Chapter3 - Controlling Your Study Environment (3)...

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Unformatted text preview: Controlling Your Study Environment (3) Controlling Three Essential Ingredients Choose a suitable location Distractions? Quiet or some noise? Associate location with academics? Formal or informal study area? Try it out! (p. 39) Get Organized Make use of your planner to track assignments Have necessary supplies ready Create order for yourself Study Environment (Cont) 3. Maximize concentration; minimize distractions External distractions Source outside of you (TV, cell phone, computer) Internal distractions Within you (lack of motivation, own thoughts, frustrations) Controlling Distractions Rating common distractions Try it out! Try Complete handout – Rating Common Distractions Learning Styles Associated with Type Extraversion Learn best when in action Like to study with others High in verbal and interpersonal skills Want training in reading & writing papers Want faculty to encourage class discussion Background sounds help them study Introversion Learn best by pausing to think Value reading Like to study individually Say they’re below average in verbal expression Want training in public speaking Need quiet for concentration Want faculty to give clear lectures Learning Style & Study Location Extraversion Like to have people around Easily distracted by people Introversion Prefers uninterrupted quite time Prefers to work alone or with a few people Learning Styles Associated with Type Judging Like formal instructions Value dependability Plan work in advance Like to be in charge of events Want faculty to be organized Perceiving Like to solve problems informally Value change Work spontaneously Work impulsively with bursts of energy Want faculty to be entertaining and inspiring Learning Style & Study Location Judging Prefers to make a plan and have things settled and decided ahead of time ahead Likes to have clear structure Perceiving Prefers to stay flexible and avoid fixed plans Prefers to make changes as problems arise Likes what is new and different Group Discussion Get into a group with other “E’s” or “I’s” “J’s or “P’s Discuss where you currently study Discuss Where a “better” study location might be for you Develop Positive Habits Develop Good habits bring positive effects that keep motivation high May have to wait longer and work harder to see the results Evaluate and change habits if needed Start today – and keep it up Three weeks generally required to establish a habit Reward positive steps Make a Commitment Make Means you will do what you say you will do How to make and keep a commitment State your commitment concretely Take the first step – today! Stay aware of the commitment Keep an eye on your progress You may lose steam, it’s normal. Get back on track Reward yourself as you move ahead Be Responsible Live up to your obligations, even self-imposed Live Through action, you prove that you are “response – able” (able to respond) respond) Attend class and participate in activities Attend Complete reading and assignments on time Communicate with instructors and fellow students These are everyday, building blocks of responsibility Critical Thinking Critical thinking – finding that which is important Questioning is the heart of critical thinking Goes beyond basic recall of information Examine importance by asking questions Put what you have learned to use through thinking processes such as Problem solving and decision making Reasoning Opening the mind to new perspectives The Critical Thinking Path The Learning How Your Mind Works Recall facts, descriptions Examines what is similar about one or more elements Examines what is different Look at why something happened and the outcome From facts or events, develop a general idea From known idea think of events or facts to support support Weigh positive & negative effects Using Critical Thinking Using Problem solving Brainstorming Don’t evaluate or criticize an idea right away Focus on quantity; don’t worry about quality until later Let yourself play Use analogy Don’t fear failure Using Critical Thinking Skills to Help Make Decisions? Decisions? The problem-solving process 1. Identify the problem accurately 2. Analyze the problem 3. Brainstorm possible solutions 4. Explore each solution 5. Choose and implement the solution you decide is best 6. Evaluate the solution that you acted on 7. Refine the solution Problem-Solving Plan Discuss : How To Think Logically Distinguishing fact from opinion A statement of fact Information that can be proven Statements that deal with actual people, places, objects & events A statement of opinions Statements that show evaluation Statements that use emotional words Statements that use absolutes, such as all, none, never, and always Exercise: Fact (F) or Opinion (O) In twenty years, there will be no uncontaminated water in any U.S. river. river. John F. Kennedy was a great president. No states have laws allowing active euthanasia. Each state should have the right to pass its own laws regarding abortion. abortion. The acronym AIDS stands for Acquired Immune Deficiency Syndrome Syndrome Exercise: Continue Exercise: Hopefully, all schools will soon have sex education programs. By the year 2020, there will be cures for both cancer and AIDS. The French Revolution began on July 14, 1789 It is a shame that so many people have lost the work ethic. Metacognition means the monitoring of one’s own learning. Career Exploration http://www.mckendree.edu/web_02_03/Student_Affairs/ Career_Services/majors/majors/default.html Career_Services/majors/majors/default.html http://www.cdr.state.tx.us/ http://www.careerkey.org/english/you/ ...
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