Study Skills: Do I Really Need This Stuff?, 3rd Edition
©2014 |Pearson | Out of print
Steve Piscitelli, Florida State College at Jacksonville
©2014 |Pearson | Out of print
For Study Skills courses.
Study Skills immediately has the student address an age-old question, “Why do I have to take this course?”, through assessment of strengths and weaknesses and critically applying what is relevant to their situation.
Assessment of strengths and weaknesses allow students to self-identify what they already do well as a whole and what they need to improve, then take shorter assessments specific to the study skill topic of each chapter. Chapter opening situations are presented through crisply written 'problem based learning' vignettes to engage in critical thinking and is referenced in key points to reinforce the R.E.D. model. Each chapter concludes with the reader asked to critically apply objectives and strategies and propose a plan for the student in the scenario, again 'problem based learning'. Priority management is a key feature and distinct from time management, as well as Information literacy coverage including social media and how to write for social media - strong and timely.
TECHNOLOGY OFFERING: MyStudentSuccessLab is available with this book upon request. It is an online solution designed to help students ‘Start strong, Finish stronger’ by building skills for ongoing personal and professional development. Go to http://mystudentsuccesslab.com/mssl3 for a Point and Click DEMO of the Time Management module.
--Elizabeth Huggins, Augusta State University
"It is a thoughtful, well-crafted book that simply describes common problems students have and offers some common-sense solutions."-- Dr. Cari Kenner, St. Cloud State University
"Respectful. Piscitelli described social and learning dynamics as if discussing them with a colleague. This makes his writing style respectful and approachable in that he never seems condescending or critical. He explains to readers several phenomena that impact learning outcomes and provides self-reflective activities for the interested reader…and many will be because of this approach."--Chad Luke, Tennessee Tech University
"Piscitelli approaches study skills with enthusiasm and a genuine desire to help students build effective study techniques."-- Brenda Marks, Ed. D., Clackamas Community College
o Student vignette presented, with a challenge to the reader to “think critically” about the student situation.
o Chapter outcomes
o Key Terms
o Chapter Introduction
o Assessment activity for students to reflect on their skill level for each chapter topic.
The R.E.D. Model icon will appear throughout the chapters to signal when critical thinking skills need to be applied.
Each chapter has activities to reinforce the chapter study skills introduced.
At least one of the chapter activities (before the end of the chapter) directly relates to the student vignette at the beginning of the chapter.
Chapters end with a “Critically Thinking: What Have You Learned in This Chapter?” It consists of a review of the chapter outcomes and a final chance to critically think through the student situation presented in the opening-of-the chapter scenario.
The test-preparation and test performance chapter now includes specific item examples for each type of test described.
Over the course of the book, students have the opportunity to complete a number of reflective activities. They can compile these into a portfolio of strategies. In this way they will be able to answer the question,“What am I doing to get what I want?”
Endnotes provided for each chapter (at the end of the book) for instructors and students to find appropriate citations and conduct further research as desired.
The R.E.D. Model[i] is a critical thinking model introduced in Chapter 2 and used throughout the book. It is the basis for opening and ending-of-chapter activities, and is used consistently in internal chapter activities as needed to support the chapter topic. Easy to remember acronym reminds students to recognize assumptions, evaluate information, and draw conclusions. R.E.D. icon feature repeats throughout the book: simple, recognizable; effective.
Chapter 3 (Priority Management) has a new perspective. Whereas the second edition emphasized “time management,” this edition builds on the premise that time management is impossible. One cannot manage time. What one has to do is manage priorities. In that way, the person is taking the action and using the resources that move him closer to his goal. More information and strategies provided on the topic of procrastination. (Ex. - Chapter 3 sets the stage.)
Chapter 4 (Information Literacy) has been completely revamped. This is a powerful part of the book. Social media is part of the fabric of our lives. Students need to know how to navigate for information, collaborate with classmates/co-workers, and protect their privacy. This chapter addresses writing skills for the 21st century social media user. (Ex. - Chapter 4)
o The first half of this chapter addresses “traditional information literacy” of finding, evaluating, and using information. The second part has an in-depth focus on social media and communication in the Internet Age.
o The topic of communication has been rewritten to include tips for creating and posting appropriate social media updates, as well as establishing (or not) an online profile. Privacy issues are explained and the concept of a “digital tattoo” is emphasized.
o Information on repetitive strain injuries moved to Chapter 3 (Priority Management).
o A post-writing checklist added.
Chapters begin with a 'problem based learning' student vignette. These stories incorporate typical and specific challenges that students encounter. For instance, in the chapter addressing information literacy (Chapter 4), the student situation looks at the issues of personal privacy and integrity in the world of social media. All vignettes end with a challenge for the reader to solve. Crisply written, these “situations” engage the reader in critical thinking and problem solving from the beginning of each chapter. Additionally, the vignette (situation) is referenced in key points of each chapter to reinforce the R.E.D. Model. The reader gives the advice based on chapter concepts--much more active than reading passive advice from a “real” student case study. (Ex. - Chapters 2 through 12. [Chapters 1 and 13 place the student/reader as the focus.])
Each chapter ends with a section titled “Critically Thinking: What Have You Learned in This Chapter?” - also 'problem based learning'. The reader must apply the chapter learning outcomes, key terms, strategies, and the R.E.D. Model to offer a plan of action for the student in the vignette. From an instructional design standpoint, this creates symmetry for the student/reader. He/she has to (one last time) return to the chapter objectives and critically propose a plan for the student in the scenario. (Ex. - At the end of each chapter.)
