Enhance your program with these FREE online resources from IRIS! For Training Enhancements Peabody College at Vanderbilt University W H A T WH HA AT TIISSSIIR RIISS?? The IRIS Center for Training Enhancements is based at Vanderbilt University’s Peabody College and Claremont Graduate University The Center, supported through a federal grant from the Office of Special Education Programs (OSEP), creates enhancement materials and resources for college faculty preparing future education professionals and for professional development providers who conduct inservice trainings for current school personnel W Whhaatt R Reessoouurrcceess D Dooeess IIR RIISS O Offffeerr?? IRIS training enhancements are designed to better prepare school personnel to provide an appropriate education to students with disabilities To achieve this goal, the Center has created free course enhancement materials for college faculty and professional development providers These materials can be used either as homework or as in-class or training activities STAR LEGACY MODULES • Offer challenge-based interactive lessons • Apply the How People Learn (HPL) framework (developed by John Bransford and colleagues) • Translate research into effective teaching practices • Produce significant learner outcomes CASE STUDIES • Include three levels of problems to solve • Illustrate evidence-based instructional strategies • Are accompanied by answer keys (upon request) IIR RIISS T Tooppiiccss IInncclluuddee ●● A Accccoom mm mooddaattiioonnss ●● BBeehhaavviioorr ●● C Coolllaabboorraattiioonn ●● D Diissaabbiilliittyy ●● D Diivveerrssiittyy ●● LLeeaarrnniinngg SSttrraatteeggiieess ●● R RTTII ACTIVITIES Activities are created to accompany lectures and professional development training, to be assigned as independent homework, or to promote discussion They cover a wide range of topics related to special education and disabilities INFORMATION BRIEFS Information briefs are gathered from a number of sources and are included on the IRIS Web site to offer quick facts and details on a wide range of disability-related subjects WEB RESOURCE DIRECTORY The Web Resource Directory is a search engine that helps users locate information about special education and disabilityrelated topics available through other Web sites IRIS FILM TOOL The Film Tool is a comprehensive database of motion pictures featuring or having to with people with disabilities—some of them inaccurate or negative—as a means of stimulating discussions of popular depictions of disabilities ONLINE DICTIONARY The Online Dictionary contains hundreds of definitions of disability and special education–related terms, plus cross-links between definitions for easier searching PODCASTS IRIS downloadable podcasts feature audio interviews with some of the most knowledgeable experts in the field All IRIS materials are available at no cost through the IRIS Web site http://iris.peabody.vanderbilt.edu Instructor’s Resource Manual and Test Bank for Carter, Bishop, and Kravits Keys to Success Brief Building Analytical, Creative, and Practical Skills Sixth Edition prepared by Sarah Lyman Kravits Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Copyright © 2012, 2009, 2006, 2003, 2001, 1999 Pearson Education, Inc., publishing as Allyn & Bacon, 501 Boylston St, Suite 900, Boston, MA, 02116 All rights reserved The contents, or parts thereof, may be reproduced with Keys to Success Brief: Building Analytical, Creative, and Practical Skills, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner To obtain permission(s) to use the material from this work, please submit a written request to Permissions Department, 501 Boylston Street, Suite 900, Boston, MA 02116 or email permissionsus@pearson.com www.pearsonhighered.com ISBN-10: 0-13-707396-8 ISBN-13: 978-0-13-707396-2 ACKNOWLEDGMENTS Many hands indeed make light work We would like to thank Mary Gumlia, Martha Martin, Chelsey Emmelhainz, and Angelica Jestrovich for their contributions and work on this instructor’s resource manual We also thank John Kowalczyk for his work on the test bank As always, we are indebted to our developmental editor Charlotte Morrissey for her overseeing all aspects of the process and offering salient comment on the materials Finally, we thank Clara Ciminelli and Gregory Erb for helping us put it all together This manual is dynamic: Please feel free to communicate with us regarding ideas that you might have to enhance the teaching–learning experience in this course iii iv CONTENTS PART I: GETTING STARTED Welcome • • vii Who We Are Who Students Are Today Your Instructor’s Resource Manual • • viii What You’ll Find in Each Chapter of the IRM Additional Resources Your Text • • • • • x Why Successful Intelligence Works— And How to Use It Changes to This Edition Tips for Using Text Features and Exercises Overview of Supplemental Resources Bloom’s Taxonomy Classifications for the Test Bank Your Course • • • • • xxviii Plan Early and Well Establish Clear and Important Goals Create an Active Learning Environment Develop a Comprehensive Course Syllabus Set Yourself