STU

DEN

T SU

CCES

S

KEYS TO PROFESSIONALISMInstructor: H T Paul Davis, MA, Ed.S

Your

Inst

ruct

orWelcome to this class:

Education: I graduated from Liberty University with a MA in Management and Leadership and a degree as an Educational Specialist (Ed.S.)

Business Profile: Computer instructor, contact lens optician, business manager, caseworker, juvenile probation officer, drug and alcohol counselor, pastor, purchasing agent, national sales manager, disc jockey, EMT, teacher, school principal, safety manager, time-study engineer, bookkeeper, tax preparer, family therapist, store clerk, soldier, writer, ambulance driver, hospital orderly, and flunky.

Family Profile: I have 7 children, 15 grand-children, was born in Texas and lived all over. One son is married to a Chinese girl, one daughter married to a Russian, one daughter married to a Kenyan; one son-in-law is cousin to Peyton and Eli Manning (four Manning grandsons) – three sons in Texas, 1 son in PA, 2 daughters in SC, and 1 daughter in PA. My wife is Jewish of Russian origin.

When someone ask my nationality – I am a Texan.

H T Paul Davis, M.A., Ed.S.

Essential Computer Concepts 3

Your Instructor

Mr. H T Paul Davis, M.A.,Ed.SInstructor

Phone: 407-393-1548

EMAIL: hdavis@sbiorlando.com

Your

Inst

ruct

or

Cell Phones• WHILE IN THE CLASSROOM YOUR TIME IS VALUABLE. USING

FACEBOOK OR SOCIAL NETWORKING ON YOUR COMPUTER DURING CLASS WILL LEAVE YOU LESS TIME NEEDED FOR STUDY. CELLPHONES SHOULD NOT BE USED IN CLASS. IF YOU RECEIVE A CALL QUIETLY TELL YOUR FRIEND YOU WILL CALL THEM LATER.

• IF IT IS AN EMERGENCY, REQUEST PERMISSION TO EXCUSE YOURSELF FROM CLASS

• There will be times when you have completed assignments and are waiting for instructions. I know your time at home is also busy and you will have limited time for doing homework assignments. Work on homework during class time if you have free time and save it to your flash drive OR Study your textbook.

4

Turned off or on vibrate

Cell

Phon

es

Attendance Policies• Attendance: You get an early warning if

you miss more than 10% of your class

• Drops: If you miss 25% of your class you are dropped and no grade will be received

• There are NO EXCUSED ABSENCES

• You could lose your financial aid if dropped

• The best way to communicate with me is through email

• Call if you are going to be late

• DO NOT LEAVE CLASS without permission

• DO NOT ask to leave class early unless there is an emergency

5Atte

ndan

ce

Polic

ies

LATE ASSIGNMENTS• No homework assignments will be

accepted if it is late unless permission is given by the instructor.

• TEST will not be made up during class time

• IF you are absent on the day of FINAL EXAM, you cannot make up the test unless a valid prior arrangement has been made

Late

Ass

ignm

ents

MATERIALS REQUIRED• Textbook: Keys to Professionalism

• Three ring binder – with loose leaf binder paper. NO torn notebook paper or spiral notebook paper will be accepted for assignments

• All assignments must be written in pen (BLACK OR BLUE INK ONLY). Note that in the field this is a requirement for charting.

• Your binder will serve as a PORTFOLIO. Turn in items will be neatly placed in your portfolio for review by the instructor.

Mat

eria

ls R

equi

red

Less

on O

bjec

tive

s

DISC

OVE

RY

WEL

COM

E TO

CO

LLEG

E

INTR

ODU

CTIO

NSanford Brown ExpectationsStudent PortalIntroductionsCornell Note TakingThe Seven HabitsThe Law of Addition

College cultureCollege is not high schoolAcademic integrityEmotional intelligenceSolving problems

Learning Style InventoryScore your InventoryBalance PreferencesVAK – Learning StylesSelf AwarenessStrengths & WeaknessesStylesFlexibility

Stud

ent

Port

alSTUDENT PORTAL AND FORUMS

• Many of your classes will not have computer assignments but you will need to know how to access your student grades and use the student portal

• Forums: The Seven Habits may be completed online or turned in

• You will need to have the librarian give you your logon and password.

