Name and describe two messages that “stuck” in Part 2 of Learning to Learn. How specifically do you plan to apply one of the concepts that you learned in Part 2 of Learning to Learn?
Name and describe two messages that “stuck” in Part 2 of Learning to Learn.
How specifically do you plan to apply one of the concepts that you learned in Part 2 of Learning to Learn? psychology question
There are 2 tasks one is a reflection and the other one is an assignment/
1-The reflection you must watch 4 short videos and read 3 small paragraphs about some techniques and answer the reflection questions.
2-The PowerPoint has 3 questions that need to be answered
please note: for the PowerPoint questions I need 2 versions of it so a total of 6 answers for the 3 questions.
Requirements: answers
Video links
1-Name and describe two messages that “stuck” in Part 2 of Learning to Learn.
2- How specifically do you plan to apply one of the concepts that you learned in Part 2 of Learning to Learn?
1/26/23, 8:23 PMWilbur | Start Here Course File – Course Discussion Prompthttps://d2l.arizona.edu/d2l/le/content/1251522/viewContent/14159467/View1/1Over-LearningNow that you know how better to learn, you need to avoid the pitfall of over-learning. Over-learning is when you practice newly acquired skills beyond thepoint of initial proficiency. Think of the phrase “beating a dead horse.” You keep studying the same thing over and over, even when you’ve already learnedthe material and there is no more room for growth.Over-learning can prevent you from being able to make novel insights into a topic because your neural connections become so deeply engrained that it isdifficult to make new neuronal connections. This may cause you to “miss” something important because you’re entrenched in the material in a narrowlyfocused way.This is sometimes referred to as the Einstellung effect. Einstellung refers to the predisposition to solve a problem in a specific (known) way, even though abetter or more appropriate method may exist. Our mind “blocks” us from seeing the better solution because the solution we already know is so engrainedthat it is difficult to see that a better way exists.Read this brief article on the Einstellung effect and practical ways to overcome it when you are working on solving new problems.After reading the article, use the Next button to move on to the next activity.
1/26/23, 8:23 PMWilbur | Start Here Course File – Course Discussion Prompthttps://d2l.arizona.edu/d2l/le/content/1251522/viewContent/14159466/View1/1Illusions of CompetenceImagine you are taking a college algebra class. One common trap many students fall into is checking a problems’ answer in the answer key before fullyworking through the problem themselves. This can cause us to think, “oh yeah, that makes sense!” or “I see where this answer came from!” We are trickedinto thinking we know the material better than we actually do. In fact, the only way to truly learn and retain the information is for us to work through theproblem on our own, ensuring we do indeed understand the problem and how to find its solution.The same can be applied to all different contexts. The way we learn is through the formation of neural connections. If we just skip to the solution, then thesolution is not really our own. We’ve done nothing to help those neural connections form in our brain. And we’ll be less likely to retain and be able to recallthat information down the road when we really need it.Think about your preferred study methods for a course. Many students say their most common study methods include re-reading class material orhighlighting main ideas in a textbook (methods which, as you now know, are not the best ways to study). The reason students tend to like these activities isthat it gives the illusion that the material is in their brains. The problem is, its easier to look down at a book than it is to actively recall the information in one’smind. Re-reading a text is not a very effective study technique. Using spaced recall, however, is a very effective study technique.Thinking about the idea of illusions of competence, read and review this brief article on the topic.When finished with this activity, use the Next arrow on the upper right or lower right of the screen to proceed to the next activity.
1/26/23, 8:21 PMReading with a Purposehttps://d2l.arizona.edu/d2l/le/content/1251522/viewContent/14159463/View1/1How You Read MattersCarefully follow the steps in order. Do not read ahead.STEP 1: Read the passage below and write down what’s important.The two boys ran until they came to the driveway…Tall hedges hid the house from the road so the pairstrolled across the finely landscaped yard. I never knew your place was so big,? said Pete. Yeah, butit?s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.?There were front and back doors and a side door that led to the garage, which was empty except forthree parked 10-speed bikes. They went in the side door, Mark explaining that it was always open incase his younger sisters got home earlier than their mother. Pete wanted to see the house so Markstarted with the living room. It, like the rest of the downstairs, was newly painted. Mark turned on thestereo, the noise of which worried Pete. Don?t worry, the nearest house is a quarter mile away,? Markshouted. Pete felt more comfortable observing that no houses could be seen in any direction beyond thehuge yard. The dining room, with all the china, silver, and cut glass, was no place to play so the boysmoved into the kitchen where they made sandwiches. Mark said they wouldn?t go to the basementbecause it had been damp and musty ever since the new plumbing had been installed. This is wheremy Dad keeps his famous paintings and his coin collection,? Mark said as they peered into the den.Mark bragged that he could get spending money whenever he needed it since he?d discovered that hisDad kept a lot in the desk drawer. There were three upstairs bedrooms. Mark showed Pete his mother?scloset that was filled with furs and the locked box that held her jewels. His sisters’ room was uninteresting except for the color TV that Mark carried tohis room. Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use. The big highlight in his room,though, was a leak in the ceiling where the old roof had finally rotted. (Adapted from I Read It, But I Don’t Get It, Tovani, 2000)Do not read any further until you have completed STEP 1.STEP 2: Reread the passage and write down everything that would be of interest to a burglar.Do not read any further until you have completed STEP 1 and STEP 2.STEP 3: Next, reread the passage and write down everything that a prospective home buyer would consider important.TIME TO THINK: What do you think it means to “read with a purpose”? Why is it important? How can you be sure to “read with a purpose” in your studies?To learn more about how to get more from your reading, visit: http://ctl.byu.edu/tip/five-keys-helping-students-read-difficult-texts.When finished with this activity, use the Next arrow on the upper right or lower right of the screen to proceed to the next activity.
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