Up for Success in the First Week Supplemental Resource Guide • • xxxix Instructor Support Student Support Pre- and Post-Course Assessments xlvi v PART II: CHAPTER GUIDES CHAPTER Welcome to College Growing Toward Success CHAPTER Values, Goals, and Time Managing Yourself 37 CHAPTER Diversity Matters How You Learn and Communicate 65 CHAPTER Critical, Creative, and Practical Thinking Solving Problems and Making Decisions 118 CHAPTER Reading and Information Literacy Learning from Print and Online Materials 151 CHAPTER Listening and Note Taking Taking In and Recording Information 187 CHAPTER Memory and Studying Retaining What You Learn 213 CHAPTER Test Taking Showing What You Know 240 CHAPTER Wellness, Money, and Careers Building a Successful Future 271 vi PART I: GETTING STARTED Welcome Welcome to the instructor’s resource manual to accompany Keys to Success Brief, Sixth Edition We believe this course can be one of your most rewarding teaching experiences With the help of this text and manual, students can develop the skills and habits needed to succeed in college and beyond Who We Are Our collective experience and research brings you proven teaching methods to improve student learning and achievement Author Joyce Bishop of Golden West College has been in the classroom as a professor of psychology for nearly 30 years and of student success for over 20 years She has won numerous teaching awards for her in-class techniques and personal attention to individual student needs In addition to teaching students, she is currently a staff development coordinator at Golden West She is a pioneer in online learning and periodically hosts Keys faculty development Webinars where you can share her ideas and connect with her Author Carol Carter is the president of her own seminar and coaching company for high school and college students called LifeBound Through her speaking and writing, she also reaches out to disadvantaged audiences around the United States Carol has a track record of success in the business world, having served fifteen years in executive positions With the benefit of these two perspectives, students learn the powerful advantage of their education and what the real world expects of them Who Students Are Today Fact: Fewer students are prepared to manage their lives, achieve in school, and bring value to the workplace Many causes may be involved: Educators and researchers have witnessed a “sense of entitlement” in students that can inhibit their ability to succeed Some researchers attribute this to parents who too much for children or a K–12 educational system that allows many students to “get by.” Due in some measure to high exposure to media, many students have an unrealistic image of the workplace—i.e., the types of careers they find attractive, the commitment and amount of work they will have to perform, and the amount of their compensation Many students find that their ability to focus on school is compromised due to other responsibilities—primarily work, parenting, or other family demands From its first edition, Keys to Success Brief has anticipated this serious issue with its focus on college realities and the linking of school success with work and life success This sixth edition continues the tradition We have designed this revision, instructor's resource manual, and supporting materials to support and educate students who will be able to achieve goals, manage themselves, and continue to learn—in college, in the workplace, and in their lives vii Your Instructor’s Resource Manual This manual will help you plan a well-crafted, engaging course with a minimum of prep work Our goal was to create an instructor’s resource manual that gives practical, current information to improve your students’ experience and enhance your teaching Based on positive feedback from instructors, we’ve kept the organization that was new to the Brief 5e instructor’s manual (described below in “What You’ll Find In Each Chapter of the IRM”) New to the Brief 6e instructor’s manual is a section in each chapter on the chapter opening case that now begins each chapter of Keys to Success We’ve also added material in each chapter to reflect the revisions and new exercises that come with the 6e We trust you will enjoy using this manual as much as we have enjoyed writing it It is our hope that the suggestions in this manual enhance your teaching success from the first day of class to the last What You’ll Find in Each Chapter of the IRM Brief Chapter Overview: A quick overview of the chapter, including thoughts on the chapter’s particular topics and a grid highlighting the ways in which the chapter builds analytical, creative, and practical thinking Chapter Outline: A basic outline of the primary and secondary topics covered in the chapter Working with the Case Study: This new section offers ideas for discussing and working with the chapter opening case, the reference to the case in the Change the Conversation questions, and the chapter closing Case Wrap-up Communicate Content: This section goes through chapter material and offers ways to