Team

Bui

ldin

g Ex

erci

se Each team member:

Introduce yourself to the team – share some likes and dislikes and a little about family background

Share professional experiences and work background – What are your skills, abilities, interest, and passions?

Each person share and describe one strong study skill that you possess and one study weakness you may have

Each team member will introduce another team member to the class and share a few things learned about their fellow student

SELECT STUDY PARTNER

TAKING NOTES

Corn

ell N

ote

Taki

ngCORNELL SYSTEM OF NOTE TAKING

• Walter Pauk at Cornell University developed a system of note taking to help students take notes and anticipate possible test questions for exams.

• The page is divided into three sections:– Left column: cue column for possible test

questions– Right column: note column– Summary section: at the bottom of the last

page to write a short summary of the lecture

Corn

ell N

ote

Taki

ng

Not

e Ta

king

Effective Note Taking• Observing – an “event” includes

instruction being given, demonstration, actions, experiment, presentation

• Recording – making a record of your observation is note taking. Poor note taking may result in a poor review and thus poor recall of the event

• Reviewing

Not

e Ta

king

Effective Note Taking• Sit closer to the front – the human voice

begins to degrade from about 8 feet• Review your notes at the beginning of

class• Postpone debate – when you do not

agree with something you hear, jot it down and discuss later

• Do not let attitudes about your instructor impede your learning

Not

e Ta

king

Effective Note Taking• Use keywords – note vocabulary words• Main kinds of keywords are technical

terms, concepts, names, and numbers• Use a 3 ring binder instead of a

notebook (add handouts, better to organize notes)

• Use 3 x 5 cards to take notes• Label and date all notes – refer to page

numbers in your text

THE SEVEN HABITS OF HIGHLY SUCCESSFUL PEOPLE

A book by Steven Covey

The

Seve

n H

abit

s

The

Seve

n H

abit

sHABIT ONE

• Habit 1: Be Proactive: Take initiative in life by realizing that your decisions (and how they align with life's principles) are the primary determining factor for effectiveness in your life. Take responsibility for your choices and the subsequent consequences that follow.

• We will be discussing Why College – you are being proactive by getting an education

• Circumstances do not dictate (be in control of) responses (Paul Davis).

HABIT TWO

Habit 2: Begin with the End in Mind: Self-discover and clarify your deeply important character values and life goals. Envision the ideal characteristics for each of your various roles and relationships in life.What are important characteristics of a professional person? We will be discussing values, character, and professionalism.

The

Seve

n H

abit

s

HABIT THREE

Habit 3: Put First Things First: Plan, prioritize, and execute your week's tasks based on importance rather than urgency. Evaluate whether your efforts exemplify your desired character values, propel you toward goals, and enrich the roles and relationships that were elaborated in Habit 2.

This course covers time management, goals, and planningTh

e Se

ven

Hab

its

HABIT FOUR• Relationships are more valuable than

possessions• Habit 4: Think Win-Win: Genuinely strive

for mutually beneficial solutions or agreements in your relationships. Value and respect people by understanding a "win" for all is ultimately a better long-term resolution than if only one person in the situation had gotten his way.

The

Seve

n H

abit

s

HABIT FIVE

Habit 5: Seek First to Understand, Then to be Understood: Use empathetic listening to be genuinely influenced by a person, which compels them to reciprocate the listening and take an open mind to being influenced by you. This creates an atmosphere of caring, respect, and positive problem solving. “No one cares how much you know until they know how much you care”

We will be discussing communication and culture. This includes having cultural awareness and understanding the issues of diversity

The

Seve

n H

abit

s

HABIT SIXHabit 6: Synergize: Combine the strengths of people through positive teamwork, so as to achieve goals no one person could have done alone. Get the best performance out of a group of people through encouraging meaningful contribution, and modeling inspirational and supportive leadership.

Leadership is all about influence. This can be either positive or negative.

