The document appears to be notes from a college student reflecting on their experience so far. It contains the student's responses to prompts about adjusting to college life. The student notes having more freedom than before but not being used to it. They realize the importance of prioritizing and learning to say no to others. The student also finds it hard to manage their time and priorities but is using campus resources. Their motivation level is beginning to drop due to having so much to do.

1. Partner Talk
1. What expectations did
you have about being a
college student?
2. What are you finding out
about what it means for
you to be in college?

2. What are you beginning to find
about being a college student?
1
I have more
freedom and
choice than I
had before.
I'm not used
to so much
freedom.
2
I’m starting to
realize my
priorities. So
I’m learning
to say “no” to
others.
3
It’s getting
hard to
manage my
time and
priorities.
4
I find myself
using campus
resources that
I didn’t know
could help
me.
5
My level of
motivation is
beginning to
drop. I have
so much to
do.

3. What are you beginning to
realize about being in college?
• I see how I . . .
• I find that . . .
• I notice that I . . .
• It’s clear that I . . .
• I’m becoming aware that I . . .
• I am starting to realize (see, find) . . .

4. New college
students often find
it difficult to stay as
motivated as they
were when they
started college.
• If so, their professors
(or counselors) . . .
• If so, supportive
parents of college
students . . .
• If so, relationships
with peers . . .
Can, Could, May, Might, Should

5. 1
• Observation
2
• Inference*
1
•Observation
2
•Missing Link!
3
•Inference*
*Remember, “inferences” are
basically conclusions, right?

6. 1
• I find it difficult to stay motivated as I
was when I first started college.
2
• Missing Link!
3
• This means I need to get to the root. I
need to go back to the beginning of
the semester to remind myself why I
started college in the first place.
1. I act like I have no purpose.
2. Being motivation requires
having a clear “why”.
3. Loss of motivation is related
to lack of purpose.
4. My counselor often urges his
students to focus on their
“why”.

7. 1
• I’m learning to say “no”
to others because I need
to put myself first.
2
• Missing Link!
3
• This means I prioritize
my work so I can breathe
before saying no.
1. I often say “yes” to socializing
right away before thinking it
through.
2. Many times, I regret saying
“yes” too quickly to friends.
3. I need to use time
management strategies, like
making “to do” lists.
4. It’s like I somehow forget
what’s important.

8. •Define a Term/Concept
•Tell a Story/Anecdote
•Give an Example
•Make an Illustrative list
•State Cause or Effect
•Provide Explanation
•State Significance
•State how you know
•Quote an Expert
1
•Item
2
•Item
3
•Item

9. Freire: Partner Talk
Prior to UMOJA, what were
your thoughts or feelings
about the modes of
education you experienced?
Regarding Freire’s ideas,
what do you realize or see
now about the way you’ve
been educated?

10. What do you see or realize about the
modes of education you experienced?
1
I now see . . .
2
I coming to
realize . . .
3
I’m becoming
aware that . . .
4
I’m more
conscious
about . . .
5
I’m relearning
that . . .

11. Multiplying
Perspectives/
Increasing
Inferences
•If I’m right, it means I . . .
•If that’s correct, it means that
K-12 educators . . .
•If that reasoning is valid, it
follow that colleges. . .
•If that’s true, then society . . .
I see, I recognize, I realize . . .

12. 1
• Observation
2
• Inference*
1
•Observation
2
•Missing Link!
3
•Inference*
*Remember, “inferences” are
basically conclusions, right?