AN INVITATION TO LEARNING AND MOTIVATION STRATEGIES FOR ACHIEVEMENT IN COLLEGE

 

WHY TAKE AN LEARNING AND MOTIVATION STRATEGIES CLASS?

PRINCIPLES OF EDUCATIONAL PSYCHOLOGY

Astrology and Psychology

Education and Psychology equals Educational Psychology

How People Learn: The Information Processing System

Teaching for Learning

Preferred Learning Styles

HOW TO USE THIS “COURSE PACKET”

Outlines

Objectives

Self-Surveys

Examples

Quickpractices

Applications

Assignments

Self-Assessments

Portfolios

PREVIEW OF MODULES

KEEP AN OPEN MIND

USING AND EVALUATING WHAT YOU LEARN IN THIS COURSE

 

 

 

 

 

 

 

 

OBJECTIVES

 

 

 

Ø     State the purpose of this course - Learning and Motivation Strategies for Achievement in College.

 

Ø     Describe and explain the two bases for the strategies outlined in this course.

 

Ø     Describe four learning styles and possible ways that teachers can teach to benefit each one.

 

Ø      State the purpose of Outlines, Objectives, Examples, Quickpractices, Assignments, Portfolios, Self-Surveys, and Self-Assessments.

 

 

 

AN INVITATION TO LEARNING AND MOTIVATION STRATEGIES FOR ACHIEVEMENT IN COLLEGE

 

This is not a remedial course.  Taking this course does not mean you do not know how to study.  It does not mean you lack motivation to succeed.  It does not mean you do not care.  In fact, taking this course means quite the opposite.  You are here precisely because you are motivated and do care.  And you do indeed know as much about how to study as any other student on campus.  You are here because you have talent, not because you lack it.

 

So why, then, are you here?  You're here because you and the people who advise you want you to be able to know and do things that almost no other students know and do.  You are here because you and the people who advise you want to accelerate the rate at which you advance.  To accomplish this, we are going to teach you to do some things we believe virtually no other students know of or do.  To learn these things requires that you be both talented and motivated.  We believe you are.

 

We challenge you to consider with an open mind what we show you to do and then to try to do it and see for yourself whether or not it works.  The real challenge is not learning it, but being willing to make it part of the way you think and act.  It is a tough challenge, but we believe you're up to it.

 

We would like to teach this course to everyone on campus, but we can only teach it to those who choose to take it.  You have chosen us; you have chosen the challenge we pose.  That's what makes us believe you can handle it.

 

Example 1.1   

 

Lisa was reluctant and nervous when she returned to campus to begin her second term her freshman year.  Her first term was a major disappointment.  She hadn't studied very well, or very often, she had spent a lot of time partying with her new friends, and she got involved in an unhealthy relationship with a guy.  The relationship ended right before term break, and when she received her grades, much lower than she had grown accustomed to in high school, she had a nasty argument with her mother about self-initiative.  Lisa's academic advisor suggested she take a Learning and Motivation Strategies class to help her perform better her second term.  During the term, Lisa learned better time management skills, improved her study habits and her grades, and got very excited exploring different career options.  In reflecting on her second term, she credited her success to her hard work and the skills she learned in her Learning and Motivation Strategies class.

 

WHY TAKE A LEARNING AND MOTIVATION STRATEGIES CLASS?

 

The purpose of this course, Learning and Motivation Strategies for Achievement in College, is straightforward.  It is to help you, the student, perform to the best of your ability in your college courses.  The reason this course exists is because many students don't perform to the best of their ability, and they've asked for advice.  How can I do better?  How can I improve my study habits?  How can I increase my motivation to work hard in college?  How can I manage my life in college so that I am in control and can make my own intelligent choices?  How can I manage my personal relationships so that they allow me to succeed?  All these questions, and many others, will be answered in this course.

 

It is not a surprise that many students don't perform as well as they'd like in college.  Research consistently demonstrates that college freshmen have difficulty analyzing tasks, monitoring their comprehension, using memory enhancing strategies, and reflecting upon what they have read.  College is harder than high school.  There is no question about that.  College level academic tasks require many more complex thinking skills and much more independent learning.  This course will help you develop these complex thinking skills and improve your independent learning strategies so that you can succeed.

