| |
| |
| |
| Learning by Doing | |
| |
| |
| Distinguishing between Active and Passive Learning | |
| |
| |
| Advantages of Active Learning | |
| |
| |
| Why Learning Skills Are So Important | |
| |
| |
| Learning How to Learn | |
| |
| |
| Becoming an Active Learner | |
| |
| |
| Know Your Purpose and Responsibility | |
| |
| |
| Work in a Conducive Environment | |
| |
| |
| Develop a Positive Belief in Yourself | |
| |
| |
| Engage in Your Learning Process | |
| |
| |
| Where to Look for Help | |
| |
| |
| Learn from Your Mistakes | |
| |
| |
| Take Good Care of Yourself | |
| |
| |
| Chapter 1 Review | |
| |
| |
| |
| Discovering Your Learning Style | |
| |
| |
| What Are Learning Styles? | |
| |
| |
| Sequential or Random: Which Are You? | |
| |
| |
| The Sequential Learner | |
| |
| |
| The Random Learner | |
| |
| |
| The Balanced Learner | |
| |
| |
| Learning to Flex to Other Styles | |
| |
| |
| Identifying Teaching Styles | |
| |
| |
| Understanding Your "Other" Teachers | |
| |
| |
| Understanding Your Instructor | |
| |
| |
| Understanding Your Past Instructors | |
| |
| |
| The Sequential Instructor | |
| |
| |
| The Random Instructor | |
| |
| |
| The Balanced Instructor | |
| |
| |
| Quick Ways to Assess Your Instructor's Style | |
| |
| |
| Learning from Style Differences | |
| |
| |
| Your Senses and Learning | |
| |
| |
| Learning Style Preferences and the Computer | |
| |
| |
| Other Learning Styles | |
| |
| |
| Left Brain/Right Brain Theory | |
| |
| |
| Social and Independent Learning Theories | |
| |
| |
| Multiple Intelligences | |
| |
| |
| Chapter 2 Review | |
| |
| |
| |
| Creating Concentration | |
| |
| |
| Your Learning Influences | |
| |
| |
| Mind Wandering: The Enemy of Concentration | |
| |
| |
| Ways to Improve Concentration | |
| |
| |
| Your Learning Environment | |
| |
| |
| What's Around You? | |
| |
| |
| 15 Options for Achieving Concentration | |
| |
| |
| What's on Your Mind? | |
| |
| |
| Taking Control of Your Concentration | |
| |
| |
| Chapter 3 Review | |
| |
| |
| |
| Learning Time Management | |
| |
| |
| What Is Most Important to You? | |
| |
| |
| Setting Personal Goals | |
| |
| |
| Making Your Goal SMART | |
| |
| |
| Choices for Spending Time | |
| |
| |
| Where Does Your Time Go? | |
| |
| |
| How Much Time Do You Need? | |
| |
| |
| Planning Your Time | |
| |
| |
| Using an Academic Calendar | |
| |
| |
| Using a Weekly Project Planner | |
| |
| |
| Using a Monthly Calendar | |
| |
| |
| Using a Palmtop Calendar | |
| |
| |
| Finding Time | |
| |
| |
| Procrastination and Other Time Wasters | |
| |
| |
| Study Goals and Rewards | |
| |
| |
| Additional Ways to Master Your Time | |
| |
| |
| Chapter 4 Review | |
| |
| |
| |
| Studying Smart | |
| |
| |
| What Is a Testing Success Factor? | |
| |
| |
| Being Prepared | |
| |
| |
| Do Your Assignments on Time | |
| |
| |
| Take Good Notes | |
| |
| |
| Know What Material to Study | |
| |
| |
| Know What Kind of Test Will Be Given | |
| |
| |
| Optimize Your Health | |
| |
| |
| Avoiding Cramming | |
| |
| |
| Memorizing Versus Learning | |
| |
| |
| Level 1 | |
| |
| |
| Level 2 | |
| |
| |
| Level 3 | |
| |
| |
| Level 4 | |
| |
| |
| Learning Actively | |
| |
| |
| Create an Effective Learning Environment | |
| |
| |
| Find a Study Buddy | |
| |
| |
| Have a Study Order | |
| |
| |
