Powers New Learning Initiatives

In a time of accountability, just the book for your school.

Involves students, teachers, counselors, and parents in a complete learning initiative

Guiding students to —

  • develop learning methods/routines that create self-sufficient learners—equipping them to succeed in a changing world.
  • become life-long learners, confident, comfortable speakers, and goal-setters — valued contributors in society.
  • recognize why learning plays a HUGE role in their futures — how setting/meeting hundreds of small daily goals creates a student’s dreams. Students rarely “get” that many, many small steps build their futures.

12 strategies empower students as learners —

  1. The quality of learning will improve right now! True, the book prepares students for post-secondary education. But teens who develop and practice the 12 strategies begin to take charge of themselves and their lives as students right away.
  2. Students will “get” what’s involved in learning.  So many teens don’t know how to learn. The book details what to do, and with practice, teens will adopt techniques, learning how to study for all their  courses—even those they find difficult.
  3. Students will achieve long-term learning; “academic amnesia” prevents post-secondary success. The book shows students how to study to “secure” knowledge. When students get to college they realize too late that they never “really learned” the material in the first place.
  4. Overall, students begin to understand what’s expected of them and how to achieve it. The great majority think that if they hand-in assignments, they must be learning. The book teaches students to appreciate the difference between “learning” and “doing homework.” They will enter higher education and the world as independent and self-sufficient learners.
Adopted school-wide, Are you Really Ready for College? can give a school one voice in conveying the expectations and standards to be met at the school—and at home.

 

 

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The Need: Creating nimble life-long learners

The book connects learning’s importance to real-life, the workplace, and “getting ahead.”

Highly practical.
Dr. Bob’s theme? Succeeding as a learner and meeting daily goals move students toward their “so far-way” future and dreams. The alternative? Going nowhere. The future will need learners who can adapt.

Modern life is rapidly changing.
The 21st century will prize the person who is a “quick study,” has an agile mind, who is organized, can get the job done, and who can adapt to new technology and ideas—no matter the field.

Want to make the point?
Show students what a cell phone looked like a dozen years ago.

The 12 strategies meets the needs of students whose jobs may not yet exist, by focusing on—

  • knowing how to learn
  • organizing yourself and work
  • managing time
  • controlling a workload
  • speaking, reading, writing, listening (It’s how we live our lives)
  • using creativity, imagination, and inventiveness to advance
  • collaborating with others
  • continually gaining and expanding knowledge
  • setting and reaching goals (little and big) all the time
  • evaluating how to attain goals, assess tactics, and adjust them as you go

Written for teens

Dr. Bob talks directly to students, using teen language and a friendly tone. Nothing abstract. The book is encouraging, conversational, and easy to understand.

Student stories show how the 12 strategies solve common student problems.

Stories reflect common student behavior. Some show why the 12 strategies bring success. Some show why failures are rooted in not using the strategies. After each story, Dr. Bob includes a play-by-play explanation of what happened, so the student really understands the point.

 

 

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What the book says to support your learning initiative

  • explains that learning is active, not passive, takes effort and time.
  • details what a learner’s days look like.
  • defines a knowledge bank—and why it’s valuable in real life.
  • describes in detail how to be a learner.
  • connects school to real-life, something teens rarely do.
  • spells out how learning continues after school and throughout life. Those who learn efficiently will always have an edge in life.
  • explains being an adept learner who can keep up with the world’s changes will fare better in tough economic times. Employers value learning (and talking).
  • sheds light on the fact that “good talkers” have confidence in themselves wherever they go.
  • describes how people who are learners contribute to the U.S. economy and keep it growing.
This book explains that learning is active, not passive, requires effort and time.

 

 

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Perspectives on learning: behaviors, techniques, brainwork, & mistaken attitudes

Identifies the quality of an individual student’s learning behaviors.

Readers learn whether or not their behavior and techniques are on-track or need to be changed/adjusted to succeed. At the beginning of each chapter, the student fills in a questionnaire about that strategy, much like the surveys so popular in teen magazines (Check all that apply, Rank these items, etc.). At the end of the chapter, students return to the survey and compares their answers with what has just been learned.

Builds efficient and effective ways of approaching a learning situation independently.

Many students don’t know how to go about learning or how to develop more advanced learning techniques to handle work as subjects grow more complex. The book presents various learning approaches. As readers’ learning strategies begin to develop and multiply, students will be arming themselves with maturing study systems—able to manage their learning level.

Explains how different courses exercise the brain in different ways.

Dr. Bob answers the student’s traditional complaint: “This a waste of time. I’m never going to use this stuff.” Given young people’s futures, their brains need to be strong, versatile “muscles.” What’s more, later in life, students often find  so-called “useless” information unexpectedly helpful.

Regularly reminds student how learning today affects careers tomorrow.

Since far-sightedness is not a strength of young people, Dr. Bob reminds his readers that they’re working toward the far-away future. He explains in detail how achieving small, daily goals eventually makes possible very important long-term goals: entering a chosen career and succeeding it.

An interactive approach makes each copy of the book a personal learning guide.

All through the book, students are asked to answer questionnaires, fill in charts, and make lists. By the end of the book, the reader has created a very personal guide. The book should become a well-thumbed reference book that students return to again and again to refresh their focus on the strategies throughout their education.

 

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Emphasis: Talking well advances people in school and in life

Book excerpts on the importance of talking:

In the workplace:

— “In one way or another every job involves explaining something to others, clearly reporting results, or giving direction. Talkers earn reputations as valuable contributors.”

— “Talking makes things happen. When you talk, you explain things, you answer questions, you get people interested or excited about your ideas. You get yourself recognized.”

— “Ask any adult, who gets the raise or the promotion. Usually, it’s the people who know how to talk. Non-talkers or poor talkers might hold jobs, but they often don’t move up in the work world.”

— “Can you grab onto a problem, analyze it, and then debate the merits of different solutions? Those who…can express themselves are going places. The rest of the employees will sit and listen or take notes …just as non-talkers do in class now.”

In the classroom

Engagement: The difference between watching a soccer game and playing soccer. Dr. Bob explains that when students talk in class, they are paying attention. They not only learn more, the class becomes more interesting and fun because they are actively involved. They are participating just as they will later in life if they want to succeed.

 3 chapters all about talking

  • The importance of talking, how it extends far beyond friends, how much talking really goes on in life, and how people often make good impressions by talking well.
  • What makes talking so difficult? Why do people get tongue-tied and stumble? Why teens in particular? Everyone “learns” to talk. The pages discuss all this in a way that is sensitive to young people.
  • How to practice talking in different situations and overcome self-consciousness: with relatives, neighbors, store cashiers, small children, older people, figures of authority—even talking in class, and eventually with college admissions representatives.
  • Chapters include practice topics to use with different kinds of people. And ways to strike up conversations.

Did you miss my What you need to know before students go page? It’s important.

 


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