 

Where does information about how people learn and become motivated come from?  Or, how do we know what to teach you?  It comes from psychology and psychologists, not the kind that people go to to overcome personal problems, but the kind that study human behavior.

 

PRINCIPLES OF EDUCATIONAL PSYCHOLOGY

 

Astrology and Psychology

 

"Hey baby, what's your sign?"  Sounds like a line from a 1970's disco movie, doesn't it?  But could it still be an important question?  You'd think so, if you asked any number of people in popular culture who ascribe to the words of astrologists.  What is this astrology business all about?

 

If you ever read your horoscopes, you'll notice that astrology seems to have two basic goals.  First, your horoscope is supposed to make some prediction of how you will behave on a particular day (or week, or year).  "Tonight, meet new friends."  This says that this evening you will behave in such a manner that you make new friendly acquaintances. Second, your horoscope is supposed to explain why you behave the way you do. If, for example, you're a Leo, you may have aggressive tendencies, and thus behave aggressively today, because you were born under the astrological sign of the Leo. The way the planets and stars were lined up when you were born, and the way they are lined up today, determine how you behave.  These are the (very simplified) principles of astrology.

 

It may come as a surprise to you to know that psychology and astrology have virtually the same goals.  Yes, psychology's goals are to (1) predict behavior, and (2) explain behavior.  These are pretty much the same goals as astrology.  So, is psychology any different than astrology? The answer is "Yes!"  Psychology is the scientific study of human behavior and thought processes. Psychology's goals, as already stated, are to predict and explain behavior. 

 

The key word in the definition of psychology that differentiates it from astrology is "scientific."  By "scientific study," we mean that the predictions of and explanations for human behavior that psychologists make are based on scientific evidence.  By scientific evidence, we mean that psychologists undertake controlled experiments, and make controlled observations, to best understand human behavior.

 

Let's take an example.  Imagine two medieval knights.  One named Tad, the other Jon.  Jon is a Leo.  One day, Tad, acting without much thought, accidentally breaks Jon's sword.  Jon retaliates by punching Tad in the nose.  Why did Jon behave this way? (Or, what is the explanation for Jon's behavior?) 

 

An astrologer may explain Jon's behavior this way: Jon, being a Leo, has aggressive tendencies due to being born a Leo, and his behavior was simply "in the stars."  Now ask yourself, is there any evidence that this explanation is accurate?

 

Now let's look at how a psychologist may explain Jon's behavior.  First, a psychologist would acknowledge that there were likely many different variables that played a role in Jon's behavior, none of which were "the stars."  A psychologist would examine one variable, say, Jon's frustration with Tad for having broken his sword, and say that Jon's frustration played a role in his aggressive behavior.  This explanation would be made based on scientific evidence, controlled observations and experiments, that has been systematically collected, analyzed, and examined by others, that has demonstrated that, in general, people tend to act aggressively when frustrated.

 

Education and Psychology equals Educational Psychology

Although the psychologist's explanation for Jon's behavior is also very simplified, it is important that you understand why the psychologist made that explanation.  Psychology is the study of human behavior and mental processes.  Psychologists predict and explain human behavior based on scientific evidence.  Psychologists explain human behavior in these general terms:
Scientific evidence suggests that people, in general, BEHAVE this way for these REASONS.

 

Psychologists predict human behavior in these general terms:

 

·          Scientific evidence suggests that people, in general, WILL BEHAVE this way under these CIRCUMSTANCES.

 

So what is Educational Psychology?  Education is the field of study that is concerned with the processes of teaching and learning.  Educational Psychology, then, is the scientific study of human behavior and mental process as they pertain to the processes of teaching and learning.

 

This course is subtitled Strategies for Success in College.  The principles outlined in this course are based on Educational Psychology.  What that means is that the principles outlined in this course are based on scientific evidence of how people behave in an educational setting.  Let's see how this applies to Strategies for Success in College.  Again, psychologists (in this case, educational psychologists), explain human behavior in these general terms:

 

·          Scientific evidence suggests that in an educational setting, people, in general, BEHAVE this way for these REASONS.

