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| Preliminary Contents | |
| Introduction: Making Transitions | |
| This book is worthless--if you just read it | |
| This book is worthless (continued) | |
| Sidebar: This book is worth $1000 | |
| Textbook Reconnaissance | |
| Get the most out of this book | |
| Get the most out of this book (continued) | |
| Commitment | |
| The Discovery and Intention... MORE | |
| Discovery and Intention Statement Guidelines | |
| Making the transition to higher education | |
| Making the transition to higher education (continued) | |
| Making a healthy transition | |
| Connect to resources | |
| Link to the world of work | |
| Attitudes, values and visualizations | |
| Ways to change a habit | |
| Motivation: Discover it now | |
| Power Process: Discover what you want | |
| Power Process: Discover what you want (continued) | |
| First Steps | |
| First Step: Truth is the key to mastery | |
| First Step (continued) | |
| Sidebar: If you skipped the Introduction | |
| Taking the First Step | |
| Discovery Wheel | |
| Discovery Wheel (continued) | |
| Discovery Wheel (continued) | |
| Discovery Wheel (continued) | |
| The Master Student | |
| The Master Student (continued) | |
| The Master Student (continued) | |
| Sidebar: Master Student Profiles | |
| Claim your multiple intelligences (Reduce the chart to one page.) | |
| Claim your multiple intelligences (continued) | |
| Learning by seeing, hearing, and moving-- | |
| The VAK system | |
| Learning by seeing, hearing, and moving (continued) | |
| Learning Styles-- | |
| Discovering how you learn | |
| Learning Styles (continued) LSI-1 | |
| Learning Style Inventory LSI-2 | |
| Interpreting Your Learning Style Graph LSI-3 | |
| Scoring Your Inventory LSI-4 | |
| Remove this page LSI-5 | |
| Learning Style Graph LSI-6 | |
| Cycle of Learning LSI-7 | |
| Balancing Your Preferences | |
| Using your learning profile to succeed in school | |
| Using your learning profile to succeed in school (continued) | |
| Sidebar: The magic of metacognition | |
| The value of higher education | |
| Power Process: Ideas are tools | |
| Power Process: Ideas are tools (continued) | |
| Put it to Work Quiz Learning Styles Application | |
| Master Student Profile: Ruth Handler | |
| Planning You've got the time | |
| The Time Monitor/Time Plan Process | |
| Time Monitor/Time Plan (continued) | |
| Sample of Time Monitor/Time Plan | |
| Time Monitor Week of __/__ Time Monitor | |
| Mon/Tues/Wed Time Monitor Thurs/Fri/Sat/Sun | |
| Setting and achieving goals | |
| Setting and achieving goals (continued) | |
| Get real with your goals | |
| The ABC daily to-do list | |
| The seven-day antiprocrastination plan | |
| Getting the most out of now | |
| Getting the most out of now (continued) | |
| Sidebar: Remember cultural differences | |
| Getting the most out of now (continued) | |
| Create a lifeline | |
| Financial Planning-- | |
| Meeting your money goals | |
| Financial Planning (continued) | |
| Education by the hour | |
| Power Process: Be here now | |
| Power Process: Be here now (continued) | |
| Put it to Work Quiz Learning Styles Application | |
| Master Student Profile: Ron Brown | |
| Memory Take your memory out of the closet | |
| The memory jungle (continued) | |
| Choosing to remember | |
| Choosing to remember (continued) | |
| Choosing to remember (continued) | |
| Use Q cards to reinforce memory | |
| Notable Failures | |
| Remembering your car keys--or anything else | |
| Remembering names | |
| Mnemonic devices | |
| Mnemonic devices (continued) | |
| Be a poet | |
| Mnemonic devices (continued) | |
| Move from problems to solutions | |
| Power Process: Love your problems | |
| Power Process: Love your problems (continued) | |
| Put it to Work Quiz Learning Styles Application | |
| Master Student Profile: Cesar Chavez | |
| Reading Muscle Reading | |
| How Muscle Reading works | |
| Phase One: Before you read | |
| Phase One: Before you read (continued) | |
| Phase Two: While you read | |
| Phase Two: While you read (continued) | |
| Sidebar: Five smart ways to highlight a text | |
| Phase Two: While you read (continued) | |
| Phase Three: After you read | |
| Phase Three: After you read (continued) | |
| Sidebar: Muscle Reading: A leaner approach | |
| When reading is tough | |
| When reading is tough (continued) | |
| Read with a dictionary in your lap | |
| Sidebar: The universal law of reading | |
| Reading fast Reading fast (continued) | |
| Relax | |
| Reading with children underfoot | |
| Reading with children underfoot (continued) | |
| Power Process: Notice your pictures and let them go | |
| Power Process: Notice your pictures and let them go (continued) | |
| Put it to Work Quiz Learning Styles Application | |
| Master Student Profile: Helen Keller | |
| Notes The note-taking process flows | |
| The note-taking process: Observe | |
| The note-taking process flows: Observe (continued) | |
| The note-taking process flows: Record | |
| The note-taking process flows: Record (continued) | |
| The note-taking process flows: Record (continued) | |
| The note-taking process flows: Record (continued) | |
| The note-taking process flows: Record (continued) | |
| The note-taking process flows: Review | |
| Television note taking | |
| Sidebar: What to do when you miss a class | |
| Create your instructor | |
| Create your instructor (continued) | |
| When your instructor talks fast | |
| Taking notes while reading | |
| Get to the bones of your book with concept maps | |
| Power Process: I create it all | |
| Power Process: I create it all (continued) | |
| Put it to Work Quiz Learning Styles Application | |
| Master Student Profile: Craig Kielburger | |
| Tests Disarm Tests | |
| What to do before the test | |
| What to do before the test (continued) | |
| Ways to predict test questions | |
| Cooperative Learning-- | |
| Study with people | |
| What to do during the test | |
| What to do during the test (continued) | |
| What to do during the test (continued) | |
| Words to watch for on essay tests | |
| Integrity in test taking: The high cost of cheating | |
| Have some fun! | |
| The test isn't over until... | |
| Let go of test anxiety | |
| Let go of test anxiety (continued) | |
| Let go of test anxiety (continued) | |
| Twenty things I like to do | |
| Taking math and science tests | |
| Taking math and science tests (continued) | |
| Taking math and science tests (continued) | |
| Celebrate mistakes | |
| Sidebar: How to cram (even though you shouldn't) | |
| Power Process: Detach | |
| Power Process: Detach | |
| Put it to Work Quiz Learning Styles Application | |
| Master Student Profile: Barbara Jordan | |
| Thinking Critical thinking: A survival skill | |
| Critical thinking: A survival skill (continued) | |
| Finding "Aha!" and following through | |
| Becoming a thorough thinker | |
| Finding "Aha!" and following through (continued) | |
| Sidebar: Tangram | |
| Finding "Aha!" and following through (continued) | |
| Sidebar: Key terms for thorough thinking | |
| Finding "Aha!" and following through (continued) | |
| Uncovering assumptions | |
| Ways to fool yourself: mistakes in logic | |
| Overcoming stereotypes with critical thinking | |
| Gaining skill at decision making | |
| Four ways to solve problems | |
| But I don't know what I want to do!-- | |
| Choosing a major | |
| But I don't know what I want to do! (continued) | |
| Make a trial choice of major | |
| Power Process: Find a bigger problem | |
| Power Process: Find a bigger problem | |
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