Content Outline and Competencies:

I. The Vicious Cycle; Interaction of Poor Math Self-Image; Math
Deficiency and Math Avoidance
   A. Identify math related attitudes.
   B. Discuss the  vicious cycle."
   C. Discuss the ABC triangle of math:
      1. Affective
      2. Behavioral
      3. Cognitive

II. Math Myths
   A. Identify math myths.

III. Math Time Management
   A. Discuss math time management.
   B. Plan a study schedule.

IV. Three-Step Process
   A. Use the three-step process:
      1. Math situation
      2. Self-talk
      3. Emotional reaction

V. Math Levels of Thinking Skills
   A. Explain math levels of thinking skills:
      1. Knowledge
      2. Understanding
      3. Application
      4. Analysis

VI. Math Textbook Strategy - Making Connections
   A. Use math textbook strategy.
   B. Relate new concepts to those already learned.
   C. Recognize relationships among concepts.

VII. Lecture Preparation
   A. Preview using math textbook strategy.
   B. Review previous class information.

VIII. Lecture Strategy
   A. Use two-column format for note-taking.
   B. Use summary technique.

IX. Math Homework Strategy I
   A. Make math note cards:
      1. Information/vocabulary
      2. Procedure, formula, rule
   B. Use math note cards to do homework assignment.

X. Math Homework Strategy II
   A. Make math note cards:
      1. Warning
      2. Quiz
      3. Summary
   B. Review homework.

XI. Solving Word Problems
   A. Use math word problem strategy.

XII. Math Test-Taking Skills
   A. Use math test-taking skills.
   B. Analyze test errors.
   C. Use test error analysis technique.

XIII. Responsibility for One's Own Learning
   A. Explain the ABC triangle of math.
   B. Discuss locus of control.
   C. Review the math strategies.

 XIV. Synthesis of the Math Strategies
   A. Apply the math strategies in a final project.

Content Outline and Competencies:

I. Introduction to Learning Principles
   A. Discuss the human information processing models.
   B. Discuss the levels of the processing approach to learning and
remembering.

II. Pre-Evaluation
   A. Take the pre-assessment and interpret the results.

III. Overview of the Strategic Learning System
   A. Explain the rationale for using the Strategic Learning System.
   B. Trace the development of the Strategic Learning System.
   C. Discuss the validation of the Strategic Learning System.

IV. Components of the Effective Teaching/Learning Model
   A. Discuss the components of the Effective Teaching/Learning Model
including the describe, model, guided practice, comprehension check,
independent practice, and master (post-test) components.
   B. Explain the generalization of the learning model.

V. Strategic Learning System
   A. Apply the Textbook Strategies involving multiple passes through the
assigned chapter.
      1. Survey the chapter:
         a. Title
         b. Lead headings and subheadings
         c. Introduction
         d. Patterns of thinking
         e. Summary
      2. Survey the text's study aids: 
         a. Objectives
         b. Key terms
         c. Illustrations and other graphic aids
         d. Review/study questions
      3. Read for content acquisition.
         a. Determine level of processing needed:
            (1) Surface - skim or review
            (2) Mid-level - some familiarity with content material, not
difficult
            (3) Deep - content mastery of more difficult material
         b. Use self-questioning techniques.
         c. Apply paraphrasing techniques.
         d. Use summarizing techniques.
      4. Make reading notes.
         a. Use two-column format for later review with objectives.
         b. Organize information conceptually and visually in two-column
format.
         c. Record key concepts and supporting details in two-column
format.
   B. Apply the Listening/Lecture Notes Strategy. 
      1. Prepare for listening to lectures.
         a. Preview related material.
         b. Eliminate distractions.
         c. Review previous class notes.
      2. Differentiate hearing vs. listening.
         a. Discuss intention.
         b. Use active listening. 
         c. Recognize verbal and visual cues: organizational, emphasis,
transitional.
      3. Apply note-taking techniques.
         a. Use two-column format.
         b. Organize lecture information conceptually and visually.
         c. Use speed noting with abbreviations and symbols.
         d. Expand notes.
         e. Review and summarize notes.
            (1) Summarize class lectures.
            (2) Clarify noted information. 
   C. Apply the Integration Strategy.
      1. Use textbook organization for clarifying relationships.
         a. Fit lecture information with textbook outline.
         b. Identify important information:
            (1) Overlapping
            (2) Emphasized
            (3) Conflicting
            (4) Applications
            (5) Examples and formulas
            (6) Probable test questions
      2. Consolidate text and lecture notes using objectives.
      3. Use test preparation strategies.
         a. Self-monitor learning.
         b. Use spaced reviews.
         c. Attend to unlearned material.
         d. Anticipate test questions.
         e. Practice answering questions.
   D. Apply the Test Taking Strategies.
         1. Read and listen for directions.
         2. Estimate time for each test section.
         3. Systematically answer test items.
         4. Check for completeness and clarity.

VI. Application of the Strategic Learning System
   A. Apply the Strategic Learning System to the concurrent course.

VII. Generalization of the Strategic Learning System
   A. Describe methods for applying the Strategic Learning System to other
courses.

VIII. Post-Evaluations
   A. Take the post-assessment and interpret the results.
   B. Identify areas for improvement and review.

Content Outline and Competencies:

I. Pre-Evaluation
   A. Take the pre-assessment and interpret the results.
   B. Explain one's own current knowledge and use of memory techniques.

II. Interpretation and Evaluation Results
   A. Identify strengths and weaknesses in one's own current use of memory
techniques.

III. Overview of the Fundamentals of Memory
   A. Explain acquiring information.
   B. Explain storing information.
   C. Explain recalling information.

