Page 12 - Foundations of Learning, 4th Edition (Revised)

The remaining components appear throughout the rest of the chapter,
with their order depending upon the chapter contents:

CRITICAL REFLECTION LIFE VISION PORTFOLIO

Coping Connecting a Reading with Your Life Vision

W D YOU T ?Think of a life situation you are currently facing or have recently faced that required you to demonstrate In Activity 3.1, you practiced using the Reading Methodology with an article related to your ¿eld. This
coping skills. Select one aspect of the coping process that you were able to successfully use as you worked last assignment asks you to connect a reading to your life vision. As a college student, you are focused on
school, of course. It is a good idea to step back and appreciate who you are as a person sometimes, too. As
to deal with the situation. Then select one aspect of the coping process ythoauttyoocuo’pdelaiknHedAthooTtwrysatrnedOngdtehveenlionpg. HINK A Second Example of Using the Reading Methodology Elizabeth Jennings says in her poem Accepted, “This is a time to begin/Your life. It could be new.”
In the space below, share your thoughts about how your strength helped

the other skill could be even more helpful. Revisit your two educational goals from Chapter 1. Compare them against the list of criteria on the opposite Scenario: Molly’s Political Science professor has given his students theTahsesipgonemmenatnodfLriefaedVinigsioandaPiolyrtfolio entry included here are just samples. To make this entry in your LVP
Don’t just assume you’ve met the criteria; be
page. Rewrite your goals so that they meet all these criteria. newspaper, either online or in print. He suggested that students look for amn eaartnicinlegfthual ttorelyaoteus, ncohtooonselyytoour own poem, song lyrics, or other reading that connects to what you are
In this book, we’ll be presenting
sure to actually compare them against the list. allitsoshpsaiuurvientesedsdetihrmdsetiiyasl’canrurdesctsloheimoeanrpsnotoionnfrgeiwenashtbsasotthousettt’uhsidnereecnaltdassinsh,ga.bvueSthfoealuisnsodgtooainntdhgeMitroodullasyielyktnhloiefweR.seHtahdeaitennginjoMsfoyehreseodtlebhuinreoldggdtoiobanlpennoadigonryntegixectepoippaeaahcrgtheieeel,pncislcnahhisenelsr’eglnwalngshiottashhwhv..eeaTThhee poem, lyrics, or reading you select can be any length, but your response
LVP entry on the following page is from Star Performer Paula.
eight different methodologies. They will

one for closing out a register. Each will have a preparation stage, followedrbeyadass.eries of steps to complete First, read and copy all or parts of your poem, lyrics, etc. into your LVP. Then, reÀect on why this piece
the task. All will end with an assessment of what you have done. has signi¿cance to you. Be prepared to share some of your reÀection with a small group of classmates in
an informal presentation, using the following presentation guidelines:
Here’s an example of how Molly
The value of a methodology comes not from knowing it, but from applyingaipt polnieasrtehgeuRlaerabdainsigs.MYeotuhomdioglhotgy:
¿nd that you have your own insights into how to make this close out process or methodology more ef¿cient.
Now you are on your way to becoming a mentor for a new store employee! • Explain how you connected your reading to your life

Step Action Molly’s Notes • Describe what, speci¿cally, about this connection has meaning to your life now

Examining the Reading Methodology 1 Establish purpose I will gain information about clolacs•asl, anDnadetsimcornyibaleli,fwaehn. yd twheosreldthings have meaning to you
events that connect with my

The Reading Methodology is a valuable tool that you can use to improve 2readinSgetcoobmjpecretihveenssaionnd. cIrniteria I·ll read one article completely. • Discuss how the connections you see between your reading and your life speak to your plans and
addition, there are some general guidelines that you can adapt to various reading situations. If you want to hopes for the future

While you strive to meet those goals, let’s get some quick goal-setting resuseltes:imwprirtoevaemsienngtliensyhoourrt-rteeardming, you should be prepared to practice using the R3eadinEgstMimeathteodtiomloegiynvooftlevned The professor said the task should only take Àfteen

goal that can be accomplished in the next week. This goal should meet all theencoruigtehritaopgreetvpiorou¿slcyielnisttewditahnidt. Realize, however, that not every step is required for all reading contexts. minutes. I·ll skim the main section of the paper to select

should relate to improving your performance as a student in some way. ExpTlrayininwg htoyutsheeaglol tahleisstiempps oinrttahnetmethodology in all contexts can lead to frustration and discourage you from which articles are of most interest to me. Accepted

to you and sketch a brief plan for how you’ll go about meeting this goal. using the methodology. Initially focus on using the Reading Methodology in academic reading situations
4 Read critically I will begin reading an article on health care
where it is an especially useful and appropriate guide to follow. You are no longer young, Your life. It could be new.
legislation. The sheer not ¿tting in
Nor are you very old.
• I have a dictionary so that I can looTkhuepreunafreamhoilmiares where those belong. With the old who envy you
METHODOLOGY words as I read. And the young who want to win.
Sandra on coping: I have to say that I think I have accepted what happened to me (my You know you do not ¿t

