3.1 | Agenda and Quiz

  • Due Jan 22 at 11:59pm
  • Points 5
  • Questions 2
  • Available Jan 17 at 12am - Jan 22 at 11:59pm
  • Time Limit None

Instructions

 

Read the weekly agenda and watch the overview video before attempting the quiz:

 

  Introduction/Purpose

Week 3 is here and we will be discussing how we learn and what motivates us to learn.  While learning should seem second nature to us--we all learned how to crawl and then walk successfully--it can be an arduous process, especially if the subject is new and the amount that needs to be learned is large. Many first-year students have noted two differences in the learning they remembered from high school: The pace of learning is much faster and the level of learning (think of Bloom’s Taxonomy) is higher. Both aspects can be jarring for a student who may have been remarkably successful with learning in high school. Because we know this, it's important you know yourself as a learner and what you need to do to make your learning experience in college the best it can be. 

 

  Module Learning Objectives

  • Discover the different types of learning and your learning practices.
  • Make informed and effective learning choices with regard to personal engagement and motivation.
  • Identify and apply the learning benefits of a growth mindset.
  • Evaluate and make informed decisions about learning styles and learning skills.
  • Recognize how personality type models influence learning and utilize that knowledge to improve your own learning.
  • Identify the impact of outside circumstances on personal learning experiences and develop strategies to compensate for them.

 

  Information to Review

  • Concepts from last week.
  • Each page in this week's module.

 

  Reading for this Week

  • Chapter 2 in your textbook.

 

  Resources to View

  • View my weekly overview video for more detailed directions on this week's activities (there are chapters at the bottom of this video if you need to go back to specific information):

 

  To Complete for Points

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