| Plan Your Study Time and Breaks | |
| |
| |
| Remember to Use Memory Devices | |
| |
| |
| Try Acronyms | |
| |
| |
| Try Mnemonic Sentences, Rhymes, or Jingles | |
| |
| |
| Try Linking Ideas | |
| |
| |
| Try Visualization | |
| |
| |
| Anticipate Test Questions | |
| |
| |
| Learning from Your Mistakes | |
| |
| |
| Review Returned Tests | |
| |
| |
| Figure Out What Worked...and What Didn't | |
| |
| |
| Be Honest with Yourself | |
| |
| |
| Ask for Help | |
| |
| |
| Chapter 5 Review | |
| |
| |
| |
| Taking Notes in Class | |
| |
| |
| Why Take Notes? | |
| |
| |
| Preparing to Take Good Notes | |
| |
| |
| The Tools for Note Taking | |
| |
| |
| Effective Note-Taking Habits | |
| |
| |
| Taking Notes from Instructors | |
| |
| |
| Six Instructor Personality Clues | |
| |
| |
| Six Instructor Verbal Clues | |
| |
| |
| Predicting Test Questions | |
| |
| |
| How to Take Notes | |
| |
| |
| The Cornell Method of Note Taking | |
| |
| |
| Mind Mapping | |
| |
| |
| Chapter 6 Review | |
| |
| |
| |
| Taking Notes from Reading Material | |
| |
| |
| "Just Reading" Versus Active Reading | |
| |
| |
| Effective Highlighting | |
| |
| |
| Creating Margin Notes | |
| |
| |
| Summary-in-the-Margin Notes | |
| |
| |
| Question-in-the-Margin Notes | |
| |
| |
| Combining Margin Notes and Effective Highlighting | |
| |
| |
| Studying with Margin Notes | |
| |
| |
| Taking Full Notes | |
| |
| |
| About Fiction Note Taking | |
| |
| |
| Chapter 7 Review | |
| |
| |
| |
| Improving Reading Comprehension | |
| |
| |
| What Active Readers Know and Do | |
| |
| |
| The Difference Between Nonfiction and Fiction | |
| |
| |
| Finding Your Purpose and Reading Responsibility | |
| |
| |
| Pre-Viewing | |
| |
| |
| Pre-Viewing a Nonfiction Book | |
| |
| |
| Pre-Viewing a Nonfiction Chapter or Article | |
| |
| |
| Building Vocabulary | |
| |
| |
| Using Background Knowledge | |
| |
| |
| Vocabulary of Your Trade | |
| |
| |
| Chapter 8 Review | |
| |
| |
| |
| Revving Up Your Reading | |
| |
| |
| The Reading Gears | |
| |
| |
| Learning to Read More in Less Time | |
| |
| |
| Unlearning to Relearn | |
| |
| |
| THE Reason to Read Faster | |
| |
| |
| How to Increase Your Reading Speed | |
| |
| |
| Reading Key Words | |
| |
| |
| Reading Phrases | |
| |
| |
| Using Pacers | |
| |
| |
| Combining Your Reading Tools | |
| |
| |
| Skimming and Scanning | |
| |
| |
| What Is Skimming? | |
| |
| |
| What Is Scanning? | |
| |
| |
| Adjusting Your Reading Speed | |
| |
| |
| Three Factors for Determining Reading Speed | |
| |
| |
| When to Speed Up and When to Slow Down | |
| |
| |
| Flexibility Is the Key | |
| |
| |
| Chapter 9 Review | |
| |
| |
| |
| Mastering Tests | |
| |
| |
| Stress, Tests, and You | |
| |
| |
| Tests Results and Self-Worth | |
| |
| |
| Meeting Expectations | |
| |
| |
| It's All in Your Perspective | |
| |
| |
| You Won't Know Everything | |
| |
| |
| Take Responsibility and Learn from Past Mistakes | |
| |
| |
| Take Care of Your Body | |
| |
| |
| The Ten Rules of the Test-Taking Game | |
| |
| |
| |
| Act as if You Will Succeed | |
| |
| |
| |
| Arrive Ahead of Time | |
| |
| |
| |
| Bring the Essential Testing Tools | |
| |
| |
| |
| Ignore Panic Pushers | |
| |
| |
| |
| Pre-View the Playing Field | |
| |
| |
| |
| Write in the Margin | |
| |
| |
| |
| Complete the Easy Questions First | |
| |
| |