present topics in a classroom setting PowerPoint references help you use the PowerPoint presentations to enhance your coverage of the content Create Community: Focused on group exercises and other classroom activities that help students forge connections with one another and with the material, this section is divided into seven subsections Discussion Starters consists of chapter-related questions you can ask to get people talking, including one related to the new Student Profile in each chapter Group Exercises contains a selection of exercises for pair or group work Pop Culture Links has ideas for how to use movies and music to connect to chapter topics Successful Intelligence Exercises offers suggestions for how to use the in-text exercises inside and outside of class Homework lists ideas for assignments after class time viii Quotes for Reflection lists quotes, relevant to chapter material, which you can use to start conversations or inspire thought Handouts offers an at-a-glance list of the chapter-specific handouts (sometimes including an exercise description), followed by each handout in ready-tophotocopy format Consider Comprehension: Here we focus on helping students understand and retain what they learn in the classroom Subsections include the following: Review with Students lists important topics to go over before you begin the next chapter Vocabulary Quiz is a matching quiz on important vocabulary words found in the chapter Chapter Assessment is the test item file for this chapter, containing objective questions (multiple choice, true/false, fill-in-the-blank, short answer) as well as subjective questions (essay) The answer key directly follows the assessment There is an assortment of possible activities and strategies for every chapter You can pick and choose what’s best for that particular lesson, given your time constraints Stress those activities that best suit your teaching style and your students’ needs There are more ideas than you will have time to use, especially if you add your own ideas for activities and projects Additional Resources Both of these sections appear at the end of the introductory segment of this instructor’s resource manual SUPPLEMENTAL Here you will find a list of the ancillaries that accompany this RESOURCE GUIDE text PRE-COURSE AND POST- This section contains a photocopy-ready version of the pre- and COURSE ASSESSMENTS post-course assessments found in the text, as well as some ideas for how to use them ix Use sample report cards to practice calculating a grade point average (GPA) Add semester hour credits Add total grade points Divide the total grade points by the total semester hours credit Your result is the GPA Calculate the GPA for the following report cards For the first, grade points per semester hour are entered for you For the second, enter grade points per semester hour in addition to total grade points Class English Physics Economics Chemistry Psychology Total Class Semester Hours Credit Grade Received 3 B D A C F Grade Points per Sem Hour _ Semester Hours Credit English Math Comm History Art 3 Total _ Total Grade Points _ Grade Received Grade Points per Sem Hour Total Grade Points A F B C W _ _ _ _ _ _ _ _ _ _ _ _ Total and divide Show your work! Deborah Maness, Pre-Curriculum Instructor, Wake Technical Community College, Raleigh, North Carolina 22 Common Reasons Why Students Don’t Do Well in School Sleeping late Absences Partying instead of studying Looking at the book instead of studying and learning Losing books, assignments, and papers Procrastinating on assignments Tuning out in class Taking classes out of sequence Overloading with too many classes 10 Accepting too many tasks out of school—friends, clubs, religious organizations, work hours 11 Not using time well—wasting minutes/hours 12 Slow reading 13 Lack of understanding of material 14 Weak vocabulary 15 Lack of support groups—baby sitters, study help 16 Family distractions—sick children, bad relationships 17 Lack of transportation or alternative possibilities 18 Not reading assignments 19 Not willing to learn—to put forth effort and hard work 20 Poor note-taking skills Student-generated under the instruction of Deborah Maness, Pre-Curriculum Instructor, Wake Technical Community College, Raleigh, North Carolina 23 Top Ten Difficulties Going from High School to College I feel unprepared to be so responsible for myself All this free time—What exactly am I supposed to be doing? I find the workload overwhelming I don’t know how to organize my time I’m not good at meeting new people Making friends is difficult for me I no longer have my mother and/or father to some of my work for me I not like to tell people about my struggles in the classroom I couldn’t get the courses I want to take I can’t handle failure What I if I’m failing a course at the end of the term? 10 I get too distracted—how can I focus? Student-generated under the instruction of Deborah Maness, Pre-Curriculum Instructor, Wake Technical Community College, Raleigh, North Carolina 24 PERSONAL PORTFOLIO ACTIVITY # ASSESS YOUR SUCCESSFUL