The TextThe TextLearning and motivation Strategies: Learning and motivation Strategies:

Your Guide to SuccessYour Guide to Success

The TitleThe TitleLearning and motivation Strategies: Learning and motivation Strategies: Your Guide to SuccessYour Guide to Success

and Self-advocacy

The MessageThe Message

Success is not just a question of Success is not just a question of working hard; it’s also a question working hard; it’s also a question of working smart.of working smart.

The challengeThe challenge

• College is hardCollege is hard• College has more distractionsCollege has more distractions• College has more workCollege has more work• In college you have to apply In college you have to apply

yourselfyourself• In college you have to motivate In college you have to motivate

yourself to study and focusedyourself to study and focused

The ValueThe Value

• Change your lifeChange your life• Change who you areChange who you are• Gives you opportunitiesGives you opportunities• Be a payoff for everything it took Be a payoff for everything it took

you to get here you to get here

Succeeding in College can:Succeeding in College can:

The LayoutThe Layout• OutlinesOutlines• ObjectivesObjectives• Self-surveysSelf-surveys• ExamplesExamples• QuickpracticesQuickpractices• ApplicationsApplications• AssignmentsAssignments• Self-AssessmentsSelf-Assessments• PortfoliosPortfolios

PerceptionPerception

SensorySensoryRegisterRegister

How people LearnHow people Learn

Short-termShort-termOrOr

Working Working memorymemory

EncodingEncoding

PerceptionPerception

SensorySensoryRegisterRegister

How people LearnHow people Learn

Long-TermLong-TermMemoryMemory

Long-TermLong-TermMemoryMemory

Short-termShort-termOrOr

Working Working memorymemory

Executive control Processes

EncodingEncoding

StorageStorage

RetrievalRetrieval

Executive control Processes

• RehearsalRehearsal• Make up examplesMake up examples• Forming imagesForming images

You want the best executive control You want the best executive control processes available…Strategiesprocesses available…Strategies

Research behind the bookResearch behind the book

An educational psychology-based training An educational psychology-based training program ... to teach learning and motivation program ... to teach learning and motivation

strategies to college students... teaching strategies to college students... teaching students four major achievement strategies: students four major achievement strategies:

taking reasonable risk, taking responsibility for taking reasonable risk, taking responsibility for outcomes, searching the environment (for outcomes, searching the environment (for

information), and using feedback. Each information), and using feedback. Each strategy was divided into two substrategies, strategy was divided into two substrategies,

and used to teach students to overcome and used to teach students to overcome procrastination, build self-confidence and procrastination, build self-confidence and

responsibility, manage their lives, learn from responsibility, manage their lives, learn from lecture and text, prepare for exams, and write lecture and text, prepare for exams, and write

paperspapers

Source: Source: http://all.successcenter.ohio-state.edu/references/stACH_paper-rev_4.htm

Motivational componentMotivational component

• How you yourself can be an agent How you yourself can be an agent for self-regulation and successfor self-regulation and success– based on your own beliefs of what based on your own beliefs of what

you want to accomplishyou want to accomplish

• Self-regulation is an important Self-regulation is an important factor in academic successfactor in academic success

• Thus Strategies for achievement Thus Strategies for achievement are the tools to learn self-are the tools to learn self-regulationregulation

Cognitive componentCognitive component

• See information in lectures or read in See information in lectures or read in text as “answers” - Jeopardytext as “answers” - Jeopardy

• Base of a “Q & A Outline” Base of a “Q & A Outline”

• this helps in info. synthesis this helps in info. synthesis

• and organize it into visual forms such as and organize it into visual forms such as diagrams and charts. diagrams and charts.

• The outlines and diagrams then help to The outlines and diagrams then help to organize and store thoughts in long-term organize and store thoughts in long-term memorymemory

How the book worksHow the book works

More like a manual More like a manual

then a textthen a text

OutlinesOutlines

• First page each moduleFirst page each module– PreviewPreview– Gain an understand before continuing Gain an understand before continuing

to readto read

ObjectivesObjectives• Behavioral skillsBehavioral skills

• Listed after the outlineListed after the outline

• After completing the module you will After completing the module you will

be able to perform that behavioral be able to perform that behavioral

tasktask

• Are the targets we want you to reachAre the targets we want you to reach

Self-surveySelf-survey• Questions - they ask you to exploreQuestions - they ask you to explore

– Beliefs about selfBeliefs about self– Beliefs about othersBeliefs about others– Your skillsYour skills– AttitudesAttitudes

• Help your understand of the interaction Help your understand of the interaction between your behaviors, beliefs and between your behaviors, beliefs and environmentenvironment

ExamplesExamples

• Highlight specific skillsHighlight specific skills• Scenarios of the skills or failure of Scenarios of the skills or failure of

using the skillsusing the skills

QuickpracticesQuickpractices

• ActivityActivity– It gives you an activity that is being covered It gives you an activity that is being covered – First attempt First attempt – For you benefitFor you benefit

• Remember to improve your skills you Remember to improve your skills you need to put forth effort to develop need to put forth effort to develop individual skillsindividual skills

• Help you prepare for the exams Help you prepare for the exams

ApplicationApplication

• Like a Quickpractives but in a Like a Quickpractives but in a group settinggroup setting

Self-AssessmentsSelf-Assessments

• Each provides you an indication on Each provides you an indication on what you have learned and how what you have learned and how prepared you are to move on…prepared you are to move on…FeedbackFeedback

• Returns you to the Objectives at Returns you to the Objectives at the beginning…full circlethe beginning…full circle

• Asks you to complete the Asks you to complete the objectivesobjectives

PortfoliosPortfolios

• Ask you to apply the skills learned Ask you to apply the skills learned from the modules to other course from the modules to other course and other aspects of college lifeand other aspects of college life

Using what you have Using what you have learnedlearned

• Deliberate practiceDeliberate practice– Using the skills over and overUsing the skills over and over

• Avoid tell yourself that there are Avoid tell yourself that there are no better ways to learnno better ways to learn