Class Presentation and Class Presentation Discussion Students will be responsible for presenting to the class at least one assigned reading during the semester. This will be done through a PowerPoint presentation and a threaded discussion board. Students should evaluate the assigned reading based on the nine universal intellectual standards as outlined in The Miniature Guide to Critical Thinking: Concepts and Tools (Paul & Elder, 2009) [available in the Start Here]: clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. Below is a template for analyzing the reading (Paul & Elder, 2009:11): 1) The main purpose of the article/reading is __________. 2) The key question the author is addressing is __________. 3) The most important information in this article/reading is __________. 4) The main inferences/conclusions in this article/reading are __________. 5) The key concepts we need to understand in this article/reading are __________. 6) The main assumption(s) underlying the author’s thinking is (are) __________. 3 a. If we take this line of reasoning seriously, the implications are __________. b. If we fail to take this line of reasoning seriously, the implications are __________. 7) The main point(s) of view presented in this article is (are) __________. Student presentations should encourage dialogue among other students, and collaboration with peers on arriving at answers to these questions, emphasizing the core values of community and respect, learning how to appreciate diverse viewpoints both in and outside of the classroom community. (I will upload the reading shortly)

STEP 1: Understand Your Friend's Situation.   Imagine that one of your best friends is struggling with his classes. He aspires to graduate in exercise science and go on to earn a degree in occupational therapy, but he failed his first two chemistry exams. He’s feeling nervous about his performance and comes to you for advice. During your discussion, you learn that: he gets easily frustrated while working on chemistry problems after approaching them the way he has always approached problems in his other classes he is sleeping less than five hours a night he works on chemistry homework every Tuesday and Thursday night, but not on other days he always keeps his phone on vibrate to check if he gets messages while he studies he usually studies by re-reading the chapter he pulls all-nighters before exams Step 2: Develop a More Effective Study Plan. Based on what you've learned from your friend, create a more effective study plan for him.   In your 2-3 page paper or PowerPoint slideshow, explain to him why his studying habits are ineffective and what steps he can take to improve his success in the course. Include appropriate vocabulary from this module on memory, as well as anything else you've learned about consciousness and problem-solving from our other modules. Keep in mind that by crafting this study plan for your friend, the suggestions can also be used to help improve your approach to learning!