 

What this means is that numerous scientific studies have been done in educational settings that suggest that certain behaviors will result from certain reasons.  The REASONS are the Strategies for Success in College to which you'll be introduced in this class.  What are some of the BEHAVIORS of interest in this course?  They are:

 

·          Performing well on exams

·          Writing good college papers

·          Giving good speeches

·          Maintaining healthy and happy adult relationships

 

Educational psychologists use scientific evidence to predict and explain human behavior in educational settings.  Why is evidence important?  Because, let's face it, someone can raise his voice, even yell and scream, smash things, stomp his feet, or threaten others, but "Because I said so!" will never earn anybody's honest respect.  Say, for example, that you and a friend are debating the relative talents of two basketball players.  You are trying to convince somebody who knows absolutely nothing about basketball which player is better.  You're arguing for Player A.  Your friend is arguing for Player B. 

 

You make the argument, "Player A is a better basketball player than Player B based on the following evidence: She has two NCAA championship rings.  She led the nation in scoring and rebounding for the past three years.  And she has won league MVP the past two seasons."

 

Your friend makes the argument, "Player B is a better basketball player than player A…

 

BECAUSE I SAID SO!!  AND IF YOU DON'T BELIEVE ME, I'LL YELL LOUDER!!!"

 

Who will the third party witnessing the debate believe is the better basketball player?

 

Our argument is not that the strategies outlined in the course will help you perform well in college just because we say so.  Our argument is that the strategies outlined in this course will help you perform better, and scientific evidence supports our claim.

 

How People Learn: The Information Processing System

 

Educational Psychologists and other Cognitive Scientists have done extensive studies on human learning, and even though they may not be exactly sure, they have proposed the model shown in the figure below.

 

 

 

When you read or hear something, it comes - through perception - into a part of your brain called the sensory register, where it is either disregarded or attended to. If you don't care about the information, it is disregarded. If you want to remember the information, at least temporarily, then it must be transformed into a form that will enable it to be remembered, that is, enter short-term memory. That transformation process is called encoding.  If you want to remember the information for longer periods of time, and then be able to retrieve it when you need to, you need to store or save it in long-term memory.  When you do this, we can say that you have learned the information.  When you are given a task to do or problem to solve, the information must be retrieved from long-term memory into working memory, so that you can use it.  The result will be to say or do something, such as writing an essay that reflects your use of the original information.

 

All of the processes described above are managed and guided by executive control processes that you have previously learned to employ.  For example, when you repeat a telephone number over and over to yourself, you are employing an executive control process called rehearsal.  You have learned that when you do this, you are more likely to remember something, at least until you can find a pencil and paper and write it down.

 

When you want to get information into long-term memory, you are better served by using executive control processes other than rehearsal.  In that case, you need to encode the information into a form that will allow you to store and retrieve it.  Making up examples or forming images of the information are two ways to go about it.

 

Successful learning and performance requires the best executive control processes available.  The problem is that teachers and schools do not necessarily know what they are, and even when they do, new ones are often being found through research.  So you are left to discover these processes on your own.  In order to get through school, you have indeed discovered many effective executive control processes, and made them work for you.  But are they the best ones?  Are they the newest ones?  Perhaps not.

 

In this book, we will give you the opportunity to learn what we think are the newest and best processes.  Whether you learn them is up to you.  The processes we will present are called strategies, and there are four of them.  Each is further divided into two sub-strategies.  You will be introduced to them in the next module, and have the opportunity to use them throughout the remaining modules.

 

Teaching for Learning

 

Since we propose to know so much about how people learn, based largely on Educational Psychology, then we should be effective in getting you to learn.  If our principles work, and if we use them, then you should learn them.  Knowing about learning should also mean knowing about teaching.  We have a way of teaching that we believe, based on Educational Psychology principles, should help you learn what we would like you to learn.  Our way of teaching, or what we call our instructional design, involves the following steps: 

 

1.      Tell you what we want you to learn to be able to do,

2.      give you a sense of why we want you to be able to do it,

3.      help you build upon what you have already learned,

4.      present you with some new ideas that will enable you to do what we propose,

5.      show you how to use these ideas to do it,

6.      give you an opportunity to practice using these ideas to do it,

7.      give you feedback about how well you are doing it,

8.      assess how well you have learned to do it, and finally,

9.      help you to transfer what you have learned to do to other situations and materials. 