Chapter order has been re-ordered. While this is always a debatable subject (order of content), the movement here reflects the immediate needs of most students. Key topics: Critical thinking, priority management, writing in the information age, and protecting one’s online profile/reputation are found in the first four chapters.
o Given the importance and prevalence of social media, online personal profiles, and personal reputation issues, information literacy was moved from Chapter 11 in the second edition to the fourth chapter in this third edition.
o Priority Management has been moved up once space from Chapter 4 to Chapter 3. Students need to master early in the term.
o All other chapters (until Chapter 12) appear one chapter “later” than the second edition.
The brief overview of left-brain, right-brain, and whole-brain processing in the second edition has been removed and replaced with an introduction to the topic of “attention.”
A section on Multiple Intelligences has been added to the chapter on learning styles. A practical activity has been included to connect the concept to personal success. (Ex. - Chapter 6)
The new version (7.1) of VARK is included in the third edition. Students have the most up-to-date version of this internationally-used instrument. A new scoring rubric is more user-friendly as well. (Ex. - Chapter 6)
The impact on reading comprehension and retention--are presented. For example, considerations on the impact of reading new vs. used books.
The “forgetting curve” is introduced, explained, and connected to memory strategies.
The chapter on testing has been re-organized to more accurately reflect the clear distinction between two separate processes: test preparation and test performance. The 2nd edition used “preparation” and “performance” interchangeably. Separating the two concepts in the third edition drives home the point that testing is multifaceted--and not just a night-before-the-test event. (Ex. - Chapter 11)
The Chapter 1 and Chapter 13 activities thoroughly revised. This edition uses fewer and more focused activities.
A new Glindex replaces the subject and problem-solving indexes. This new feature provides a glossary for every keyword from each chapter. This is a concise and easy reference for students and faculty. (Ex. - End of book)
The book has been re-designed with a full use of color to highlight the features and make for a more interesting, interactive, and engaging reading experience. Visually appealing, the new design will draw attention where attention is needed and make key concepts “pop” for the students. (Ex. - Throughout the book)
[i] Watson-Glaser Critical Thinking Appraisal, Forms A/B (WGCTA). Copyright ©2007 NCS Pearson, Inc. Reproduced with permission. All rights reserved. “Watson-Glaser Critical Thinking Appraisal” is a trademark, in the US and/or other countries, of Pearson Education, Inc. or its affiliates(s).
TECHNOLOGY AND PEARSON CHOICES
MyStudentSuccessLab 3.0 (www.mystudentsuccesslab.com) is an online solution designed to help students ‘Start strong, Finish stronger’ by building skills for ongoing personal and professional development. This TOPICAL based technology promotes student engagement through:
· Video interviews on key issues ‘by students, for students’.
· The Learning Path Diagnostic offers 65 Full Course Pre-Diagnostic (Bloom’s Taxonomy level 1-2) and 65 Full Course Post-Diagnostic Bloom’s Taxonomy level 3-4)questions, and 20 pre-test (Bloom’s Taxonomy level 1-2) and 20 post-test (Bloom’s Taxonomy level 3-4) questions.
· The Practice exercises improve class preparation and learning.
· Graded Activities build critical thinking skills and develop problem-solving abilities (includes Essays and Journaling).
· Instructors benefit from an Implementation Guide to easily assign and assess progress.
· Students have access to relevant FinishStronger247 YouTube videos, the Pearson student Facebook page chock full of tips, MySearchLab use for doing effective research, and more.
PearsonChoices - CourseSmart and Custom Publishing. Having choices for how to deliver course content is important.
· CourseSmart Textbooks Online is an exciting new choice for students looking to save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online and save up to 50% off the suggested list price of the print text. With a CourseSmart e-textbook, students can search the text, make notes online, print out reading assignments that incorporate lecture notes, and bookmark important passages for later review. For more information, or to subscribe, visit www.coursesmart.com.
· Pearson Custom Publishing allows professors to create their own professionally produced customized textbooks and media products to best complement their course. We offer high-quality content, professional design, quick production, and reliable on-time delivery. The result is a valuable textbook that students will use, cover to cover, tailored to meet exactly the needs of the professor, students, and course. Visit www.pearsoncustom.com.
Table of Contents:
INTRODUCTION: TODAY IS THE TOMORROW YOU CREATED YESTERDAY
CHAPTER 1: DO I REALLY NEED THIS STUFF
CHAPTER 2: CRITICAL THINKING
CHAPTER 3: PRIORITY MANAGEMENT
CHAPTER 4: INFORMATION LITERACY
CHAPTER 5: MOTIVATION AND GOAL SETTING
CHAPTER 6: LEARNING STYLES
CHAPTER 7: CLASS TIME LISTENING AND NOTE-TAKING
CHAPTER 8: REVIEWING AND USING YOUR NOTES OUTSIDE OF THE CLASSROOM
CHAPTER 9: READING
CHAPTER 10: MEMORY
CHAPTER 11: TEST PREPARATION AND TEST PERFORMANCE
CHAPTER 12: CIVILITY
CHAPTER 13: THE CHOICES YOU MAKE
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Steve Piscitelli has dedicated himself to the processes of teaching and learning for more than three decades. An award-winning teacher, he has taught students of varying abilities and levels, from middle school through the university level. Currently, Steve is a tenured professor at Florida State College at Jacksonville.
Steve earned degrees from Jacksonville University, the University of North Florida, and the University of Florida.
In addition to this third edition of Study Skills: Do I Really Need This Stuff?, Pearson Education published Choices for College Success (second edition, 2011). Steve, also, has written, recorded, and produced two music CDs. His nationally-known workshops combine interaction, practicality, music, and humor to connect participants with practical strategies. More information is available at www.stevepiscitelli.com.
Steve lives with his wife, Laurie, and canine companion, Buddy, in Atlantic Beach, Florida.
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