injuries) as just part of my life. I didn’t get dealt the hand I might have wanted, and • It looks like the author·s purpose itshWatnoShjetuaanrsreytgsoutoueofotbhsoesrevewthhoesciot ld Not knowing false from true,
against certain proposed laws, rather
I do get frustrated when I have trouble hearing and following conversations, but Step Action Explanation Means you have liberty
Denied to their extremes.
the situation is what it is. I watched a couple of friends really beat themselves Determine why you’re reading the material. provide information. I can see that this purpose At last now you can be
up with “what-Ifs” (what if our convoy had left five minutes later, what if I’d 1 Establish purpose really does inÁuence the presentationInobfathth-cehairs or the park What the old cannot recall
Determine what you want or need to get from the reading. And the young long for in dreams,
been sitting in the next truck, etc.) and that’s a bad place to be because you 2 Set objectives and criteria material. (A stick, then, at their side) Yet still include them all.
Browse the reading to determine the level of difficulty and
don’t get anywhere, trying to rewrite the past. I hate admitting it, but I think how long it will take you to do the reading. Or ¿nd yourself in the dark Elizabeth Jennings, British poet
I need to work on having faith in people. I sometimes feel like I Jhoahven’storesponse: • The article didn·t say much about studenAt nhdeaseltehthe lovers who, b. 1926—d. 2001
3 Estimate time involved Carefully read and ask questions which involve: coverage, and I really don·t know muIcnhloavte aalnld in their stride,
• understanding vocabulary (keep5a dicAtiossneasrsyannedarrebryeatod about the plan I have, but I·m making aDloisnt’toefven notice you.
do everything myself, because it’s tough to count on other peopWle.itThhinisthe next 3 days, I will go through all the syllabi f4or theRecaladssceristiIc’mallytaking look up unfamiliar words and write down definitions so questions I need to ask about my coveraTgeh.is is a time to begin
is where my family really helps, though. It’s hard to not believe tihnisthseemester and organize a schedule of important dates and deadlines. you can refer back to them)
• determining the author’s purpose, intended audience,
goodness of people when I’m around my niece. I’m getting better at this, and the genre or type of writing 6as youSyrneathdesize information I·ll glance back over the article to reacquaint myself
I have a tough time staying organized...it drives my parents crazy and I have to • writing by taking notes and highlighting important pas-
but it’s still a challenge. sages, annotating in the margins and marking difficult with some of the basic facts and to check my initial
admit that I don’t like having to look in my notebooks, all over my hard drive, in passages
• asking questions and forming opinions by jotting down feeling that the author had a speciÀc purpose other
my e-mail, on my desk, in my backpack, in my car and a bunch of other places questions you have, as well as the opinions you form as
than just sharing information.
just to find out when the midterm is scheduled for my math class. (Last week I
Chapter 7 — Addressing Personal Obstacles found m19y1English syllabus under my printer; if I hadn’t needed to swap cables, I plan to learn more about my own health care coverage
and want to discuss how pendiCnhgalpetgeris3l—atiRoenadcionuglMdeatfhofdeocltogy
I’d NEVER have found it. That was a real wake-up call.) certain aspects of student healthcare coverage in 79
general.
Before the weekend, I will take my old corkboard and organize it into columns (with
detailing tape) so that I have a section devoted to each class I’m taking. I’ll write down
major assignments, exams, and deadlines and post the information on the board.

you read 70

Chapter 2 — Strengthening Identity 45 Foundations of Learning
5 Assess and reread
Assess your progress. Reread to clarify questions and ensure

that objectives are met.

6 Synthesize information Integrate new information with your existing knowledge
base.

Chapter 3 — Reading Methodology 65

Critical Reflection Examples and Models
They provide an opportunity for you to consider Information is meaningless unless it is put into
how what you’ve just learned has meaning or context. Each time an important concept is
implications for you. introduced, it is followed by an example. Our
model students do the real work here, sharing
What Do YOU Think? their responses, thoughts, goals, plans, and ideas.
These sections are carefully crafted to help you
process new information and ways of thinking. Life Vision Portfolio
The point is not to answer correctly (because Where are you going? What does the future hold
there is no right or wrong answer), but to use the for you? How do you plan to get there? What
prompts as a way to integrate the information resources do you need in order to get there?
into what you already know—to make meaning Learning is not an activity separate from your
and sense to YOU. The model students appearing life; it is very much a part of not only who you
in each chapter struggle with the same prompts are now, but who you will become over the course
and their responses can help as you work to craft of your life. The more that your role of a student
your own responses. and your commitment to learning is integrated
into the context of your life, the more valuable
Methodology (not included in every chapter) it will become. Throughout this book, you will
As previously mentioned, methodologies are be working on your Life Vision Portfolio, a
a cornerstone for this book. Each time a new collection of written work documenting the
methodology is introduced, it is followed by thinking process involved in developing your
a discussion of the steps, as well as examples own vision of what you want your future self
of the model students actually applying the and situation to be. The time you spend now
methodology to a real world situation. on your Life Vision Portfolio is an investment
in your future. Most chapters include a prompt
for you to add a section and writing to your Life
Vision Portfolio.

Each chapter closes with:

6 Foundations of Learning