 

In the section entitled How to Use this Course Packet, you will see exactly how we have incorporated this instructional design into this course.

 

 

Preferred Learning Styles

 

Although we all must learn in many different ways, people have preferred learning styles.  This means that the manner in which people prefer to learn varies from individual to individual.  To determine your preferred learning style, complete the Self-Survey, and when you are done, calculate your scores.

 

Self Survey 1.1     

For each item, circle the number that best describes you, with 6 being most true and 0 least true.

 

 

 

Enter your rating (0-6) in the space below for each item (1-16).  Total each column.  The highest total represents your preferred learning style.

 

There are four different ways people learn.  One way is spontaneous. This means learning from the experience of actually doing something, without it necessarily being in a teaching-learning situation.  You may have learned to ride a bike this way, by just hopping on and pushing the pedals as quickly as you could.  You may have fallen off a few times, but soon you got the hang of it.

 

Spontaneous learning is physical learning, which means it requires hands-on manipulation and actual performance.  The motivation for spontaneous learning comes from the excitement of it, often brought on by competition, risk, adventure, and the enjoyment of performing.  Spontaneous learners, that is, people who prefer to learn this way, like action and the freedom to act, and tend to be easily distractible when in passive learning situations, like a typical classroom.

 

The second way is organized.  Organized learning, and students who prefer it, require structure, sequence, and advanced notice.  A good syllabus and clear requirements are musts.  Great opportunity for practice, frequent assignments, and clear grading criteria are equally important.  Repetition and explanation are preferred.

 

The third way is conceptual.  Conceptual learning and learners require the opportunity to work independently, to pose questions and seek answers, to collect and classify data, to solve complex problems, and to try to understand, explain, and predict what they encounter.

 

The fourth way is interactive.  Interactive learning and learners require the opportunity for interaction and communication with other people.  They prefer subjects that deal with people and call for a personal focus, rather than more technical or detailed-oriented ones.  They have much less interest in detail than in larger meaning.  They like to create speculate, write, and interpret.

 

While all students can learn in more than one of these ways, the tendency is to develop a preference for one over the other three.  Think of buying your first computer and bringing it home; then being faced with the task of learning to use it.  Do you just start pushing buttons and trying to figure it out as you go, or do you carefully read the manual and go systematically through the tutorial that comes with the machine?  Do you take a course, buy a video, or ask your friends to help you when you run into an obstacle?  The way you go about learning, when you have the choice, is a reflection of your preferred learning style. 

 

Application 1.1     

Think about how you originally learned to use a computer?  Describe it briefly.  What about if you were asked to learn everything you could about the Law of Gravity?  How would you like to go about doing that?

 

 

 

Assignment 1.1     

 

Think of a class in college (or in high school) that was taught in a way that you enjoyed and from which you learned a lot.  Identify that class and describe as closely as you can exactly how it was taught.  Which one(s) of the four learning styles would you say was most satisfied with that class?  Write at least two complete paragraphs.

 

In this book we will try to use teaching approaches that meet the needs of students of all four styles.  We will be organized, but allow opportunities for spontaneity, independence, and interaction as vehicles for learning.  But you can try to maximize your learning in any course you take by looking for opportunities within its teaching approach to apply your preferred learning style.  For example, for a course that lacks the organization you may prefer, you can try to create your own structure and organization or ask the person who is teaching the course to help you.

 

It is very important to note that throughout life, very often you will not be able to choose the environment in which you learn.  When you take classes in college, or go to workshops and training sessions on the job, or even set up your new DVD player, your learning will be limited by current circumstances.  Therefore, although you may have one preferred learning style, you should be able to learn in environments that are most conducive to other learning styles.  Being able to learn in different settings is one of the most important skills that you can obtain in college for which prospective employers will look.

 

HOW TO USE THIS COURSE PACKET

 

As you will notice almost immediately, this is not a traditional textbook. (And that is appropriate because this is not a traditional course.)  First of all, we don't even call it a textbook; we call it a "course packet" (because it contains so many kinds of materials).  Second, we have divided it up into "modules" rather than your typical chapters.  That is because each is designed to stand alone as an entire learning experience.  We will come back to that later in the module.  What are the other features of our course packet?  Read on and you will see.