The

Seve

n H

abit

s

HABIT SEVEN

• Habit 7: Sharpen the Saw: Balance and renew your resources, energy, and health to create a sustainable, long-term, effective lifestyle. How? Education, managing your time, balance in a healthy life style

The

Seve

n H

abit

s

LEAR

NIN

G

OBJ

ECTI

VESUCCESS PRINCIPLE # 1

THE LAW OF ADDITIONRELATIONSHIPS ARE MORE

VALUABLE THAN POSSESSIONS

• WITH YOUR TEAM BRAINSTORM AND LIST REASONS AND EXAMPLES OF THE LAW OF ADDITION

• EACH TEAM TO PRESENT THE LIST TO THE CLASS

• CLASS DISCUSSION

Rela

tion

ship

s th

at

mat

ter

Family Friend Business relationship Customer Supplier Employer Teacher Co-worker God Government

Brainstorm Success: Describe how each of the following can contribute to your success: Rank them in importance

Beco

min

g A

Prof

essi

onal WELCOME TO COLLEGE

Chapter One

THE WORLD OF WORKH

ighe

r Ed

ucat

ion • Global marketplace

• Digital revolution – the change in how people communicate

• Knowledge work – primarily concerned with information

• Skills for the 21st century

HIGHER EDUCATION• Higher education is not high school

– Difference: focusing on careers– Difference: cost you money– Difference: more learning

independence

Hig

her

Educ

atio

n

Henry Ford“The only real security that a person can have in this world is a reserve of knowledge, experience, and ability. Without these qualities, money is practically useless.”

Abraham Lincoln“Give me six hours to cut down a tree and I will spend the first four hours sharpening the ax.”

Why Go to College?• To be a role model for the family• Finish a degree• Improve my chances of being hired• Advance my career• Increase my income potential• For self improvement• To keep the mind active• I enjoy learning• I am curious

Do Not Rule Out Alternatives• Start your own business• Technical or vocational schools• Journeyman or craft skills• Advancement in your current

employment• Write a book

THE CULTURE OF COLLEGEINDPENDENT LEARNING

Hig

her

Educ

atio

n

– Follow the course syllabus– Navigate electronic course materials

and learning management systems– Complete readings with little or no in-

class review– Finish homework even if not

collected or graded

THE CULTURE OF COLLEGEINDPENDENT LEARNING

Hig

her

Educ

atio

n

– Set up and attend study groups– Turn in coursework and projects

on time– Be prepared for exams– Seek help if needed

THE CULTURE OF COLLEGEH

ighe

r Ed

ucat

ion • Fast pace and demanding workload

• Challenging reading and complex assignments

• Large amount of unstructured time• Variety of ideas, student backgrounds,

and faculty expectations• Higher-level thinking and problem

solving (memorizing is not enough)

DISCOVERYSuccessful Intelligence

MindsetMotivation

Educational Success

Are you seeing everything there is to see? How many Fs• FINISHED FILES ARE THE RESULT OF YEARS

OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS

• FIVE FAMOUS PUBLIC OPINION EXPERTS FROM WASHINGTON FOUND THAT FIFTEEN OF THE LEGISLATORS FELL INTO THE HIGHLY FUNCTIONAL SEGMENT OF THE FEBRUARY SURVEY

Read

ing

Acti

vity

Are you seeing everything there is to see?• FINISHED FILES ARE THE RESULT OF YEARS

OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS

• FIVE FAMOUS PUBLIC OPINION EXPERTS FROM WASHINGTON FOUND THAT FIFTEEN OF THE LEGISLATORS FELL INTO THE HIGHLY FUNCTIONAL SEGMENT OF THE FEBRUARY SURVEY

Read

ing

Acti

vity

21st Century Learning• CORE SUBJECTS

– Global Awareness– Financial, economic, business, and

entrepreneurial literacy– Civic literacy and community service– Health literacy

• INFORMATION, MEDIA, AND TECHNOLOGY SKILLS– Information literacy– Media literacy– ICT (Information, communications, and

technical skills

Lear

ning

Sty

les

Lear

ning

Sty

les

How Can Successful Intelligence Help You Achieve Your Goals?

• Successful intelligence defined• Psychologist Robert Sternberg’s

definition of successful intelligence states that it is “… the kind of intelligence used to achieve important life goals.”

Lear

ning

Sty

les

Successful Intelligence

• An important concept, and the theme of the textbook

• Focuses on action, what we do, rather than on the ability to store, recall, and analyze information.

• Three types of thinking comprise successful intelligence: analytical, creative, and practical.

The Grizzly BearLe

arni

ng S

tyle

s

17.3 seconds before he catches us

Analytical

There is no way we can outrun the

bear

AnalyzedCreated OptionsPractical action

That’s true. All I have to do is outrun

you!

