Practicing College Learning Strategies 6e

Carolyn H. Hopper, Middle Tennessee State University 336pp Published by Cengage Learning, ©2013 Available Now £31.99

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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.

Features

• Student Tips: Because students want proof that the strategies in the book really work, the author has included tips from students who have found success and unique ways to implement the strategies in the college setting.
• Parallel Parking: Each chapter ends with a critical thinking exercise that applies the driving analogy to chapter concepts. Brain research confirms that using metaphors or analogies is one of the best ways for students to demonstrate that they understand a new concept. New learning is only processed into long term memory by making new connections to connections that are already in the brain. Therefore, the Parallel Parking feature encourages students to think critically about how the strategies used in each chapter and their experience as a college student parallel various driving terms.
• Two critical thinking features, Making It Concrete and Making Connections, help students analyze and synthesize what they''ve learned, and apply new concepts or skills to other courses or situations.
• Measurable Learning Outcomes can be found at the opening of each chapter, and can act as the basis for selecting content, classroom activities, and assessments such as chapter or unit tests and final projects or exams.
• Case Study: What''s Your Advice? asks students to synthesize and evaluate what they learn in the form of advice to others.
• Virtual Field Trips, used as integrated technology boxes, explore college social skills such as managing finances, campus safety, and health and well-being issues.

1. 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.
2. 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.
3. Critical Thinking.
The Necessity of Critical Thinking. The Process of Decision Making. Exercise 3.2: 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.
4. 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 forDifficult 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.
5. 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.
6. 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. Making It Concrete. Summary Sheet for Question in the Margin: Lecture Notes. Modeling the Learning Process. Summary. Case Study: What's Your Advice? Parallel Parking. Evaluating Learning Outcomes. Your Student Tip for This Chapter.
7. Processing Information from Textbooks.
Using the Question in the Margin System for Textbooks. Starting the Connection. Controlling the Amount and Form of Information. Making Connections. Finding an Effective Way to Study Through Your Modality Strengths. Auditory. Visual. Kinesthetic. Summary Sheet for Question in the Margin: Textbooks. Summary for Both Lecture and Textbook Question in the Margin. Mapping. Promoting Concentration. Internal Distractions. External Distractions. Modeling the Learning Process. Summary. Case Study: What's Your Advice? Parallel Parking. Evaluating Learning Outcomes. Your Student Tip for This Chapter.
8. Learning Styles.
What Are Learning Styles? Why Determine Learning Style? Sensory Modes of Learning: Input Preference. The Auditory Learner. The Visual Learner. The Kinesthetic Learner. Hemispheric Dominance: Processing Preference. Differences Between Left and Right Hemispheres. Linear Versus Holistic Processing. Sequential Versus Random Processing. Symbolic Versus Concrete Processing. Logical Versus Intuitive Processing. Verbal Versus Nonverbal Processing. Reality-Based Versus Fantasy-Oriented Processing. Temporal Versus Non-temporal Processing. Multiple Intelligences: Response Preference. Eight Kinds of Intelligence. Making It Concrete. Using Multiple Intelligences to Make Decisions. Making Connections. Social Learning Preference: Alone or in Groups. Modeling the Learning Process. Summary. Case Study: What's Your Advice? Parallel Parking. Evaluating Learning Outcomes. Your Student Tip for This Chapter.
9. Test-Taking Strategies.
Making Connections Strategies for Preparing for Tests. Critical Thinking About Tests. Budgeting Your Time When Taking Tests. Preview the Test. Budget your Time. Following Directions. Strategies for Objective Tests. Strategies for True/False Test. Strategies for Multiple-Choice Tests. Strategies for Fill-in Questions. Strategies for Matching Questions. Making Connections. Predicting Test Questions. Strategies for Essay Tests. Basic Strategies for Writing Answers to Essay Tests. Direction Words. Making Connections. Making It Concrete. Final Exams. Modeling the Learning Process. Summary. Case Study: What's Your Advice? Parallel Parking. Evaluating Learning Outcomes. Your Student Tip for This Chapter.
10. Managing Stress.
Stress: What Is It? Recognizing Possible Signs of Stress. Analyzing Your Stress. Critical Thinking About Stress. Coping Strategies for Alleviating Stress Symptoms. Lifestyle Habits That Help Reduce Stress: Try a Few! Making Connections. Modeling the Learning Process. Summary. Case Study: What's Your Advice? Parallel Parking. Evaluating Learning Outcomes. Your Student Tip for This Chapter.
11. Information Literacy.
What is Information Literacy? Making It Concrete: What is a Database? A Systematic Approach to Information Literacy and the Research Process. Step 1: Identifying and Finding Background Information on Your Topic. Step 2: Using the Library Catalog to Find Books. Step 3: Use Indexes and Databases to Find Periodical Articles. Step 4: Finding Internet Resources. Step 5: Evaluating Your Sources. Step 6: Citing Your Sources. Finding Books. Finding Periodicals. Using Subject-(Discipline-) Specific Databases. Finding Newspapers. Using the Internet for Research. Making Connections. Quick References. Biographical Resources . Modeling the Learning Process . Summary. Case Study: What's Your Advice? Parallel Parking. Evaluating Learning Outcomes. Your Student Tip for This Chapter.
Appendix A: Principles of Studying Math.
Appendix B: Jensen's Equation for Optimal Learning.

• New! Chapter 1, Making a Smooth Transition to College, places emphasis on the tools for success in college as well resources available on campus, at home, and in the community. This chapter provides the most basic skills that students need to be productive from "day one". Key words that every college student should know are boldfaced in the chapter and encourage students to be active in the reading process. (Previous users will note that this new chapter combines the Survival Kit and Chapter 10 from the Fifth Edition and places this important information at the forefront of the text.)
• New! Chapter 5, Learning Principles, teaches students the learning principles used as ways to process or transfer information into long-term memory and strengthen connections that allow for learning. For us to learn something new, we must make a connection to something that is already in our brain.
• New! Chapter 7, Processing Information from Textbooks, includes basic reading strategies to help students who may be struggling with reading college textbooks, remove some "rust" from adult students, and act as a guide to help all students adjust the amount reading required in college.
• New! Chapter 11, Information Literacy, covers a systematic approach for information literacy and research to help students have the tools they need to be an effective student in an information age. The chapter highlights important critical thinking strategies for evaluating sources.
• New! Newly designed chapter opener map provides for an easy to follow guide of the chapter''s main topics.
• New! Brain Bytes throughout the text now include research on our ability or lack thereof of multitasking!
• New! Revised Virtual Field Trips include more activities and videos.
• New! Practice exercises in Time Management, Critical Thinking, Goal Setting, and more!

{Supplements}

"I love this text because it is short and simple to the point. It is a perfect mix of readings and activities and it is more mature in nature. I also like and use the case studies at the end of the chapters. I do not see any flaw in this text."Margaret Puckett, North Central State College

"I would definitely adopt this text as required reading for the students in my course. I already use this text for my course. I find the content complete, easy to read and understand, and it meets the competencies of the course. My students like the textbook, find it relevant and helpful, and enjoy the various activities provided."Karen Welch, Tennessee Technology Center at Jackson

Carolyn H. Hopper
For more than 20 years, Dr. Hopper has been involved with the Learning Strategies department (formerly Developmental Studies) at Middle Tennessee State University in Murfreesboro, TN. She is a nationally known lecturer and workshop leader on topics such as 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 also very active in the NADE organization. Carolyn's own Study Skills web site (http://www.mtsu.edu/studskl/) has been visited by more than a million people! When asked to describe her teaching style, Caroyln 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."