 

This first module is designed to help you understand how this course works.  The modules have been created so that you, the student, have many opportunities for interaction.  This is not a passive course.  The modules are designed so that you must be an active learner.  You want to improve your skills so that you can achieve in college.  You can't do that passively.  You must be willing to work in order to improve your skills.  What exactly do you need to do?  First, you need to understand how to use these modules. 

 

The modules for this course have several unique features.  You should develop an understanding of how to use these features prior to beginning the modules that follow.  You'll get an understanding by working through this first module.  The features are:

 

·          Outlines

·          Objectives

·          Self-Surveys

·          Examples

·          Quickpractices

·          Applications

·          Assignments

·          Self-Assessments

·          Portfolios

 

Each module has an Outline, stated Objectives, specific Examples, Assignments, a Self-Assessment, and a Portfolio.  Most modules have one or more Quickpractices, Applications, and Self-Surveys.  What exactly are these things?

 

Outlines

 

The first page of each module outlines the material that will be presented in the module.  Preview the Outline as you begin each module so that you have an understanding of the material to which you are being introduced.

 

Objectives

 

An Objective is a specific behavioral skill you will develop by working through the module.  Objectives are listed on the second page of each module, immediately after the module outline.  For example, the first Objective of this module is, "State the purpose of this course - Learning and Motivation Strategies for Achievement in College."  After completing this module, you will be able to perform that behavioral task.  If asked what the purpose of this course is, you will be able to respond something like, "The purpose of this course is to help me perform to the best of my ability in my college courses."  As you begin each module, preview the Objectives so you have some understanding of what specific behavioral skills you will develop by working through the module.  Objectives are the targets that we want you to reach.

 

Self-Surveys

 

Self-Surveys are questions or standard questionnaires that ask you to explore your self-beliefs, your beliefs about others, your skills, and your attitudes.  Often, but not always, you'll be provided with information to help you interpret your responses to the Self-Survey.  Self-Surveys will help you to develop a better understanding of the interactions among your behaviors, your beliefs, and your environment.  

 

Self-Survey 1.2     

Go to the following Web site:

 

http://all.successcenter.ohio-state.edu/sss-r.htm

 

Complete the School Strategies Scale and submit your responses over the internet.  The Web site will provide feedback.  Print off the feedback form to hand in to your instructor.

 

Examples

 

As you've already seen in this module, an Example is exactly what you'd guess it is.  Examples are presented in boxes and marked with an icon like this:

 

 

Some examples are of specific skills to which you'll be introduced. For example, in Module 3 - Procrastination: The thief of time, you will learn how to avoid procrastination by dividing large tasks into small tasks.  You will be asked to practice this skill by dividing one large task into several small tasks.  But before you do this, an example of how this is done will be provided.  Other examples will be of people who are faced with a situation and use or fail to use a specific skill.  For example, also when learning about procrastination, you will be provided with examples of students using or failing to use skills that help to avoid procrastination, and the examples will reveal the subsequent consequences.

 

Quickpractices

 

A Quickpractice is an activity that allows you to practice the specific skill that is being covered.  Quickpractices are marked with an icon like this:

 

 

Quickpractices are your first attempt at practicing a skill or understanding an idea.  You will not be evaluated on your performance on the Quickpractices.  You will simply be credited with having completed them.  Quickpractices are for your benefit.  Remember, in order to improve your skills, you need to put forth effort.  You need to develop individual learning skills.  Quickpractices will help you do this.  One important component of the Quickpractices is that they will help to prepare you for the Assignments.  Your instructor has the suggested “answers” to each of the Quickpractices. 

 

Applications

 

            An Application is much like a Quickpractice, except that it is designed to be best utilized in a group setting.  Therefore, Applications should be completed either in class or with a study partner.  Very often, Applications simply bring up points to consider and discuss.  Other times, they’re designed to allow you  to practice a skill (much like a Quickpractice), but in a situation where there may be several interpretations about how to use the skill in a certain situation.

 

Application 1.2      

We all have different motivations.   All the students in this course are registered for their own personal reasons.  Take a moment to consider, then discuss why YOU signed up for this course.