SUCC

ESSF

UL

INTE

LLIG

ENCE

Elements of Successful Intelligence

Successful Intelligenc

e

Analytical Thinking

Creative Thinking

Practical Thinking

Comparing, contrasting, and cause and effect thinking

Taking what you know and thinking about it in a different way

Learning from experience and emotional intelligence

SUCC

ESSF

UL

INTE

LLIG

ENCE

Analytical

• Examine• Assess• Measure• Compare• Contrast• Evaluate

Creative

• Generate (new ideas)

• Brainstorm• Question• Risk

making mistakes

• “Think outside of the box”

Practical

• Take action• Implement• Employ• Delegate• Do it• Start,

Finish

Elements of Successful Intelligence (continued)

SUCC

ESSF

UL

INTE

LLIG

ENCE

How Can a Growth Mindset Motivate You to Persist?

• Growth mindset: A perception that talent and intelligence can develop with effort

• Mindsets are just beliefs

• Can you change your mind?

SUCC

ESSF

UL

INTE

LLIG

ENCEThe Fixed Mindset –

Characterized by• Fear of mistakes• Lack of willingness to try challenging things• Being personally defined by failure• Hesitancy to put forth effort• Feeling paralyzed by problems and setbacks• Belief that intelligence/ability is fixed• Escaping and blaming others

SUCC

ESSF

UL

INTE

LLIG

ENCEThe Growth Mindset –

Characterized by• Seeking, and thriving on, challenge• Willingness to put forth effort• Belief that intelligence/ability can grow• Willingness to address failure/mistakes and

learn from them• Readiness to face problems/setbacks• Understanding that failure/mistakes don’t

define the person• Looking for solutions and taking action

SUCC

ESSF

UL

INTE

LLIG

ENCE

Strategies to Change Your Mindset

• Stop negative talk in its tracks and change it to positive talk

• Take a moment every day to pay yourself a general compliment

• Replace words of obligation (I should) with words of personal intent (I will)

• Note your successes

MOTIVATION IS – A GOAL DIRECTED FORCE THAT MOVES A PERSON TO ACTION

MotivationM

otiv

atio

n

• Motivation – a goal directed force that moves you to action

• Mindset – motivation involves your attitudes. You cannot control all of your circumstances but you can control your mindset

Mot

ivat

ion

MOTIVATION

• What will keep you going when you do not feel like it?– When you lack motivation– Make a change– Sweeten the task– Take baby steps (break down the task)– Count the cost– Planning for later is not always

procrastination

MotivationM

otiv

atio

n

EDU

CATI

ON

AL S

UCC

ESS

EDUCATIONAL SUCCESS

Academic IntegrityEmotional Intelligence

Problem SolvingDecision Making

ACADEMIC INTEGRITYAc

adem

ic In

tegr

ity

The five values of academic integrity are:1. Honesty - search for truth, avoiding

plagiarism, critical thinking2. Trust – true to your word3. Fairness – clear standards and

procedures4. Respect – safe environment for

exchanging ideas and opinions5. Responsibility – in making choices

and obtaining goals

The Benefits of Academic IntegrityAc

adem

ic In

tegr

ity

Academic Integrity

Doing the right thing increases

self-esteem

Earned knowledge

equals lasting knowledge

Mastering integrity now

makes it a lifelong skill

Standing up for your

beliefs earns respect from

others

• Stinking thinking and ethical decision making go hand in hand

• On the job: everybody does it; we did not have that conversation; I do not want to know what happened

• At school: cheating, plagiarism– We learn less– Violates integrity; easier to do again– Lowers our self-esteem

MAKING ETHICAL DECISIONSAc

adem

ic In

tegr

ity

http://www.customwritings.com/term-papers.html

CustomWritings.com is an online custom term paper service, which is committed to custom writing of original term papers of great quality and professionalism for each customer in making term papers for money, on-time delivery and creative work carried out by qualified writers, who are experienced in writing academic mid-term papers.

Note: I am not advising you to use this site and would fail a student that would if the paper was used for academic purposes.

PAPERS FOR SELLAc

adem

ic In

tegr

ity

A student friend is having difficulty writing a thesis paper and has found a web site that sells “custom written papers” to students that “do not have time” to do their own research. The web site guarantees that each paper is plagiarism free.

