Practicing College Learning Strategies

ISBN-10: 1111833354
ISBN-13: 9781111833350
Edition: 6th 2013
Authors: Carolyn H Hopper
List price: $85.95
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Description: PRACTICING COLLEGE LEARNING STRATEGIES, Sixth Edition, is a readable, straightforward, and practical text which focuses on making a first year student's transition to college smoother. PRACTICING COLLEGE LEARNING STRATEGIES models learning  More...

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Book details

List price: $85.95
Edition: 6th
Copyright year: 2013
Publisher: Wadsworth
Publication date: 1/1/2012
Binding: Paperback
Pages: 336
Size: 8.25" wide x 10.50" long x 0.50" tall
Weight: 1.760

PRACTICING COLLEGE LEARNING STRATEGIES, Sixth Edition, is a readable, straightforward, and practical text which focuses on making a first year student's transition to college smoother. PRACTICING COLLEGE LEARNING STRATEGIES models learning strategies that will give students the foundation for learning how to learn throughout college and for becoming life-long learners. The text and activities are thoughtfully constructed using strategies supported by brain research and neuroscience. In addition, the structured activities and exercises guide students in the reflection process to make the information personal and useful and to provide practice opportunities. By combining practical application with learning strategies theory, this text is a motivational tool teaching students how to learn. The author focuses on putting students in the driver's seat, teaching them how to use all of the tools that are at their disposal.

For more than 30 years, Dr. Hopper has been involved with Student Success at Middle Tennessee State University in Murfreesboro, TN. She is a nationally known lecturer and workshop leader on topics such as learning how to learn, learning styles, memory, time management, effective classroom techniques, and using technology in the classroom. She is a frequent guest at the National and Fall Energizer conferences for College Survival and is active in the NADE and CRLA organizations. Carolyn's Study Skills website (http://capone.mtsu.edu/studskl/) has been visited by more than a million people! When asked to describe her teaching style, Carolyn says: "I am first of all enthusiastic about learning how to learn. I get excited about learning and hopefully my students catch the spirit. My classes are a combination of lecture supported by many visuals and hands-on activities. Skills for being successful in college are learned by doing. So, once students understand a concept, my aim for them is to develop the skills by practice and make modification to the skills that will work for them. A student in my class can expect homework due every class period. My style may seem casual and somewhat laid back, but each class is carefully planned with goals and objectives in mind. I am extremely demanding but would like to think that I am patient. I try to make sure that everything we do in class is backed up on the website."

Making a Smooth Transition to College
How Do I Make a Smooth Transition?
Essential Resources
Higher Education
Modeling the Learning Process
Student Power
Some Strategies for Success
General Tips to Keep You Afloat
Tips for Taking Notes and Reading Assignments
Check Your Classroom Savvy
Gpa
Email Etiquette
On Line Classes
The BREATHE System
Assignment Log
Applying the Principles of Time Management
Importance of Managing Your Time
Making it Concrete
Scheduling: The Road Map or GPS for Time Management
Benefits of Scheduling
Principles of Scheduling
Planning a Master Schedule
Putting Your Master Schedule into Practice
Date Book
To-Do List
Making Connections
Side Trips, Road Blocks, and Detours
Time Wasters: Plan Your Attack
Critical Thinking About Prioritizing Exercise
Modeling the Learning Process
Summary
Case Study: What's Your Advice?
Parallel Parking
Evaluating Learning Outcomes
Your Student Tip for This Chapter
Critical Thinking
The Necessity of Critical Thinking
The Process of Decision Making
Exercise 3
Decisions About Grades
Fact and Opinion
Levels of Learning: Bloom's Taxonomy
Making It Concrete
Making Connections
Modeling the Learning Process
Summary
Case Study: What's Your Advice?
Parallel Parking
Evaluating Learning Outcomes
Your Student Tip for This Chapter
Setting Goals.Why Have Goals?
Locus of Control
When Should You Set Goals?
Examining Areas of Your Life
35-Minute Brainstorming Activity
Themes of Goals
Some Guidelines for Writing Goals
Elements of a Useful Goal
Making Dreams Come True
Critical Thinking about Setting Goals
Writing SMART Goals
Tips For Achieving Goals
Making It Concrete
Examining Goals for Difficult Classes
Critical Thinking About a Difficult Class?
Modeling the Learning Process
Summary
Case Study: What's Your Advice?
Parallel Parking
Evaluating Learning Outcomes
Your Student Tip for This Chapter
Learning Principles
Basic Information About the Brain: Providing Background for Memory Principles
Making It Concrete
Applying the Memory Principles
Starting the Connections
Interest
Intent to Remember
Basic Background
Controlling the Amount and Form of Information
Selectivity
Meaningful Organization
Strengthening Neural Connections
Recitation
Visualization
Association
Allowing Time to Solidify Pathways
Consolidation
Distributed Practice
Making Connections
How Memory Works: Putting Principles in Perspective
Stage One: Getting Information into the Brain�Reception into Short-Term Memory
Factors That Influence Reception
Critical Thinking About Reception
Short-Term Memory
Stage Two: Processing from Short-Term to Long-Term Memory
Organization
Sensory Modes
Rehearsal
Long-Term Memory
Stage Three: Retrieving from Long-Term Memory
What Happens When You Retrieve Information from Long-Term Memory?
Modeling the Learning Process
Summary
Case Study: What's Your Advice?
Parallel Parking
Evaluating Learning Outcomes
Your Student Tip for This Chapter
Processing Information from Lectures
Processing Information: Going Beyond Memory
Four Essential Functions for Learning
Essential Functions of Learning and the Question in the Margin System
Relating Information Processing to Memory Principles
Listening Skills
Making Connections
Using the Question in the Margin System for Lectures
Controlling the Amount and Form of Information
Before You Begin
Six Steps
Making Connections
Making Connections, Continued
Sample Notes�Question in the Margin
Processing Information from Textbooks

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