| |
| Know if There Is a Guessing Penalty | |
| |
| |
| |
| Avoid Changing Your Answers | |
| |
| |
| |
| Write Clearly and Neatly | |
| |
| |
| What You Need to Know about Computer-Based Tests | |
| |
| |
| Winning Game Strategies | |
| |
| |
| Multiple-Choice Questions | |
| |
| |
| True-False Questions | |
| |
| |
| Matching Tests | |
| |
| |
| Fill-in-the-Blank Tests | |
| |
| |
| Short-Answer Questions | |
| |
| |
| Essay Tests | |
| |
| |
| Performance Tests | |
| |
| |
| Chapter 10 Review | |
| |
| |
| |
| Using Your Critical and Creative Mind | |
| |
| |
| What Are Critical and Creative Thinking? | |
| |
| |
| Common Characteristics of Critical and Creative Thinking | |
| |
| |
| Thinking Takes Time | |
| |
| |
| Your Critical Mind | |
| |
| |
| Why and When to Think Critically | |
| |
| |
| How Do You Think Critically? | |
| |
| |
| Mistakes in Critical Thinking | |
| |
| |
| Point of View | |
| |
| |
| Your Creative Mind | |
| |
| |
| Why and When You Need Creative Thinking | |
| |
| |
| How Do You Think Creatively? | |
| |
| |
| Divergent and Convergent Thinking | |
| |
| |
| The Brainstorming Process | |
| |
| |
| Improving Your Life with Thinking | |
| |
| |
| The 20-Minute Problem-Solving Model | |
| |
| |
| Seven Thinking Skills that Improve Your Life | |
| |
| |
| Chapter 11 Review | |
| |
| |
| |
| Reading and Researching Online | |
| |
| |
| The Internet and the World Wide Web | |
| |
| |
| Getting Connected | |
| |
| |
| Search Engines and Subject Directories | |
| |
| |
| Search Techniques | |
| |
| |
| Designing the Search | |
| |
| |
| Clarifying the Search | |
| |
| |
| Reading on Screen | |
| |
| |
| Physical Appearance of Text | |
| |
| |
| Pacers | |
| |
| |
| Researching Online | |
| |
| |
| Avoiding Online Distractions | |
| |
| |
| Pre-Viewing Online Documents | |
| |
| |
| Saving Search Results | |
| |
| |
| Evaluating Online Sources | |
| |
| |
| D = Dependable | |
| |
| |
| S = Says Who? | |
| |
| |
| O = Objective | |
| |
| |
| U = Understandable | |
| |
| |
| R = Recent | |
| |
| |
| C = Complete | |
| |
| |
| E = Evidence | |
| |
| |
| Wikis, Blogs, Feeds, and Podcasts | |
| |
| |
| Wikis | |
| |
| |
| Blogs | |
| |
| |
| RSS Feeds | |
| |
| |
| Podcasts | |
| |
| |
| Chapter 12 Review | |
| |
| |
| |
| Writing in the Real World | |
| |
| |
| Writing for School, Work, and Personal Life | |
| |
| |
| Writing Essays, Papers, and Reports | |
| |
| |
| |
| Creating Time to Write | |
| |
| |
| |
| Deciding on a Topic | |
| |
| |
| |
| Doing Research | |
| |
| |
| |
| Creating a Thesis Statement | |
| |
| |
| |
| Creating an Outline | |
| |
| |
| |
| Writing the Rough Draft | |
| |
| |
| |
| Revising the Rough Draft | |
| |
| |
| |
| Creating the Final Draft | |
| |
| |
| Writing E-mail | |
| |
| |
| Send E-mail to the Right People | |
| |
| |
| Write an Informative, Specific, and Engaging Subject Line | |
| |
| |
| Bottom-Line Your Message | |
| |
| |
| Be Brief | |
| |
| |
| Use Spaces and Paragraph Breaks for Readability | |
| |
| |
| Provide the Reader with an Easy Way to Reply | |
| |
| |
| Be as Personal as the Situation Allows | |
| |
| |
| Avoid Sarcasm | |
| |
| |
| Proof It | |
| |
| |
| Wait a Moment Before Pressing Send | |
| |
| |
| Chapter 13 Review | |
| |
| |
| Recommended Reading | |
| |
| |
| Bibliography | |
| |
| |
| Glossary | |
| |
| |
| Index | |