The student friend decides to turn in the paper as their own work and tells you it is plagiarism free. Write a one page paper that answers the following questions: (Paper must be a minimum of three paragraphs).1. What is the definition of plagiarism?2. Under what circumstances could your friend use a “paper for

sale”?3. Could your friend turn in the paper and claim it as his/her

own paper?4. What suggestions could you give to your friend that would

help them change their mind or make a different decision?

CASE STUDY 1

Emot

iona

l Int

ellig

ence

Why Do You Need Emotional Intelligence?

• Success in a diverse world depends on effective relationships

• Mayer, Salovey, and Caruso define emotional intelligence as the ability to understand “one’s own and other’s emotions and the ability to use this information as a guide to thinking and behavior.”

Emot

iona

l Int

ellig

ence

Emotional Intelligence (EI)• When you understand what you

and others feel, you can adjust thoughts and choose actions based on that understanding

• Thoughts and emotions are linked; emotions influence both what you think and how you think

Emot

iona

l Int

ellig

ence

Emotional Intelligence (EI) (continued)

• People with high EI have better communication and stronger relationships

• Managers with high EI have more personal integrity and are more productive

• Employees with high EI are more likely to receive positive ratings and salary increases

Emot

iona

l Int

ellig

ence

Emotional Intelligent Approach

Educ

atio

nal S

ucce

ss

Problem SolvingAnd Decision Making

PROBLEM SOLVINGPr

oble

m S

olvi

ngPROBLEM SOLVING THINKING SKILLS DECISION

MAKING

Define the problem STEP 1DEFINE

Define decision by identifying the goal

Analyze the problem – gather information, break it down

STEP 2ANALYZE

What are the needs and motives?

Generate possible solutions

STEP 3CREATE

Look at different options

Evaluate solutions and options from step 3

STEP 4ANALYZE

(EVALUATE)

Look at pros and cons

Put the solution to work

STEP 5TAKE PRACTICAL

ACTION

Acts on your decision, use practical strategies, stay on target

Evaluate results STEP 6RE-EVALUATE

Did you get the results you wanted?

In the future, apply what you have learned

STEP 7TAKE PRACTICAL

ACTION

Make the same choice or find a better one

PROBLEM SOLVING EXERCISE• BREAK UP INTO TEAMS• EACH TEAM WILL SELECT ONE PROBLEM ASSOCIATED WITH SCHOOL:

(EXAMPLES)– Financial Aid or enrollment process– A fear or challenge that might be anticipated– The possibility of a bad instructor

• NOTE THE PROBLEM UNDER THE “DEFINE THE PROBLEM” BOX• THE TEAM WILL GENERATE AN ANALYSIS OF THE PROBLEM • USING THE FORM PROVIDED: Record at least three possible solutions with

the positive and negative effects• THE TEAM WILL COMPARE AND DISCUSS THE SOLUTIONS AND THEN VOTE

ON THE BEST SOLUTION• UNDER “PRACTICAL ACTION” RECORD A PLAN FOR PUTTING THE SOLUTION

TO WORK AND THE POSSIBLE POSITIVE AND NEGATIVE EFFECTS FOR THE PLAN.

• UNDER FINAL EVALUATION: Discuss and make notes about using a group process for solving problems. Is it easier or harder than doing it alone? What is different about using a group process?

Prob

lem

Sol

ving

• The story of Patrick Hughes• http://

www.youtube.com/watch_popup?v=9xwCG0Ey2Mg

• http://www.youtube.com/watch?v=o5IO8V7CmSc&feature=related

• http://www.youtube.com/watch?v=o5IO8V7CmSc&feature=related

Learning Is For Anyone

LEARNING STYLES

CHAPTER TWO

Lear

ning

Sty

les

Lear

ning

Sty

les

Assessing LearningThere are many ideas about learning preferences and how to measure them. This book focuses on two assessments:

•Multiple Pathways to Learning

•Personality Spectrum

Lear

ning

Sty

les

The Two Assessments• Multiple Pathways to Learning

– Based on the Multiple Intelligences theory of Howard Gardner

– Focuses on eight “intelligences” or areas of ability

– Be sure to “rate” the items in the assessment

GARDNER – MULTIPLE INTELLIGENCEM

ulti

ple

Inte

llige

nce

Lear

ning

Sty

les

PERSONALITY ASSESSMENTS• Personality Spectrum

– Based on the Myers-Briggs Type Indicator (MBTI) and the Keirsey Sorter

– Measures personality traits and how they combine into four dimensions

– Be sure to “rank” the items in the assessment

Lear

ning

Sty

les

Theory of Multiple Intelligences

• Based on the belief that the traditional intelligence quotient or “IQ” test was an insufficient measure of intelligence

• Gardner defines an intelligence as– “… an ability to solve problems or

create products that are of value in a culture.”

