| |
| |
Preliminary Contents | |
| |
| |
Introduction: Making Transitions | |
| |
| |
This book is worthless--if you just read it | |
| |
| |
This book is worthless (continued) | |
| |
| |
Sidebar: This book is worth $1000 | |
| |
| |
| |
Textbook Reconnaissance | |
| |
| |
Get the most out of this book | |
| |
| |
Get the most out of this book (continued) | |
| |
| |
| |
Commitment | |
| |
| |
The Discovery and Intention Journal Entry System | |
| |
| |
Discovery and Intention Statement Guidelines | |
| |
| |
| |
| |
| |
Making the transition to higher education | |
| |
| |
Making the transition to higher education (continued) | |
| |
| |
Making a healthy transition | |
| |
| |
Connect to resources | |
| |
| |
Link to the world of work | |
| |
| |
Attitudes, values and visualizations | |
| |
| |
Ways to change a habit | |
| |
| |
Motivation: Discover it now | |
| |
| |
Power Process: Discover what you want | |
| |
| |
Power Process: Discover what you want (continued) | |
| |
| |
| |
| |
| |
| |
First Steps | |
| |
| |
First Step: Truth is the key to mastery | |
| |
| |
| |
| |
| |
First Step (continued) | |
| |
| |
Sidebar: If you skipped the Introduction | |
| |
| |
| |
Taking the First Step | |
| |
| |
| |
Discovery Wheel | |
| |
| |
| |
Discovery Wheel (continued) | |
| |
| |
| |
Discovery Wheel (continued) | |
| |
| |
| |
Discovery Wheel (continued) | |
| |
| |
| |
| |
| |
The Master Student | |
| |
| |
The Master Student (continued) | |
| |
| |
The Master Student (continued) | |
| |
| |
| |
| |
| |
Sidebar: Master Student Profiles | |
| |
| |
Claim your multiple intelligences (Reduce the chart to one page.) | |
| |
| |
Claim your multiple intelligences (continued) | |
| |
| |
Learning by seeing, hearing, and moving-- | |
| |
| |
The VAK system | |
| |
| |
Learning by seeing, hearing, and moving (continued) | |
| |
| |
Learning Styles-- | |
| |
| |
Discovering how you learn | |
| |
| |
Learning Styles (continued) LSI-1 | |
| |
| |
Learning Style Inventory LSI-2 | |
| |
| |
Interpreting Your Learning Style Graph LSI-3 | |
| |
| |
Scoring Your Inventory LSI-4 | |
| |
| |
Remove this page LSI-5 | |
| |
| |
Learning Style Graph LSI-6 | |
| |
| |
Cycle of Learning LSI-7 | |
| |
| |
| |
| |
| |
Balancing Your Preferences | |
| |
| |
Using your learning profile to succeed in school | |
| |
| |
Using your learning profile to succeed in school (continued) | |
| |
| |
Sidebar: The magic of metacognition | |
| |
| |
The value of higher education | |
| |
| |
Power Process: Ideas are tools | |
| |
| |
Power Process: Ideas are tools (continued) | |
| |
| |
Put it to Work Quiz Learning Styles Application | |
| |
| |
Master Student Profile: Ruth Handler | |
| |
| |
| |
Planning You've got the time | |
| |
| |
| |
| |
| |
| |
The Time Monitor/Time Plan Process | |
| |
| |
Time Monitor/Time Plan (continued) | |
| |
| |
Sample of Time Monitor/Time Plan | |
| |
| |
Time Monitor Week of __/__ Time Monitor | |
| |
| |
Mon/Tues/Wed Time Monitor Thurs/Fri/Sat/Sun | |
| |
| |
| |
| |
| |
Setting and achieving goals | |
| |
| |
Setting and achieving goals (continued) | |
| |
| |
| |
Get real with your goals | |
| |
| |
The ABC daily to-do list | |
| |
| |
The seven-day antiprocrastination plan | |
| |
| |
| |
| |
| |
Getting the most out of now | |
| |
| |
Getting the most out of now (continued) | |
| |
| |
Sidebar: Remember cultural differences | |
| |
| |
Getting the most out of now (continued) | |
| |
| |
| |
Create a lifeline | |
| |
| |
Financial Planning-- | |
| |
| |
Meeting your money goals | |
| |
| |
Financial Planning (continued) | |
| |
| |
| |
Education by the hour | |
| |
| |
Power Process: Be here now | |
| |
| |
Power Process: Be here now (continued) | |
| |
| |
Put it to Work Quiz Learning Styles Application | |
| |
| |
Master Student Profile: Ron Brown | |
| |
| |
| |
Memory Take your memory out of the closet | |
| |
| |
| |
| |
| |
The memory jungle (continued) | |
| |
| |
Choosing to remember | |
| |
| |
Choosing to remember (continued) | |
| |
| |
Choosing to remember (continued) | |
| |
| |
| |
Use Q cards to reinforce memory | |
| |
| |
Notable Failures | |
| |
| |
| |
Remembering your car keys--or anything else | |
| |
| |
| |
| |
| |
Remembering names | |
| |
| |
Mnemonic devices | |
| |
| |
Mnemonic devices (continued) | |
| |
| |
| |
Be a poet | |
| |
| |
Mnemonic devices (continued) | |
| |
| |
| |
| |
| |
| |
Move from problems to solutions | |
| |
| |
Power Process: Love your problems | |
| |
| |
Power Process: Love your problems (continued) | |
