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FRESHMAN FOUNDATIONS:
Course Resources & Handouts

CLASS TURNITIN.COM INFORMATION:

FOR STUDENTS WHO HAVE NEVER USED TURNITIN BEFORE: 

  1. Go to www.turnitin.com.

  2. Click on "Create Account" in the upper righthand corner. 

  3. Click on the "student" link under "Create a New Account."

  4. Use the information below to enter in the class ID and password for Career Explorer, along with a valid email address and the other user information that it requests from you. Make sure to write your password down somewhere safe so you are able to login in the future!

  5. Once you get to the bottom, click on "I agree—Create Profile" and you're all set!

FOR STUDENTS WHO ALREADY HAVE A TURNITIN ACCOUNT:

  1. Click on the "Enroll in a Class" link and use the following information to add your Career Explorer class:

PERIOD 2, Spring 2016:

  • Class ID: 14617164

  • Password: grantmag

PERIOD 6, Spring 2016:

  • Class ID: 14617167

  • Password: grantmag

IMPORTANT COURSE DOCUMENTS:

You'll need these documents all semester, so make sure you have them stored safely in your binder!

  • In this Course Syllabus you can find the expectations, procedures, policies, and course outline for Career Explorer.

  • Here is the Active Reading handout and rubric— you'll be doing lots of this over the course of the semester and the years to come, so both of these are important to have for reference. 

DEFINING SUCCESS:

Help yourself to the following supplementary resources!

  • Click here for some tips on how to write your very own "This I Believe" essay. This was also provided as a hard copy handout in class.

  • Here are two useful resources on pre-writing and brainstorming strategies if you're feeling stuck when facing a writing task:

The Making Of SUCCESS:

We just completed our first unit of this semester: The Meaning of Success: What is it and what does it look like? We spent time clarifying and articulating our own definitions of success, while also examining the definitions of our parents and families, our school, and successful members of our society. We ended this by writing a “This I Believe” essay in which you were asked to articulate what you believe success is. 

Now that each of us know what success is, we need to talk now about how we can achieve it. Our second unit—our longest of the semester—will be guided by the following essential questions:

  • What makes someone successful?

  • Why do some people succeed while others fail?

This unit will be broken down thematically into the following smaller modules:

A. Is It About Intelligence?

B. Who’s Got Talent?

C. Does Practice Make Perfect?

D. How Much Does Character Count?

E. Do Habits Help or Hurt?

F. Evaluating the Theories About Success

MODULE A: Is It About Intelligence?

In this module, you will be asked to consider the role that intelligence plays in our ability to achieve success. In doing so, we will tackle excerpts from the following readings:

  1. Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Multiple Intelligences. Penguin, 1999.

  2. Colvin, Geoff. Talent is Overrated: What Really Separates World-Class Performers from Everybody Else. Penguin Books, 2010.

Help yourself to the following supplementary resources!

  • Here is the PowerPoint that we used in class to define the various components of Howard Gardner's Multiple Intelligence Theory.

  • This is the short writing assignment that asks you to evaluate the theories about "intelligence" that we've studied so far:

Evaluating “Intelligent” Theories About Success: 

A Short Writing Assignment

 

In a well-developed and clearly organized paragraph, please respond to the following question:

Taking into consideration our discussions of traditional ways of understanding intelligence and of Howard Gardner’s Multiple Intelligence Theory, to what extent do you think that being intelligent and/or smart contributes to one’s ability to achieve success?

 

Your paragraph should be written in C.C.E.I. format, in which:

—Your paragraph should begin with a claim that takes a stand on whether or not you believe that intelligence impacts success and why. (For example: Intelligence has a ____________ impact on one’s ability to achieve success because…).

—Before you bring in a particular piece of evidence to support your claim, you’ll need to provide context to introduce that evidence. This should include any key background information that a reader would need to know in order for the evidence you’re about to bring in to make sense.

—Your paragraph should draw on at least one specific piece of evidence (a quote from the reading by Geoff Colvin OR a specific example from your personal experience or the experience of someone you know, etc.) to support your claim.

—The longest, juiciest, and perhaps most important part of your paragraph will be your interpretation, in which you explain and analyze how the evidence supports your overall claim about intelligence and success.

ACTIVE READING OBJECTIVES (ARO’s)

for Ch. 3 “How Smart Do You Have to Be?” (p. 36-44)

Vocabulary (Red Pen):

  • Any unfamiliar words that you find

  • Additional vocabulary:

    • Prodigious (38)

    • Innate (39)

    • Intelligence

    • IQ

 

Main Ideas (Blue Pen):

  • What does the experiment with SF suggest about intelligence and high achievement?

  • What is the author suggesting the term “smart” means?

  • What argument is the author making about the role of intelligence in high achievement?

 

Response & Analysis (Black Pen):

Take a look at your active reading rubric (in the course documents section of your binder) for a reminder about what kind of responses you can make with your black pen. These should definitively include:

  • Questions that come up for you

  • Connections that you are able to make to experiences you’ve had and/or discussions we have in class

  • Your opinions and evaluations about what’s being said

Materials for Monday, October 30th:

Last week you tested out Gladwell’s theory of increased practice time and Colvin’s theory that making that time deliberate is the way to go to see if you could improve in a skill of your choice. You should now be considering: While you did not reach 10,000 hours, do you feel that you improved in your activity/skill/field through deeper and increased practice?

 

Today you are going to look at some COUNTER-ARGUMENTS to the theories we looked at last week (some arguments against and alternatives to the 10,000-Hr. Rule). By the end of today's class period, you should complete the following 2 tasks...

  • With any extra time, you should begin working on your Writing Assignment #2 (the last page of this linked document). This will be due WEDNESDAY!

VIDEO FOR THURSDAY, NOVEMBER 16th:

Here it is! Please watch and take notes on how Duhigg suggests we change our habits.