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Adopting Lifelong Learning - Coggle Diagram

- - - - Think of Your brain as a muscle. Like a muscle, the more you use your brain, the “smarter” and more capable it becomes.
      - Set learning goals . . . as well as performance goals.
      - Seek feedback. Feedback is essential to learning. Luckily, life offers us helpful feedback every day.
- - - - Doing Learner: reporter, accountant, librarian, bookkeeper, clinical psychologist, credit advisor, historian, environmental scientist, farmer, hotel/motel manager, marketing director, military personnel, police officer, realtor, school principal, technical writer
      - Feeling Learner: actor, social worker, clergy, sociologist, counseling psychologist, human resource manager, public relations specialist, journalist, musician, teacher, nurse, occupational therapist, organizational development consultant, recreational therapist, sales, writer
      - Innovating Learner: dancer, poet, advertising designer, florist, psychiatrist, artist, creative writer, entrepreneur, fashion artist, playwright, filmmaker, graphic designer, humorist, inventor, landscape architect, nutritionist, photographer, editor, program developer
- - - - reasons (also called premises, claims, or assumptions) answer the question “Why?” Reasons explain why the audience should think or do something. Reasons are presented as true, but they may not be.
      - evidence (also called support) answers the question “How do you know?” Evidence provides sup-port to explain how the persuader knows the reason(s) to be true. Evidence should be verifiable as true. Three common kinds of evidence are facts, data, and stories.
      - Conclusions (also called opinions, beliefs, or positions) answer the question “What?” Conclusions state what the persuader wants the audience to think or do.