CHOOSING SUCCESS - CHOOSING SUCCESS INSTRUCTOR MANUAL CHAPTER 1: F...

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CHOOSING SUCCESS

INSTRUCTOR MANUAL

CHAPTER 1: FIRST STEPS TO CHOOSING SUCCESS

Just as this chapter focuses on first steps for students, it is also a kind of first step for the course because it sets the tone for the rest of the term. Although there are many ways to start a term, we recommend using an icebreaker in the first class meeting or online module. Although students (and often instructors) often say they dislike icebreakers, they do serve to provide specific ways for students to meet each other. Without an icebreaker, less outgoing students are less likely to get to know others in the class. Although one icebreaker is included here, you may have others that you prefer. Additionally, you can also use the first class to either confirm or disprove student assumptions about the course. The Graffiti Survey is one way to do so in a face-to-face class. Finally, we suggest that you use a Classroom Assessment Technique

(Classroom Assessment Technique: A Handbook for College Teachers, 2

nd Ed. by Thomas Angelo and K. Patricia Cross) to help students assimilate and reflect on content. Classroom Assessment Techniques also help you identify gaps in student understanding.

LEARNING OUTCOMES TEACHING SUGGESTIONS BY MODULE

In this chapter students will learn:

● What they need to know in their first week of class ● How college is different ● The steps in a decision-making process ● How to make learning an active process ● How to use this textbook

ANSWERS

Because Choosing Success teaches students to make wise decisions, answers to exercises vary.Use Socratic Questioning (separate file) for assistance.

CLASSROOM ASSESSMENT TECHNIQUES

As a class ending, ask students briefly for one or more

of the following writing prompts:

• I liked_____.• This class got me thinking about_____.• One question I still have is_____.

• The first week of class

● Review the Tips for Week 1: Put a check by the

ones you had already thought of. Put a star by the ones that were new to you. What are your personal top 3 tips? Make sure students know how to use the tips as links to chapter content.Activity 1 asks what top 10 things students did before classes began. Ask them to identify other things they did that did and did not work.II. How college is different ● Create a Venn diagram that compares high school, work, and college. Activity 2 asks that students question an expert panel.● Use the Group Application to debrief.III. 5c approach for decision-making ● Working with a partner, apply the 5C process to a decision about one of the Tips for Week 1.Activity 3 asks students to apply the 5C approach to a problem. Divide the room into groups according to the type of problem identified—for example, personal, school, work, etc. Ask students to discuss commonalities and differences.IV. Learning as an active decision ● Instructor demonstration of SQ3R with student practice

• Maximizing your use of CHOOSING SUCCESS

● Instructor demonstration of location of text features (Choosing Success, 3e Atkinson) (Solution Manual all Chapters) 1 / 4

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CLASSROOM ACTIVITIES

Graffiti Survey: Materials: large pieces of newsprint or poster size sticky pages; markers. Before class, write a prompt on each page (e.g., I think college is… I hope this class doesn’t… My biggest concern about college is…). Post in classroom. As students enter the class, invite them to respond to each of the prompts.Debrief the prompts by discussing or highlighting responses. This helps students see commonalities and provides a way for the instructor to address issues and concerns.

Knowledge Circle Icebreaker: Students and instructor stand and form a large circle. The purpose is to organize in any of the following ways: alphabetically by first name, alphabetically by home town/state/country, by major and so on). After names, the teacher can say the names around the circle a couple of times and then invite a student to repeat the names as well. Let students know that they already share commonalities with each other in terms of place and major and that as the course progresses, they will find more commonalities with each other.

5C Application: Ask students to identify what they were doing when they decided to come to college (e.g., school, work). Then suggest that they use the 5C approach to identify other choices they could have made, the consequences those choices might have had, and how they feel about the outcome of the choice they made: college. Put students into groups of no more than 5 to discuss their answers. After 10-15 minutes, ask one member of each group to share the discussion with the class.

Syllabus Quiz: Create an open-note multiple choice quiz over key ideas in the syllabus (e.g., attendance policy, assignments, course calendar). Students can either complete in class, online or as a take home.Grade and debrief answers. This helps assure that students are aware of course requirements.

