covered.
Prior
Learning
• Complete homework before class.
Make neural connections stronger.
Information is already familiar.
• Prepare a list of questions.
Get a deeper understanding of the
material.
Copyright © 2014 Cengage Learning. All rights reserved.
Prior
Learning
Quality of
Processing
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STRATEGIES TO IMPROVE TAKING NOTES:
BEFORE TAKING NOTES
• Eliminate distractions.
Prepare before entering class; get a
snack or water, clear your mind.
Quality of
Processing
• Attend every class.
Make sure you are there every day
so you don’t get behind.
• Arrive early and get organized.
Find a good seat that keeps you
focused. Organize material so you
aren't looking for something.
Copyright © 2014 Cengage Learning. All rights reserved.
Quantity of
Processing
Quality of
Processing
SS 3 | 30
STRATEGIES TO IMPROVE TAKING NOTES
WHILE TAKING NOTES
• What strategies could you use if you lose
focus during lectures?
 Mark your notes where you “drifted off”. Try
to reduce those marks each class.
 Review material where you placed a mark.
 Ask and answer questions to stay engaged.
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SS 3 | 31
STRATEGIES TO IMPROVE TAKING NOTES
WHILE TAKING NOTES
Identify the name of the following note taking strategies:
Record ideas as much as possible in the order they are
presented. Use indentations and roman numerals to
indicate level of importance. Often helpful when
instructors presents well-organized lectures.
Place key concepts, main ideas and supporting details
on your paper to indicate level of importance and their
relationship to one another. Often helpful when
instructors leap from idea to idea. Appealing to visual
learners.
Divide page into three columns titled Problem, Solution,
Explanation. Place a math problem in column one.
Detail all steps to solve the problem in column two. In
column three, explain each step, including the
conversion of unfamiliar symbols into words.
Copyright © 2014 Cengage Learning. All rights reserved.
Outline
Concept Map
Three-Column
Notes
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STRATEGIES TO IMPROVE TAKING NOTES
AFTER TAKING NOTES
• Imagine a class has just let out
and you are about to meet your
study group for that course.
• What would be some wise choices
to make as soon as you sat down
with your study group?
 Make sure your notes are
accurate, complete and
understandable.
 Compare your notes with those
in your study group.
Copyright © 2014 Cengage Learning. All rights reserved.
Yuri Arcurs
SS 3 | 33