 

 

 

Assignments

 

An Assignment is very much like a Quickpractice, but your evaluation on the Assignment will be based on how well it is completed. In general, Assignments will require slightly more work than Quickpractices.  Assignments ask you to perform a specific skill that is being covered. Assignments are marked with an icon like this:

 

 

To begin, complete the following Assignments.

 

Assignment 1.2     

In this course, you will be applying specific skills to your other content courses.  In the Appendix, you'll find a handout entitled "Class Schedule."  Provide all the necessary information to complete the handout.  Include all your content courses and this course.  Include the full name of the course and where the class meets.  Include what days and times the class meets.  Provide the instructor's name, office hours, and phone number and/or e-mail.  Also note whether the class is lecture, discussion, lab, recitation, or some combination.  Lastly, determine what type of exams the class will have and provide that information.

 

Assignment 1.3     

 

This Assignment will give your instructor a little more information about you.  It will also get you involved with using the internet, which is an important skill to develop in college.  Complete each of the following items, and e-mail your answers to your instructor.

 

·          e-mail Address:

·          Local phone number:

·          Classification (Freshman, Sophomore, etc.)

·          Academic Major:

·          Current Grade Point Average:

·          What do you like to do for fun outside of class (hobbies, sports, etc.)?

·          How did you find out about this class?

·          What would you most like to accomplish this quarter?

 

Self-Assessments

 

 

Each module includes a Self-Assessment.  The Self-Assessment is designed to provide you with an indication of what you have learned, how well prepared you are to continue onto the next module.

 

The Self-Assessment returns you to the Objectives listed at the beginning of the module.  Remember, the Objectives are specific behavioral skills you should acquire by completing the module.  The Self-Assessment asks if you can complete each Objective, and gives a specific example of what you should be able to do to demonstrate successful mastery of the Objective. 

 

Portfolios

 

 

Portfolios are much more extensive than either Quickpractices or Assignments.  Portfolios will ask you to apply the skills and concepts learned in this class to your other courses or  your own life in general, rather than to a specific example.  For example, in Module 6 - Active Listening: Learning from Lecture, you will learn a method for using your class notes to optimize exam performance.  We will first provide you with Examples, then ask that you perform Quickpractices and Assignments where you apply the specific note-taking skills.  Finally, in the Portfolio, you will be instructed to apply the note-taking skills to class notes from one of your courses.  You will need to apply this skill to several pages of your notes, photocopy the pages, and turn in the photocopies for evaluation.  You will then receive feedback on your use of the note-taking skills.

 

You can see that the Portfolios require that you apply skills to practice what you are being taught and to solve problems you face at college.  Other Portfolios include conducting interviews, writing papers, and preparing for exams.  Portfolios will always require you to apply what you are learning in this course to other courses you are taking other aspects of college-life. 

 

PREVIEW OF MODULES

 

This course will cover several topics, all of which are known to affect success in college.  Get ready to dive in.  Here is an overview of the topics that will be covered.

 

Module 2: The Keys to Achievement

In this module, you'll be introduced to the general overall strategies that have been shown to enable people to be successful achievers.  Scientific evidence suggests that people, in general, will succeed in college if they successfully use the strategies outlined in this module.

 

Module 3: Procrastination - The Thief of Time

In this module, you'll be introduced to methods that will allow you to stop procrastinating and start managing the tasks that you need to complete.  Scientific evidence suggests that people, in general, will decrease their tendency to procrastinate if they successfully use the strategies outlined in this module.

 

Module 4: Believing in Yourself - Self-Confidence

In this module, you'll be introduced to methods that will increase your self-confidence to achieve in college, thus enhancing your motivation.  Scientific evidence suggests that people, in general, will develop higher self-confidence and thus experience more motivation if they successfully use the strategies outlined in this module.

 

Module 5: Taking Responsibility - It's up to You

In this module, you'll be introduced to methods that will increase your sense of control over your life, thus enhancing motivation to achieve in college.  Scientific evidence suggests that people, in general, will feel more personal control and thus experience more motivation if they successfully use the strategies outlined in this module.

