Page 18 - Foundations of Learning, 4th Edition (Revised)

Jennifer is an eighteen-year-old first-year student
who plans to major in journalism.
Her aunt is a photojournalist who works for
travel magazines, and she inspired Jenn
to do a lot of writing in high school. Jenn
worked on the yearbook during her junior
and senior years and won a few writing
contests along the way. Although she did
well in high school, Jenn is a bit nervous
moving from a small school to a large college.

What are the stories of the people sitting next to you right now? What are their goals? What, exactly, are
YOUR goals? Throughout this book, we will direct you to activities at the end of each chapter. These
activities will give you opportunities to actively engage in your own learning. You must finish the activities
before you return to the rest of the chapter. Activity 1.1—Building Learning Communities will help you
get to know your classmates by encouraging you to explore and share your educational and life goals and
expectations.

PROCEED TO ACTIVITY 1.1 (page 25)

Just as you have goals or objectives for this course and yourself as a learner, there are also learning objectives
woven through each chapter and activity in Foundations of Learning. These include the knowledge and
skills you should gain as a result of working with the content of each chapter.

LEARNING OBJECTIVES

After you finish Chapter 1, you should be able to:
• Practice assessment through the completion of an initial self-assessment
• Identify your current level as a performer
• Gain from a syllabus the key aspects of any course
• Identify two measurable goals for this course

How can you tell if you’re meeting the learning objectives? You can find out by being evaluated by an
instructor or fellow student, but perhaps the best way is to take the time to reflect upon what you’re doing
and how you’re doing it. This is called critical reflection.

12 Foundations of Learning