ONLINE ADAPTATIONS

PRE-Mail: Create a welcoming online environment by sending students a “PRE-mail” before the course begins. The pre-mail should provide the course syllabus and provide information about what students need to do before the first online class.

Icebreaker Discussion: An icebreaker focused on first-year success might include prompts such as the following: What is your name? Where are you from? What are you planning to major in? What other courses are you taking? What aspect of college life are you looking forward to most? Post a picture or image that best represents you. Replies should ask questions or make comments about original posts.An icebreaker focused on personal characteristics might include prompts such as the following: What is your name? Where are you from? Tell two truths and one lie about yourself. Replies should try to identify the lie.

Ask Your Professor: Create an ongoing discussion in which students can ask questions about course content or online issues.

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3 Find the Error Bonus: Online courses often have a lot of “moving parts”—due dates, broken links, etc., which can be frustrating to students. Create a discussion in which the first person to find and post an error gets a small number of bonus points. This tends to lessen frustrations.

PowerPoint Chapter Presentation: The Chapter 1 presentation contains content slides and reflection slides (Think About It!). You can also remove Think About It! slides and convert them into journal or discussion prompts.

Video: Create a screencast or webcam video that demonstrates the SQ3R process and/or text features in Choosing Success.

Assignments: Chapter activities can be converted into assignments.

DISCUSSION QUESTIONS*

• How is college different from high school or your job?
• What has been the biggest challenge you’ve faced since school started? What has been your

biggest reward?

• How do you make decisions? Do you have a process? If so, describe.
• Which part of the 5C process do you already do? Which part is new to you or might be most

difficult for you? Why?

• The Perspectives essay in Appendix A addresses parental advice. Did you get advice from

anyone in your family? If so, what was it? If not, what do you wish you had been told?

• Choosing to Serve in Appendix B focuses on volunteerism. Have you volunteered previously?

How could volunteer experiences help you confirm your choice of career and major?*can also be used for online discussion/see SOCRATIC QUESTIONING (separate file) for further assistance

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CHOOSING SUCCESS

INSTRUCTOR MANUAL

CHAPTER 2: INTERACTING WITH YOUR COLLEGE COMMUNITY

The key to assimilation for students—and retention for the college—occurs when students feel like they’ve become a part of the campus. Although the college makes the first move in providing services and resources for students, the students must make the next move by making use of those services and resources. This chapter provides you the opportunity to highlight the specific resources and people on your campus that students need to know. It also provides opportunities for students to learn more ways to interact with campus resources and people effectively.

LEARNING OUTCOMES TEACHING SUGGESTIONS BY MODULE

In this chapter students will learn:

● How to use their college catalog and website ● How to access resources and services on campus ● Who is in their college community ● How to identify which organizations at their college fit their needs ● How to communicate effectively with their faculty ● How to communicate more effectively with others and resolve conflicts when they occur

ANSWERS

Because Choosing Success teaches students to make wise decisions, answers to exercises vary. Use Socratic Questioning (separate folder) for assistance.

CLASSROOM ASSESSMENT TECHNIQUES

As a class ending, ask students briefly respond to one or

more of the following writing prompts:

• I was surprised to learn_____.• As the result of this chapter/class content, I plan to_____.• I learned_____.

I. Understanding the language of your school: catalog and

website content.● If possible, complete Activity 1 in a campus computer lab. If a computer lab is not available, you can display online website content in class for discussion and provide students with copies of your college’s catalog to complete Part 2 of the Activity. Ask students to provide their answers to the group application. List these on the board and define as a class.II. Campus offices, resources, and services ● Activity 2 helps students identify more generic resources on your college campus. Use Passport Activity. Ask students to identify what other places they have found useful. Next, ask what these offices do and where they are located.III. Experiencing campus diversity

• Use Activity 3 as a community building activity.

Activity 3 has 3 parts. Ask students to identify one person from each group to discuss the most interesting story they heard. Follow-up with the In the Cards Activity

IV. Getting involved: joining campus groups

● Before completing Activity 4, ask someone from the student services staff or from the student government association to come talk to students about specific organizations and opportunities on your campus.Debrief using the Group Application.

• Working with faculty

● Role play interaction with faculty and staff.VI. Conflict resolution ● Role play interactions that involve conflict.

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