 

Module 6: Active Listening - Learning from Lecture

In this module, you'll be introduced to methods for successful note-taking and for processing the material from notes.  Scientific evidence suggests that people, in general, will comprehend more material from lecture classes if they successfully use the strategies outlined in this module.

 

Module 7: Active Reading - Learning from Text

In this module, you'll be introduced to methods for reading and understanding text material.  Scientific evidence suggests that people, in general, will comprehend more material from text readings if they successfully use the strategies outlined in this module.

 

Module 8: Preparing for Exams

In this module, you'll be introduced to methods for organizing class information so that it can best be utilized during exams.  Scientific evidence suggests that people, in general, will perform better on exams if they successfully use the strategies outlined in this module.

 

Module 9: Preparing Papers and Speeches

In this module, you'll be introduced to methods for writing papers and giving speeches. Scientific evidence suggests that people, in general, will improve the quality of written and oral presentations if they successfully use the strategies outlined in this module.

Module 10: Managing your Life in School

In this module, you'll be introduced to methods for successful psychosocial adjustment to college life.  Scientific evidence suggests that people, in general, will adjust better to the demands of the college experience if they successfully use the strategies outlined in this module.

 

Module 11: Relationships that Work

In this module, you'll be introduced to methods for developing and maintaining healthy adult relationships.  Scientific evidence suggests that people, in general, will experience more satisfaction from their relationships with others f they successfully use the strategies outlined in this module.

 

Module 12: Preparing for Your Future

In this module, you'll be introduced to methods for exploring potential career choices, thus increasing the motivation to achieve goals in college.  Scientific evidence suggests that people, in general, will better understand the demands, necessary skills, and day-to-day experience of chosen careers, and thus feel more confidence in choosing a major, if they successfully use the strategies outlined in this module.

 

KEEP AN OPEN MIND

 

On the old game show "The Price is Right," Bob Barker, the host, would present finalists with three curtains.  Behind one of the curtains was the prize most wanted by the contestant, the grand prize.  The contestant would then choose the prize behind one of the curtains.  Before being shown what was behind the chosen curtain, Bob would show the contestant what hid behind one of the remaining curtains, and it was never the grand prize.  That left only two curtains, the chosen one and the other.  Bob would then ask the contestant if she wished to stay with her original choice, or switch to the other curtain.  Audience members would shout advice.  "Stick to your guns!" "Switch!"

 

What would you do?

 

There is no way of knowing which curtain hid the grand prize.  In any given situation, the contestant could have originally chosen the correct curtain, or could not have.  But, in general, is there a better strategy?  To switch or to "stick to your guns"? 

 

At first, it seems like a toss-up.  There are two curtains left, so the odds are 50-50 either way.  Or so it seems.  Although it is not intuitive, the best decision is to switch.  Why?  Even when it is explained, it is difficult to understand.  But imagine the beginning, when the contestant chose one of three curtains.  The contestant now has a 33% chance of being correct.  There is a 66% chance that the grand prize is behind one of the remaining two curtains.  Just because we now know what is behind one of those curtains, the odds do not change.  There is still a 33% chance the prize is behind the chosen curtain, and a 66% chance that it is behind one of the other two.  In general, the odds are in the contestant's favor if she switches.

 

Why is this important to keeping an open mind?  It's simple.  Sometimes, things that seem totally intuitive are wrong.   Sometimes, all the evidence supports the counter-intuitive answer.  In this class, you will likely be introduced to concepts that appear counter-intuitive.  You'll think to yourself, "That'll never work."  Or, "The way I do it is better."  Or, "I'll never figure out how to do that."  But realize that scientific evidence suggests that it will work, it's better than most other methods, and most people figure out how to do it.  You can try the argument, "It'll never work, BECAUSE I SAID SO!!" but chances are that nobody will listen.

 

So approach this class with an open mind, be willing to take risks and leave your comfort zone to try new things, and you will likely succeed in this class.  Chances are, you'll succeed in college, too.  So open up, have fun, and get ready to start succeeding!

