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Chapter 4

Chapter 4. Making the Most Out of How You Are Taught. Chapter Overview. Early course preparation Preparing for lectures During your lectures Making effective use of your professors Utilizing tutors and other academic resources. Early Course Preparation.

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Chapter 4

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  1. Chapter 4 Making the Most Out of How You Are Taught

  2. Chapter Overview • Early course preparation • Preparing for lectures • During your lectures • Making effective use of your professors • Utilizing tutors and other academic resources

  3. Early Course Preparation • Start of a course can be likened to the start of a race • Using the course syllabus (information, textbooks, objectives, calendar, policies, …) • Acquiring textbooks and other materials

  4. Preparing for Lectures • Review notes, read text, attempt problems, formulate questions • Little like “warming up” for a physical workout • Makes lectures a reinforcement rather than an initial exposure • Small effort can have a big payoff (recompense)

  5. During Your Lectures • Sit near the front • “Be here now” (concentrate) • Practice good listening skills • Take good notes • Ask (good) questions in class

  6. Characteristics of a Good Listener • Works at finding value in all topics. Listens to discover new knowledge. • Judges value of the content rather than the delivery. • Listens for central themes. Uses them as anchor points (نقاط ارتكاز) for the entire lecture. • Works hard at listening; remains alert. • Focuses on understanding completely rather than coming up with opposing views.

  7. Characteristics of a Good Listener (continued) • Fights distractions; ignores bad habits of other students; knows how to concentrate. • Welcomes difficult material as exercise for the mind. • Does not get fixated on emotionally charged (انفعالية) words or ideas; listens with an open mind. • Uses extra time to think more deeply about what the lecturer is saying; summarizes what has been covered.

  8. Note-Taking • Good notes give you a record of what’s important • Spiral notebook vs. three-ring binder • Cornell Note-Taking System

  9. Cue Column Note taking Area Summary Area Note-Taking Cornell Note-Taking System

  10. Asking Questions in Class Four categories: • Memory level questions (begin with Who, What, When. Sollicit: Yes, No, or short answers) • Convergent thinking questions (begin with How, Why, in what ways, … Answers involve explaining) • Divergent thinking questions (begin with Imagine, Suppose, Predict, … Answers involve predicting, hypothesizing, …) • Evaluation thinking questions (begin with Defend, Justify, What do you think, … Answers involve valuing, judging, defending, justifying, …)

  11. Making Effective Use of Your Professors • Important roles your professors can play • Characteristics of your professors you can count on • Behaviors to avoid • Winning behaviors

  12. Important Roles for Your Professors • One-on-one instruction • Academic advising, career guidance, personal advice • Monitor your progress; hold you responsible • Give you the benefit of the doubt on a borderline grade • Help you find a summer job • Engage you on their research contribution • Serve as a reference • Nominate you for scholarships or academic honors

  13. Characteristics of Your Professors • Believe their areas of technical specialty are important and interesting • Chose an academic career over professional practice; believe they are excellent teachers • Are very knowledgeable, and like to transmit what they know to others

  14. Behaviors to Avoid/Winning Behaviors Brainstorming Exercise What are behaviors that conflict with these three characteristics of professors? (Behaviors to avoid) What are behaviors that support these three characteristics of professors? (Winning Behaviors)

  15. Understanding What Your Professors Do University professors do more than teach classes: • Teaching (classeroom teaching, course and laboratory development, supervision of students projects, …) • Research (creating and organizing new knowledge: research papers, textbooks, software, …) • Service (community involvement, faculty governance, public service, …)

  16. Utilizing Campus Academic Resources • Academic resource center (tutoring, writing skills, study skills) • Library (books, periodicals, on-line materials, reference librarians) • Student computer labs (hardware, applications software, Internet access, resource materials, training) • Academic advising (monitor progress; course selection) • University catalog (Rules and regulations, college and department information, curriculum requirements, course descriptions) • Registrar’s office (making grade changes, transferring course credits from other institutions, registration information,…)

  17. Group Discussion TopicMaking Effective Use of Your Professors In your group, develop a list of questions you could ask one of your professors about himself/herself when visiting during office hours. Be creative! Appoint a leader to keep the discussion on topic and a recorder to write down and report what was learned.

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