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Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
Introduction - Making Transitions
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Introduction - Making Transitions

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CSS 100-OL Introduction - Making Transitions Lecture Notes

CSS 100-OL Introduction - Making Transitions Lecture Notes

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  • Welcome to the Introductory Chapter of Becoming a Master Student. In this chapter, you read about the qualities of a master students, how to get the most out of this textbook, the value of higher education, and much, much more!
  • Our Master Student Map for the Introductory Chapter. As you work through this chapter, take time to reflect on the What, What If, Why, and How of becoming a master student. If?
  • This movie clip introduces the concept of “Discover What You Want.” As you watch this video, consider what YOU want from your education.
  • “ What do you want?” is a great question for you to consider. Attending college in general, and especially this course are great ways to consider this important question. Make a list of “what do you want?” In other words, make a list of goals about your future. As you work through this chapter, you should watch the Zig Ziglar Video on Goal Setting and work on the Goal Setting Activity.
  • Master students work to maintain several important qualities throughout the semester. Many students are surprised both at the number of qualities that a master student must possess and the qualities in general. (See the next slide for a more complete list of the qualities of a Master Student)
  • How many of these Master Student Qualities do you already possess? Which qualities would you like to develop this semester?
  • Our teachers in elementary, junior high and high school have said this for years: “Do not write in this book.” Now that you are a college student – it’s okay to write in your book. You purchased it, it is yours to keep, and writing in your textbook will help you learn and understand the material better. Here are some strategies for how to interact with your college texts, especially this textbook.
  • College students are regularly expected to think deeply. Critical thinking is a skill that is taught throughout this textbook in articles, exercises, and journal entries. Bloom’s Levels of Thinking is one way to think deeply. This slide provides an overview of the Bloom method. The movie clip further introduces the concept of critical thinking.
  • Textbook author Dave Ellis introduces the concept of writing journal Discovery and Intention Statements. Writing Intention Statements will help you focus on the actions you will take based upon your new awareness.
  • Writing Discovery Statements will help you focus on a new awareness you will have in this course. Discovery and Intention Statements work together to help keep you “on track”. While these are not part of your grade, they will help you get the most out of this textbook.
  • Writing Intention Statements will help you focus on the actions you will take based upon your new awareness of becoming a Master Student.
  • How do you stay motivated? Motivation can be improved by using tools such as the ones listed on this slide. Commit yourself to using one of these tools for a week to see how it works.
  • To affirm something is to state it as true. I encourage you to practice writing personal goals in affirmation form. For example, instead of saying, “Success in college depends on my having good or bad luck.” A positive affirmation would be, “Success in college is in my control. I am solely responsible for my own college success.” Now say each of these sentences out loud. Can you hear the difference? Try visualizing your affirmations. It can also enhance success in achieving your goals.
  • Many ineffective student behaviors are simply habits that do not promote success. Here is a six-step process to changing behavior by adopting habits to start, stop, or change how you are currently doing things. You may choose something that you would like to stop, start, or change. Write an intention to achieve this new habit by the end of the term. What habit will you stop, start, or change? As someone who does not exercise, simply starting to exercise is a habit that I will be working on this semester.
  • Transcript

    • 1. Intro The Master Student ©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly©2013 Cengage Learning. All Rights Reserved. May not be scanned, whole or induplicated, or posted to a publicly accessible website, in whole or in part. accessible website, in copied or part.
    • 2. Use this Master Student Map to ask yourself, • Motivation • Attitudes, Affirmations, & VisualizationsWHY? • Ways to Change a Habit• Ease transition to higher education • Classroom Civility• Set up a lifelong pattern of successWHAT? HOW? • to connect with your natural learner• Power Process: Discover what you • to discover a new way to interact with want textbooks• Master Student Qualities • to use a journal for personal• Discovery & Intention Statements discoveries that lead to new behaviors• Value of Higher Education WHAT IF?• Transition to Higher Education • ...you could more consistently get what• Succeeding at Any Age you want in your life?• Enroll Your Instructor in your Success©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
    • 3. Discover What You Want Video: In Show Mode click image above©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
    • 4. Discover What You Want • Discovering WHAT you want, with well- defined goals, helps you succeed. • Are your goals vague or specific?©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 4
    • 5. Master Student Qualities MASTERY • Attaining a level of skill that goes beyond technique©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 5
    • 6. Master Student Qualities• Inquisitive • Self-aware • Relaxed about• Able to focus • Responsible grades attention • Willing to take • Intuitive• Willing to change risks • Creative• Able to organize • Willing to • Willing to be and sort participate uncomfortable• Competent • Generalist• • • Optimistic Joyful Accepts paradox• Able to suspend • Courageous • Willing to laugh judgment • Self-directed • Hungry• Energetic • Spontaneous • Willing to work• Well • Caring©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 6
    • 7. Get the most out of this book • A new look and tone • Rip ‘em out • Skip around • If it works, use it • Listen to peers • Own this book • Do the exercises • Practice critical thinking • Learn about learning styles • Master Student Map • Experience the Power Processes • Link to the web • Read the sidebars • Take this book to work©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 7
    • 8. Critical ThinkingWHY?• To think in a new wayWHAT?• Bloom’s Levels of Thinking: 1. Remembering 2. Understanding 3. Applying 4 Analyzing 5. Evaluating 6. CreatingHOW?• To think more deeply about information you learn in college…and in lifeWHAT IF?• ...you made all decisions based on a Video: In Show Mode click image above more in-depth analysis?©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
    • 9. Discovery & Intention Journal System Video: In Show Mode click image above©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
    • 10. Discovery & Intention Statement Guidelines Discover y Statements • Record specifics • Use discomfort as a signal • Suspend judgment • Tell the truth©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10
    • 11. Discovery & Intention Statement Guidelines Intention Statements • Positive • Observable • Small and achievable • Set timelines • Move from intention to action©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 11
    • 12. Motivation • Promise it • Befriend your discomfort • Change your mind... and your body • Sweeten the task • Talk about it • Turn up the pressure • Turn down the pressure • Ask for support • Adopt a model • Compare payoffs to costs©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 12
    • 13. Attitudes, Affirmations, and Visualizations I am to I am w illing le! c hang e! resp onsib Affirm it Visualize it Be i nqu intu isitive, i opti tive, mist ic©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 13
    • 14. Ways to Change a Habit • Tell the truth • Choose/Commit to new behavior • Affirm your intention • Start small • Get feedback and support • practice, practice, practice* * without self-judgment©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 14

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