Adopting Lifelong Learning
Psychologist Carol Dweck
Fixed Mindsets
Growth Mindsets
Believe people are born with a fixed amount of ability and talent
When they encounter a challenge, they tend to avoid it or quit as a method of self-protection
Creator behavior
Victim behavior
Encourages us to accept challenges, to work hard, to learn from mistakes, to change course if needed and to keep going despite setbacks and failures
Believe intelligence is like a muscle, it gets stronger the more it's used
Develop a Growth Mindset
Think of your brain as a muscle
Seek feedbak
Set learning and performance goals
Change course when needed
The more you use your brain the "smarter" and more capable it becomes
Neuroplasticity is the ability of your brain to use new experiences to revise old neural networks and create new ones
Learning goals offer knowledge and skills you can use for the rest of your life
Performance goals provide you with measurable accomplishments
Need to admit that what you are doing isn't working, seek alternatives, abandon the familiar and to walk into the unknown
Course correction
Takes courage
Improve our chances of getting there eventually
Preferred Way of Learning
Require less effort
Usually produce more successful learning than a less-preferred learning experience
More pleasurable
Writing
Highly Effective Learners
Take responsibility for not only what they learn but also how they learn it
Realize that not all instructors will create the kind of learning experiences they prefer
Discover deep processing methods that maximize their learning
Critical Thinking
Having the ability to understand or decide by using sound judgement
Helps us better understand our complex world, make wise choices, and create more of desired outcomes and experiences
Helps in constructing and analyzing persuasive arguments
Wise Choice Process
Guides you through the steps of identifying options, looking at likely outcomes, and choosing the best options available at the time
Construction and Analysis of Persuasive Arguments
Construct a logical argument
Ask probing questions
Evidence
Conclusions
Reasons
Answer the question "Why?"
Explain why the audience should think or do something
Answer the question of "How do you know?"
Provides support to explain how the persuader knows the reasons to be true
answer the question "What?"
State what the persuader wants the audience to think or do
Exposes conclusions built on unsound reasons, flawed evidence and faulty logic
Self-respect
The result of how I do it
Build up or tore down by whether or not one lives with integrity
Integrity
Created by choosing words and deeds that are one with our values
Foundation is your personal value system
Increased by keeping commitments
Make arguments consciously
Use creator language
Make your arguments important
Create a plan, then do everything in your power to carry out that plan
If a problem arises or you change your mind, renegotiate
The Four Components of Writing
Writing
Revising
Prewriting
Editing
Include any preparation you do before actually writing
The act of creation
Re-see in order to evaluate your present draft and identify what you don't understand
Eliminates surface problems such as errors in grammar, sentence structure, and spelling
Turning raw material into a document that achieves your defined purpose
Helps identify what you don't understand and encourages yo to think more critically about the subject
Big Picture
Goal of Writing
To inform, persuade, or entertain your intended audience
Requires you to anticipate and answer questions that engage readers
Important mean of communication
Powerful way to create deep and lasting learning for ourselves
Before Writing
Create positive affirmations
Discuss your topic with others
Begin immediately
Seek ideas and supporting details in your campus library
Chose topics that truly interest you
While Writing
Define thesis
Identify audience
Use an essay blueprint
Write a hook
Add your thesis statement
Use transitions
Write a satisfying conclusion
After Writing
Read aloud
Edit carefully
Cite sources
Seek help
Revise