INTELLIGENCE As you begin this course, use this exercise to get a big-picture look at how you perceive yourself as an analytical, creative, and practical thinker For the statements in each of the three self-assessments, circle the number that best describes how often it applies to you = never = seldom = sometimes = often = always ASSESS YOUR ANALYTICAL THINKING SKILLS I recognize and define problems effectively I see myself as a “thinker,” “analytical,” “studious.” When working on a problem in a group setting, I like to break down the problem into its components and evaluate them I need to see convincing evidence before accepting information as fact 5 I weigh the pros and cons of plans and ideas before taking action I tend to make connections among bits of information by categorizing them Impulsive, spontaneous decision making worries me I like to analyze causes and effects when making a decision I monitor my progress toward goals 10 Once I reach a goal, I evaluate the process to see how effective it was Total your answers here: _ ASSESS YOUR CREATIVE THINKING SKILLS I tend to question rules and regulations I see myself as “unique,” “full of ideas,” “innovative.” When working on a problem in a group setting, I generate a I am energized when I have a brand-new experience 5 If you say something is too risky, I’m ready to give it a shot I often wonder if there is a different way to or see lot of ideas 25 something Too much routine in my work or schedule drains my energy I tend to see connections among ideas that others not I feel comfortable allowing myself to make mistakes as I test 5 out ideas 10 I’m willing to champion an idea even when others disagree with me Total your answers here: _ ASSESS YOUR PRACTICAL THINKING SKILLS I can find a way around any obstacle I see myself as a “doer,” the “go-to” person, I “make things happen.” When working on a problem in a group setting, I like to figure out who 5 I finish what I start and don’t leave loose ends hanging I note my emotions about academic and social situations and use what 5 I adjust to the teaching styles of my instructors and the communication 5 will what and when it should be done I apply what I learn from experience to improve my response to similar situations they tell me to move toward a goal I can sense how people feel and can use that knowledge to interact with others effectively I manage my time effectively styles of my peers 10 When involved in a problem-solving process, I can shift gears as needed Total your answers here: _ With your scores in hand, use the Wheel of Successful Intelligence at the end of Chapter to look of all the skills at once In each of the three areas of the wheel, draw a curved line approximately at the level of the number of your score and fill in the wedge below that line Look at what the wheel says about how balanced you perceive your three aspects of successful intelligence to be If it were a real wheel, would it roll? Based on the appearance of the wheel, in which skill you most need to build strength? 26 CONSIDER COMPREHENSION REVIEW WITH STUDENTS BEFORE YOU BEGIN THE NEXT CHAPTER: What are some key elements of college culture and making the transition to college? What are the three parts of successful intelligence and how can you build “intelligence”? How does mindset affect self-esteem, motivation, and learning? What is emotional intelligence and why is it important? Chapter One Vocabulary Quiz Answer Key (Quiz appears on following page) G A J C H D O F M 10 I 11 L 12 E 13 N 14 K 15 B 27 CHAPTER ONE VOCABULARY QUIZ global marketplace A The change in how people communicate, brought on by developments in computer systems digital revolution B Nerve cells that mimic an observed emotion, allowing you to “participate” in the feeling analytical thinking creative thinking C Involves generating new and different ideas and approaches to problems practical thinking D Work that is primarily concerned with information rather than manual labor knowledge work locus of control E The ability to perceive, assess, and manage one’s own emotions motivation F A goal-directed force that moves a person to action self-esteem G An interconnected marketplace where companies all over the world compete for business 10 academic integrity 11 growth mindset H Putting what you have learned into action in order to solve a problem or make a decision 12 emotional intelligence 13 fixed mindset I Following a code of moral values, prizing honesty and fairness in all aspects of academic life 14 21st century skills J Commonly known as critical thinking, involves evaluating information 15 mirror neurons K Categories of knowledge and skills that are considered essential for the next generation of leaders L An attitude that understands that success comes from practice and dedication M Belief in one’s value as a person that builds as you achieve your goals N An attitude that says people have a set level of intelligence and talent O The motivation you gain from either internal (values and attitudes) or external (parents and instructors) factors 28 CHAPTER ONE