| |
| |
Put it to Work Quiz Learning Styles Application | |
| |
| |
Master Student Profile: Cesar Chavez | |
| |
| |
| |
Reading Muscle Reading | |
| |
| |
| |
| |
| |
How Muscle Reading works | |
| |
| |
Phase One: Before you read | |
| |
| |
Phase One: Before you read (continued) | |
| |
| |
Phase Two: While you read | |
| |
| |
Phase Two: While you read (continued) | |
| |
| |
Sidebar: Five smart ways to highlight a text | |
| |
| |
Phase Two: While you read (continued) | |
| |
| |
Phase Three: After you read | |
| |
| |
Phase Three: After you read (continued) | |
| |
| |
Sidebar: Muscle Reading: A leaner approach | |
| |
| |
When reading is tough | |
| |
| |
When reading is tough (continued) | |
| |
| |
| |
| |
| |
Read with a dictionary in your lap | |
| |
| |
Sidebar: The universal law of reading | |
| |
| |
Reading fast Reading fast (continued) | |
| |
| |
| |
Relax | |
| |
| |
| |
| |
| |
Reading with children underfoot | |
| |
| |
Reading with children underfoot (continued) | |
| |
| |
Power Process: Notice your pictures and let them go | |
| |
| |
Power Process: Notice your pictures and let them go (continued) | |
| |
| |
Put it to Work Quiz Learning Styles Application | |
| |
| |
Master Student Profile: Helen Keller | |
| |
| |
| |
Notes The note-taking process flows | |
| |
| |
| |
| |
| |
The note-taking process: Observe | |
| |
| |
The note-taking process flows: Observe (continued) | |
| |
| |
The note-taking process flows: Record | |
| |
| |
The note-taking process flows: Record (continued) | |
| |
| |
The note-taking process flows: Record (continued) | |
| |
| |
The note-taking process flows: Record (continued) | |
| |
| |
The note-taking process flows: Record (continued) | |
| |
| |
The note-taking process flows: Review | |
| |
| |
| |
Television note taking | |
| |
| |
| |
| |
| |
Sidebar: What to do when you miss a class | |
| |
| |
Create your instructor | |
| |
| |
Create your instructor (continued) | |
| |
| |
When your instructor talks fast | |
| |
| |
Taking notes while reading | |
| |
| |
Get to the bones of your book with concept maps | |
| |
| |
| |
| |
| |
Power Process: I create it all | |
| |
| |
Power Process: I create it all (continued) | |
| |
| |
Put it to Work Quiz Learning Styles Application | |
| |
| |
Master Student Profile: Craig Kielburger | |
| |
| |
| |
Tests Disarm Tests | |
| |
| |
| |
| |
| |
What to do before the test | |
| |
| |
What to do before the test (continued) | |
| |
| |
Ways to predict test questions | |
| |
| |
Cooperative Learning-- | |
| |
| |
Study with people | |
| |
| |
What to do during the test | |
| |
| |
What to do during the test (continued) | |
| |
| |
What to do during the test (continued) | |
| |
| |
Words to watch for on essay tests | |
| |
| |
Integrity in test taking: The high cost of cheating | |
| |
| |
Have some fun! | |
| |
| |
The test isn't over until... | |
| |
| |
Let go of test anxiety | |
| |
| |
Let go of test anxiety (continued) | |
| |
| |
Let go of test anxiety (continued) | |
| |
| |
| |
Twenty things I like to do | |
| |
| |
| |
| |
| |
| |
| |
| |
Taking math and science tests | |
| |
| |
Taking math and science tests (continued) | |
| |
| |
Taking math and science tests (continued) | |
| |
| |
Celebrate mistakes | |
| |
| |
| |
| |
| |
Sidebar: How to cram (even though you shouldn't) | |
| |
| |
Power Process: Detach | |
| |
| |
Power Process: Detach | |
| |
| |
Put it to Work Quiz Learning Styles Application | |
| |
| |
Master Student Profile: Barbara Jordan | |
| |
| |
| |
Thinking Critical thinking: A survival skill | |
| |
| |
| |
| |
| |
Critical thinking: A survival skill (continued) | |
| |
| |
Finding "Aha!" and following through | |
| |
| |
Becoming a thorough thinker | |
| |
| |
Finding "Aha!" and following through (continued) | |
| |
| |
Sidebar: Tangram | |
| |
| |
Finding "Aha!" and following through (continued) | |
| |
| |
Sidebar: Key terms for thorough thinking | |
| |
| |
Finding "Aha!" and following through (continued) | |
| |
| |
Uncovering assumptions | |
| |
| |
Ways to fool yourself: mistakes in logic | |
| |
| |
Overcoming stereotypes with critical thinking | |
| |
| |
Gaining skill at decision making | |
| |
| |
Four ways to solve problems | |
| |
| |
But I don't know what I want to do!-- | |
| |
| |
Choosing a major | |
| |
| |
But I don't know what I want to do! (continued) | |
| |
| |
| |
Make a trial choice of major | |
| |
| |
| |
| |
| |
Power Process: Find a bigger problem | |
| |
| |
Power Process: Find a bigger problem | |