 

USING AND EVALUATING WHAT YOU LEARN IN THIS COURSE

 

Anders Ericcson, the leading authority on the psychology of becoming an expert, provides evidence that the single most important ingredient in making yourself an expert in something is deliberate practice.  This means using the necessary skills over and over until they become truly automatic.  Ericcson studied musicians, athletes, and scientists and discovered that experts in each area spent substantially more time than the average performer in their field honing the required skills.  Whether it was practicing musical scales, shooting free throws, or conducting experiments, experts devoted themselves to the basics until they became second nature.

 

You will be learning many ideas and techniques in this course that you may not have encountered before.  To develop the expertise to benefit from the things you learn, you will need to deliberately practice them.  Even though you have been a student for 12 or more years, and probably believe you have seen and heard "it all," you may be in for some surprises.  We believe we can teach you some better ways to learn and to motivate yourself than what you are doing now, provided you are willing to practice them.  But we respect your right to be dubious.  In fact, we encourage it.  That is what makes you a good "consumer."

 

So we ask and invite you to avoid telling yourself that what you do works and that that is good enough for you.  You may not be performing up to your potential, in school as well as life.  That is completely understandable since you have many fewer years behind you than you have in front of you. We think that you will learn approaches in this course that will make you more successful, in both school and life.  But don't take our word for it.  Prove it to yourself whether our way is better than your way.  And here's how.

 

In the portfolios, you will be asked to apply what you learn in each module to your schoolwork and life outside of this course.  This enables you to be spending time and effort practicing what you learn in this course and working on another course at the same time.  That is efficiency for one thing, but it's more.  We suggest you pick one of the other courses you are taking, and use it for the portfolios.  That way, you are applying what you learn in this course to the one course you have chosen.  At the end of the term when you get your grades, compare the results in the course you used for the portfolios to another course or course you have taken that you judge to be at the same level of difficulty.  We believe your results in the portfolio course will convince you to continue using the strategies you learn here, even though no one is requiring you to do so.

 

 

  In three different midwestern cities, three very different college students read an article in the school newspaper that would change at least one of their lives forever. Marita, Hamilton, and Missy were all excited as they read about the search being held by the producers of Campus Alive. The TV show, building upon the success of the hit sitcoms, Friends and Felicity, was the hottest new program on TV.

 

And it was looking for real college students to join the regular cast members to fill in both major and minor roles on the show. The producers thought that having real college students would make the show more spontaneous and exciting.

 

Each of the three students had already decided that he or she was going to be one of the new cast members. Marita had come from a very tough neighborhood in Detroit and had dreamed of being successful and famous. Missy had been the acknowledged princess of her wealthy suburban high school and saw the TV show as a break from her very unglamorous college career. Hamilton was the son of the first black president of the university he was attending, and wanted to get out from under his father's large shadow.

 

Self-Assessment

The Objectives that were listed at the beginning of this module appear below.  Look at each one, and Just Ask yourself whether or not you can successfully perform the behaviors that follow each:

 

 

1.      State the purpose of this course - Learning and Motivation Strategies for Achievement in College.

• Can I write a paragraph setting forth what a student is expected to be able to accomplish by successfully completing this course?

 

2.      Describe and explain the two bases for the strategies outlined in this course.

• Can I write a paragraph (a) describing Educational Psychology and the Information Processing System, and (b) explaining how Educational Psychology in general, and the Information Processing System in particular, provide the foundation for what I will learn in this course?

 

3.      Describe four learning styles and possible ways that teachers can teach to benefit each one.

• Can I write a brief description of the manner in which people in each of four learning styles prefer to learn, and can I describe teaching methods that appeal to each style.

 

4.      State the purpose of Outlines, Objectives, Examples, Quickpractices, Assignments, Portfolios, Self-Surveys, and Self-Assessments.

·          Can I tell how each of the components of this course packet is used to help get the most from this course.

 

If you feel confident that you can successfully perform each behavior, you're prepared to continue on to the next module.  If you do not feel confident you can successfully perform each behavior, you should go over all or parts of this module again creating different personal examples to make the information more meaningful for you.

 

 

 

Portfolio 1

 

 

Reflect on your life to this point. Consider the choices you have made and the people who have influenced your choices.  Consider all the people and circumstances that have led to your currently being a college student.  In no less than two pages (at least 500 words), write an essay that answers the following question: "Why am I in college?"  You may write in whatever "style" you wish.