ASSESSMENT Multiple Choice Circle or highlight the answer that seems to fit best College graduates, on average, a have a greater chance of being unemployed than high school graduates b earn $20,000 more per year than individuals with a high school diploma c are less likely to have well paying, highly skilled jobs d have decreased employability and earning potential Which of the following is the BEST definition of successful intelligence? a Scoring high on an IQ test b Effortlessly recalling vocabulary words for an exam c Passing your exams with high scores d Creating and implementing an action plan to reach an important goal Which of the following is the BEST example of applying analytical thinking to career exploration? a Evaluating the results of interest inventories with a career counselor b Creating a dream career c Considering what major will be the quickest to complete d Asking your academic advisor to select which career would be the best fit for you Which of the following is considered a part of the “culture” of college? a The opportunity for independent learning b A fast pace and increased workload c Higher-level thinking d All of the above How does creative thinking help you achieve your goals? a It allows you to put your thinking into action b It helps you generate ideas and approaches to solve problems c It identifies the most effective path to follow d It encourages you to compare and contrast information Motivation is a externally driven by others in your life b a goal-directed force that moves individuals to action c the act of continuing to pursue a course of action, regardless of challenges, never considering a mid-course change d the primary building block of academic success 29 Self-esteem is a defined as analytical, creative, and practical intelligence b the belief in yourself that helps you stay motivated to achieve your goals c only needed when you are starting something new d none of the above How does choosing to act with integrity affect you? a It adds to your self-esteem b By avoiding shortcuts, you will actually learn the assigned material c It earns you the respect of a community of students who behave ethically d All of the above When we say that one has an internal locus of control, this refers to a factors such as circumstances and pure luck b motivators that make us work harder c internal intelligence d internal factors such as our values and attitudes 10 Which ability is NOT part of emotional intelligence? a Understanding emotions b Perceiving emotions c Anchoring emotions d Managing emotions 11 Which is NOT a documented positive effect of emotional intelligence? a Strong social relationships b Positive feedback at work c Greater personal integrity d High self-esteem 12 What statement would someone with a fixed mindset NOT agree with? a People are born with a set level of talent b Your intelligence level can change over time c People are born with a set level of intelligence d There’s nothing to learn from failure; it just indicates what you aren’t good at 13 What is the BEST way to learn from a failure or mistake? a Analyze what happened, come up with creative improvements, and take action b Figure out how others contributed to the failure c Put the past behind you d Get motivated to better next time 30 14 When facing your fears, which of the following actions is most helpful? a Acknowledge your fears and work to overcome them b Talk about your fears c Think other, happier thoughts d None of the above 15 Which of the following is NOT a reason why lifelong learning is useful? a Knowledge in nearly every field is doubling every few years b The global economy is focusing on products and services c Technology is growing and changing constantly d Workers are changing jobs more frequently True/False Determine whether each statement is true or false, and circle or highlight the answer Successful intelligence requires analytical, practical, and creative skills True False Your ability to develop workplace skills is not related to your college coursework True False Earning a college degree will guarantee that you will find and keep a highly skilled, well-paying job True False Successful intelligence appears to predict life success more than traditional IQ tests because it focuses on what you to achieve your goals, rather than just recall and analysis True False Knowledge work is primarily concerned with information rather than manual labor True False Academic integrity promotes getting good grades over learning True False 31 You can learn from failure by analyzing what happened and creating ways to improve the situation True False For people with a fixed mindset, failure is evidence of low intelligence and ability True False There is no connection between thought and emotion True False 10 Modern scientific research indicates that intelligence is fixed from birth True False Fill in the Blank Insert the word or phrase that BEST completes the sentence College is the ideal time to acquire skills that will serve you in the _ , in which North American workers often compete with workers