More New and Used
from Private Sellers
Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 4th edition with a publication date of 5/1/2006.
What is included with this book?
- The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
Practicing College Learning Strategies presents practical applications of study skills in a clear and concise, workbook style format. The text is known for providing ample exercises throughout each chapter, reflecting the author's belief that students can be taught how to learn more effectively through hands-on reinforcement. Now produced in two-color, the Fourth Edition has a sleek design and is organized around a new learning strategies framework. This framework includes chapter-opening objectives that preview the materials students are about to learn. The author presents the latest research on the brain, helping students to understand how they learn, how to capitalize on their strengths, and how to adjust for their weaknesses. Structured activities and exercises guide students in the reflection process to make the information personal and useful and to provide practice opportunities. The straightforward explanations and structured activities that model the learning process make this text especially useful for first time college students or returning adults.
Table of Contents
|Note: Each chapter begins with Learning Outcomes, contains Making Connections, and concludes with a Summary and Case Study: What's Your Advice?|
|Survival Kit: Things You Need to Know Right Now!|
|Musts for the First Day of Class Ten|
|General Survival Tips to Keep You Afloat|
|The Breathe System Survival|
|Tips for Taking Notes and Reading Assignments|
|Survival Tips for Taking Tests|
|Checklist for Essay Tests|
|A Dozen Reasons to Review a Returned Test|
|Obtaining Your Technology Survival Tools|
|Applying the Principles of Time Management|
|Beginning Steps in Time Management|
|Making It Concrete Scheduling: The Foundation of Time Management|
|Date Book To-Do List Making Connections|
|Time Wasters: Plan Your Attack Virtual|
|Field Trips:Procrastination and Time Management|
|Critical Thinking AboutPrioritizing Exercise|
|Critical Thinking The Necessity of Critical Thinking|
|The Process of Decision Making Thinking About|
|Thinking Fact and Opinion|
|Levels of Learning: Bloom's Taxonomy Making It Concrete|
|Virtual Field Trip:Bloom's Taxonomy|
|Virtual Field Trip:Learning More About Asking Questions|
|Setting Goals Why Have Goals?|
|Locus of Control Virtual Field Trip:Locus of Control|
|Why Are You Here?|
|When Should You Set Goals?|
|Examining Areas of Your Life Themes of Goals|
|Elements of a Useful Goal|
|Critical Thinking AboutFollow-Up Making It Concrete Critical|
|Thinking AboutWhat's Your Problem Class?|
|Reasons Students Fail College|
|A Brief Explanation of Memory Research|
|Memory Principles: Quick Reference Guide|
|Applying the Memory Principles|
|Making an Effort to Remember|
|Making It Concrete Controlling the Amount and Form of Information|
|Strengthening Neural Connections Allowing Time to Solidify Pathways|
|Virtual Field Trip:Memory Principles|
|Virtual Field Trip:Memory Principles Quiz|
|How Memory Works: Putting Principles in Perspective|
|Stage One: Getting Information into the Brain--|
|Reception into Short-Term Memory Critical Thinking AboutReception|
|The Nature of Short-Term Memory|
|Stage Two: Processing from Short-Term to Long-Term Memory|
|The Nature of Long-Term Memory|
|Stage Three: Retrieving from Long-Term Memory|
|When You Retrieve Information from Long-Term Memory?|
|Virtual Field Trip:Learning More About the Brain|
|Processing Information from Lectures|
|Processing Information: Going Beyond Memory Relating Information|
|Processing to Memory Principles Modeling the Learning Process|
|Listening Skills Virtual Field Trip:Let's Improve Your Listening|
|Why Take Notes?|
|Using the Label in the Margin System for Lectures|
|Making It Concrete Practice Notes|
|Summary Sheet for Label in the Margin: Lecture Notes|
|Virtual Field Trip:Expanding|
|What You Know About Note Taking Critical|
|Thinking AboutTaking Notes|
|Processing Information from Textbooks|
|Using the Label in the Margin System for Textbooks|
|Learning Styles: How a Person Learns Best Summary|
|Sheet for Label in the Margin: Textbooks|
|Virtual Field Trip:Let's Learn More About Critical Reading and Mapping|
|Mapping Sample Notes|
|If This Had Been a Lecture|
|Sample of the Label in the Margin System for Textbooks Sample Mapping Making It Concrete|
|Discovering the Best Place for You to Study|
|Analysis Virtual Field Trip:Searching for Concentration Tips|
|What Are Learning Styles?|
|Learning Outcomes W|
|Table of Contents provided by Publisher. All Rights Reserved.|