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Survival Kit | |
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Musts for the First Day of Class | |
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Ten General Survival Tips to Keep You Afloat | |
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Evaluating Your Classroom Savvy | |
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Survival Tips for Taking Notes and Reading Assignments | |
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Survival Tips for Taking Tests | |
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Before You Begin | |
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Taking a Test | |
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Checklist for Essay Tests | |
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A Dozen Reasons to Review a Returned Test | |
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Obtaining Your Technology Survival Tools Email Etiquette Survival Tips for On-line Courses Modeling the Learning Process: Your Map in Learning How to Learn | |
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The BREATHE System | |
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The Big 3: Posture, Neck and Shoulder Muscles, and Breath Support | |
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Assignment Log | |
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Applying the Principles of Time Management | |
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Beginning Steps in Time Management | |
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Scheduling: The Road Map or GPS for Time Management | |
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Benefits of Scheduling | |
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Principles of Scheduling | |
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Time Log | |
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Time Log Analysis | |
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Planning a Master Schedule | |
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Master Schedule Worksheet | |
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Putting Your Master Schedule into Practice | |
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Master Schedule Follow-up | |
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Master Schedule | |
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Date Book | |
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To-Do List | |
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Side Trips, Road Blocks and Detours | |
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Time Wasters: Plan Your Attack | |
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My plan for Time Wasters | |
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Critical Thinking | |
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The Necessity of Critical Thinking | |
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The Process of Decision Making | |
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The Decision-Making Process | |
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Solve a problem | |
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Thinking About Thinking | |
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Fact and Opinion | |
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Fact or Opinion? | |
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Levels of Learning: Bloom's Taxonomy | |
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Levels of Learning | |
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Asking and Predicting Questions | |
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Setting Goals | |
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Why Have Goals? | |
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What Does It Take to Make You Happy? | |
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Locus of Control | |
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Locus of Control | |
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Why Are You Here? | |
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Dreaming | |
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When Should You Set Goals? | |
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Examining Areas of Your Life | |
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35-Minute Brainstorming Activity | |
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Themes of Goals | |
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Brainstorm Follow-up | |
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Some Guidelines | |
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Elements of a Useful Goal | |
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Practice Writing Useful Goals | |
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Writing Your Goals in a Way They Are Likely to Be Accomplished | |
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Achieving Goals | |
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Tips For Achieving Goals | |
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Create Goals for a Classmate | |
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Memory Principles | |
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A Brief Explanation of Memory Research | |
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Basic Information About the Brain | |
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Applying the Memory Principles | |
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Making an Effort to Remember Interest Intent to Remember Basic Background | |
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Making an Effort | |
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Controlling the Amount and Form of Information Selectivity Meaningful Organization | |
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Controlling the Amount and Form or Information | |
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Strengthening Neural Connections Recitation Visualization Association | |
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Strengthening Neural Connections | |
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Allowing Time to Solidify Pathways Consolidation Distributed Practice | |
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Consolidation | |
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Putting Memory Principles to Use | |
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How Memory Works: Putting Principles in Perspective | |
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Getting Information into the Brain+Reception into Short-Term Memory | |
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Factors That Influence Reception | |
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The Nature of Short-Term Memory | |
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Processing from Short-Term to Long-Term Memory | |
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Organization | |
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Sensory Modes | |
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Rehearsal | |
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The Nature of Long-Term Memory | |
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Retrieving from Long-Term Memory | |
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What Happens When You Retrieve Information from Long-Term Memory? | |
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Applying Memory Principles in Retrieval | |
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Processing Information from Lectures | |
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Processing Information: Going Beyond Memory | |
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Four Essential Functions for Learning | |
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Essential Functions of Learning and the Question in the Margin System | |
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Relating Information Processing to Memory Principles | |
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Modeling the Learning Process (Reflecting) | |
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Listening Skills | |
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Obstacles to Listening | |
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Improving Your Listening | |
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Why Take Notes? | |
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Using the Question in the Margin System for Lectures | |
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Controlling the Amount and Form of Information | |
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Before You Begin | |
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Six Steps | |
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Note-Taking | |
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Sample Notes+Question in the Margin | |
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Practice Notes | |
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Question in the Margin System | |
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More Practice | |