from the Middle East and Asia College students who analyze and evaluate information, generate new and different approaches to problems, and make action plans to solve a problem are using _ Taking responsible action helps build because it gives you something to be proud of Academic integrity can be defined as following a code of in all aspects of academic life The _ _ you will encounter in college comes without much guidance and requires strong self-management skills 32 Emotional intelligence is a set of that are described as reasoning with emotion The culture in college allows you to experience many different ideas, philosophies of life, and people _ refers to the change in how people communicate as a result of the developments in computer systems Information literacy, creativity and innovation, and global awareness are part of the set of _ that people need to succeed in the modern workplace 10 When you take unique approaches to problems and see the world from a different perspective, you are using _ thinking Short Answer Briefly explain the three components of successful intelligence List five unique aspects of the culture of college discussed in the text Define both growth mindset and fixed mindset Briefly describe the advantages of a growth mindset 33 Essay How is the digital revolution changing what it takes to succeed in today’s workplace? Explain Robert J Sternberg’s view of intelligence and why he believes that success demands more than book smarts Then, explain whether you agree with him, and support your position with at least two personal examples How can acknowledging fears bring about a positive outcome? Discuss a time in your life when you faced a fear What happened, and what did you take away from the experience that you can apply the next time? Word Exploration Define the Hungarian phrase egyszer volt budán kutyavásár (edge-zehr volt bu-darn kutcho-vah-shahr) What does this word mean to you? How does it apply to your life? Case Exploration Discuss how Tererai Trent demonstrated successful intelligence in her journey to a college education In your answer, describe her goal and show how you believe she used analytical, creative, and practical intelligence to reach it 34 Chapter One Assessment Answer Key Multiple Choice Test Item Assesses This Learning Objective/Topic b Where Are You Now—And Where Can College Take You? d How Can Successful Intelligence Help You Achieve Your Goals? a How Can Successful Intelligence Help You Achieve Your Goals? d Where Are You Now—And Where Can College Take You? b How Can Successful Intelligence Help You Achieve Your Goals? b How Can Successful Intelligence Help You Achieve Your Goals? b How Can a “Growth Mindset” Motivate You to Persist? d How Can a “Growth Mindset” Motivate You to Persist? d How Can a “Growth Mindset” Motivate You to Persist? 10 c Why Do You Need Emotional Intelligence? 11 d Why Do You Need Emotional Intelligence? 12 b How Can a “Growth Mindset” Motivate You to Persist? 13 a How Can a “Growth Mindset” Motivate You to Persist? 14 a How Can a “Growth Mindset” Motivate You to Persist? 15 b How Can This Book Prepare You to Succeed? True/False Test item assesses this learning objective/topic T How Can Successful Intelligence Help You Achieve Your Goals? F Where Are You Now—And Where Can College Take You? F Where Are You Now—And Where Can College Take You? T How Can Successful Intelligence Help You Achieve Your Goals? T Where Are You Now – And Where Can College Take You? F How Can a “Growth Mindset” Motivate You to Persist? T How Can a “Growth Mindset” Motivate You to Persist? T How Can a “Growth Mindset” Motivate You to Persist? F Why Do You Need Emotional Intelligence? 10 F How Can Successful Intelligence Help You Achieve Your Goals? 35 Fill in the Blank Test item assesses this learning objective/topic global marketplace Where Are You Now—And Where Can College Take You? successful intelligence How Can Successful Intelligence Help You Achieve Your Goals? self-esteem How Can a “Growth Mindset” Motivate You to Persist? moral values How Can a “Growth Mindset” Motivate You to Persist? independent learning Where Are You Now – And Where Can College Take You? skills (or abilities) Why Do You Need Emotional Intelligence? diverse Where Are You Now – And Where Can College Take You? digital revolution Where Are You Now – And Where Can College Take You? st 21 century skills Where Are You Now – And Where Can College Take You? 10 creative How Can Successful Intelligence Help You Achieve Your Goals? 36 ...Instructor’s Resource Manual and Test Bank for Carter, Bishop, and Kravits Keys to Success Brief Building Analytical, Creative, and Practical Skills Sixth Edition prepared by Sarah... parts thereof, may be reproduced with Keys to Success Brief: Building Analytical, Creative, and Practical Skills, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits, provided such... course and for your students This Sixth Edition of Keys to Success Brief retains the strong, functional focus on successful intelligence and its three key skills analytical, creative, and practical