IV. Effective Time and Task Management Techniques
   A. Discuss time and task management techniques related to learning and
remembering information.
   B. Use the time monitor and time plan.

V. Components of the Effective Learning Model
   A. Discuss the components of the Effective Learning Model including the
describe, model, check for comprehension, guided practice, independent
practice, and master components.
   B. Explain the generalization of the Effective Learning Model. 

VI. Techniques for Acquisition of Information
   A. Apply the techniques for acquiring information:
      1. Frameworking
      2. Patterns of thinking 
      3. Outlining
      4. List making 
      5. Idea mapping

VII. Techniques for Storage of Information
   A. Apply the techniques for storing information:
      1. Acronyms
      2. Imaging
      3. Peg words
      4. Loci

VIII. Techniques for Retrieval of Information
   A. Apply the techniques for retrieval of information:
      1. Questioning
      2. Reciting
      3. Assessing/recycling
      4. Reconstructing

IX. Application of Memory Techniques to Concurrent College Course
   A. Develop a learning plan using the memory techniques.
      1. Analyze the learning task.
      2. Choose appropriate memory techniques.   
      3. Use the memory techniques.
      5. Use the time and task management techniques.
      4. Evaluate effectiveness of time management and memory techniques.

X. Post-Assessments
   A. Take the post-assessment and interpret and evaluate the results.

Content Outline and Competencies:

I. Pre-Assessment
   A. Take the pre-assessment and interpret the results.
   B. Explain one's own current knowledge and use of exam strategies.
   C. Identify strengths and weaknesses in one's own current use of exam
strategies.

II. Test Errors and Their Causes
   A. Analyze test errors using the AFTER strategy.
   B. Analyze test errors using the results from the pre-assessments.
   C. Explain causes of test errors.

III. Explore Solutions to Test Errors
   A. Determine and explain preferred learning style.
   B. Explain classroom teaching styles.  
   C. Identify  classroom setting demands.
   D. Analyze one's own test preparation techniques.
   E. Analyze one's own time management techniques.
   F. Practice systematic test preparation techniques.
   G. Practice  the Aggressive Review Strategy.
   H. Practice the REACH (Test Taking) Strategy.

IV. Choose a Solution(s) and Create a Plan
   A. Set a goal for improving test performance.
   B. Choose solution(s) that will help improve test performance.
   C. Create a test performance improvement plan.

V. Implement the Plan and Determine Progress Toward Accomplishing Plan

   A. Use the test performance improvement plan in a concurrent course. 
   B. Determine progress of the plan as it is implemented. 

VI. Evaluate the Plan
   A. Analyze the effectiveness of the test performance improvement plan.
   B. Discuss adaptations of the plan to other concurrent courses. 

VII. Post-Assessments
   A. Take the post-evaluation and interpret the results.
   B. Relate the results of the post-assessment to the test performance
improvement plan.

Content Outline and Competencies:

I. Assessment of Current Use of Learning Methods
   A. Take the pre-assessments and interpret and evaluate the results.

II. Learning/Teaching Styles
   A. Discuss theoretical frameworks of learning styles.
   B. Discuss approaches to analyzing learning styles.
   C. Explain the limitations of learning styles instruments.
   D. Take a variety of learning style instruments.
   E. Analyze own learning preferences.
   F. Analyze teaching styles encountered in college classes.

III. Human Information Processing Model
   A. Explain the components of the Human Information Processing Model:
      1. Acquisition
      2. Storage
      3. Retrieval

IV. Levels of Learning
   A. Explain the levels of learning:
      1. Knowledge
      2. Comprehension
      3. Application
      4. Analysis
      5. Synthesis
      6. Evaluation

V. Overview of the Strategic Learning Model
   A. Discuss the components of the Strategic Learning Model including the
describe, model, guided practice, comprehension check, independent
practice, feedback, and mastery components.
   B. Discuss the generalization of the Strategic Learning Model.

VI. Techniques for Learning
   A. Apply input skills.
      1. Relate new information to prior knowledge.
      2. Learn from general to specific.
      3. Relate parts to whole.
      4. Generate text notes and lecture notes.
      5. Generate learning questions from texts.
      6. Generate learning questions from lecture notes.
      7. Formulate answers to self-generated questions.
   B. Apply organizational skills
      1. Set learning goals.
      2. Analyze learning tasks.
      3. Schedule learning tasks.
      4. Establish patterns of organization.
      5. Depict relationships through graphic/spatial representations:
         a. Information maps
         b. Key word diagrams
         c. Networks
         d. Flow charts
      6. Integrate information from lecture and reading materials.
   C. Apply association skills (making information meaningful).
      1. Use imaging techniques.
      2. Use mnemonic techniques.
   D. Apply output skills.
      1. Monitor progress toward goals.
      2. Predict test questions.
      3. Write answers to testworthy questions.
      4. Create graphic/spatial representations in alternate forms.
      5. Practice test taking.
      6. Analyze test errors.

VII. Application of College Learning Methods to Concurrent College
Courses
   A. Develop a College Learning Methods Plan.
      1. Analyze tasks.
      2. Set goals.
      3. Schedule tasks.
      4. Determine criteria for success.
   B. Implement a College Learning Methods Plan.
      1. Apply input skills.
      2. Apply organization skills.
      3. Apply output skills.
   C. Monitor progress of learning plan.
   D. Evaluate effectiveness of learning plan.
   E. Determine appropriate adjustments of learning plan.

VIII. Post-Assessments
   A. Take post-assessments and interpret and evaluate the results.