• Intelligence is a combination of what one is born with and what may be developed

Lear

ning

Sty

les

Differentiating Successful Intelligence from Multiple Intelligences

Sternberg’sSuccessful Intelligence

• Focuses on how people process and apply information to learn

• Concentrates on processes – thinking analytically, creatively, and practically about a situation

Gardner’s Multiple Intelligences

• Focuses on how people intake information to learn

• Concentrates on domains - verbal, logical, kinesthetic, visual, interpersonal, intrapersonal, musical, or naturalistic

Lear

ning

Sty

les

MULTIPLE PATHWAYSTake the assessment on page 41 and score yourself on page 42.

DO THIS NOW IN CLASS

Lear

ning

Sty

lesAnother Theory:

Sensory Learning Preferences• Referred to with the acronym VAK, VAKT, or

VARK: Visual, Auditory, [Read-Write], Kinesthetic [Tactile]

• The results of the VAK can facilitate intentional use of your preferred sense(s) for taking in information, studying, and learning.

• What overlap do you see with Multiple Intelligences theory?

VISUAL, AUDITORY, KINETIC• A Visual learning style has a preference for seen or observed things,

including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

• An Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!

• A Kinesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

VISU

AL, A

UD

ITO

RY,

KIN

ETIC

• Complete the VAK Test from your instructor

• How does your learning style fit with your chosen career?

Visual, Auditory, KineticLe

arni

ng S

tyle

s an

d Ca

reer

s

Lear

ning

Sty

les

and

Care

ers

Personality Theory and Preferred Modes of Interaction

• Grouping people according to personality type was popularized by psychologist Carl Jung. He defined:– An individual’s “preferred world” –

people and activities or thoughts and feelings

– Different ways of dealing with the world (sensing, thinking, intuiting, and feeling)

• The mother/daughter team of Briggs and Myers developed the Myers-Briggs Type Inventory (MBTI)

Lear

ning

Sty

les

and

Care

ers

Personality Theory and Preferred Modes of Interaction• Insights into personality can “…

help you understand how you respond to the world around you, including people, work, and school.”

• Personality may also guide decisions about majors and careers

Lear

ning

Sty

les

and

Care

ersPersonality Spectrum Identifies

Four Dimensions• The Personality

Spectrum “…helps you identify the kinds of interactions that are most, and least, comfortable for you.”

• Dimensions can change over time in reaction to new experiences, effort, and practice.

• Thinker• Organizer• Giver• Adventurer

Lear

ning

Sty

les

and

Care

ers

Scoring Personality Spectrum

PAGES 44 AND 45. TAKE THE ASSESSMENT AND PLOT YOUR PERSONALITY SPECTRUM SCORE ON THE DIAGRAM

DO THIS NOW IN CLASS

Lear

ning

Sty

les How Can You Use Self-

Knowledge?• In the classroom

– Recognize matches/mismatches between yourself and your instructor

– Note matches/mismatches among classmates

– Manage mismatches by asking for additional help from the instructor, finding a tutor, or joining a study group

Lear

ning

Sty

les How Can You Use Self-Knowledge?

(continued)• Choose study strategies that work for your

style• Choose technology that is appropriate for

your style• Select a major and a career plan that make

the most of your strengths• Draw on your insights to be an effective

employee and team player

Lear

ning

Sty

les MIND MAP

• Using the example on page 60 – draw a mind map on a separate sheet of paper

• Include your personality spectrum and intelligences

• Include your interest• Include your preferred teaching style• Include “how I study best”

Hom

ewor

kOVER THE WEEKEND

• READ CHAPTERS ONE AND TWO• QUIZ 1 ON MONDAY• Forum 1 must be complete by

Monday