Choose to Learn

Russell T. Osguthorpe, a professor of instructional psychology and technology, currently serves as director of the Center for Teaching and Learning at Brigham Young University. He has also served as chair of his department and associate dean of the David O. McKay School of Education. In 1998, he was awarded the Martha Jane Knowlton Corey University Professorship. Prior to joining Brigham Young University, he served on the faculty of the National Technical Institute for the Deaf in Rochester, New York. He speaks several languages; has collaborated on educational projects in China, Europe, and Polynesia; and has been a visiting scholar at the University of Toronto and the University of Paris. He has authored five books and more than 50 journal articles on instructional design, teacher education, and special education.

Preface Acknowledgments About the Authors Introduction 1. The Three Ds of Success Desire Decision Determination Expectations Applying the Three 's of Success Making It Happen 2. Urgency, Not Pressure Differences Between Pressure and Urgency Urgency and Learning Making It Happen 3. Do Something You've Never Done Before Why Avoid the Unfamiliar? The Zone of Attainable Success Teacher as Designer Making It Happen 4. Light the Fire Linked to the Life of the Learner Challenging Inspiring Making It Happen 5. Help Is on the Way Help That Invites Help That Instructs Help That Confirms Think It, Choose It, Do It, Succeed Making It Happen 6. Do the Right Thing for the Right Reason The Opposite of an Addiction to Failure Motives and Actions The Three Ds of Success Lighting the Fire Can One Judge Another's Motives? Making It Happen 7. Extinguish the Negative Make No Excuses An Eye of Faith Help and Faith Vision and Faith Making It Happen 8. Choose to Lead Who Should Lead? Leading and Helping Perception and Leadership Making It Happen Epilogue: Expect Success References Index

"By recognizing the addictive and cyclical nature of failure, the educator and student alike can overcome this barrier and reach their full potential. The authors identify the core issues of classroom failure and provide solutions to promote lifelong learning and achievement." -- Yvette Marrin, President "A richly researched book, both in terms of educational literature and two lives spent in the service of student learning. The authors have developed clear models and methods that are helpful for educators to fulfill the promise of pedagogy-that is, to lead a child toward learning. This book is a significant contribution to move our conversations of what education is truly about in a successful direction." -- Barclay Burns, Chairman and Founder "There is a real power in this book. It offers a way of understanding failure and of helping to counter and overcome it. Not only does it offer a message of possibility and hope to learners and teachers alike, but it fosters an eagerness and resolve to put the strategies for changing behavior and attitudes into practice." -- Robert S. Patterson, Emeritus Professor of Education "The authors have taken learning theory and captured the essence in a highly engaging and readable style. Their work has so much application to the field. I'm thinking now about how I can incorporate the principles in my instruction. Particularly meaningful to me was the point that teachers should not try so hard to explain why children are not learning; they should spend their efforts on helping them experience authentic success." -- Eula Ewing Monroe, Professor of Mathematics Education "This little book is full of big and powerful ideas. The authors write from rich experience as well as drawing on sound research. Teachers are a natural audience, of course, but the models are applicable to anyone who is trying to live a happier, more satisfying life. As a teacher of teachers, I have often promoted the idea that great teaching ignites both students and teachers. This book describes how teachers can turn away from excuse-making and really commit themselves to helping EVERY student succeed. In essence, it's a book about using the power of choice to spark great teaching and learning." -- Maggie Austin, Educational Leader "Once in a while, a book comes along that has the potential to change how we view learning. The authors address a perennial problem in our educational system: how easily some students become addicted to failure. I thoroughly enjoyed their model, the approach, and how easy it is to understand and incorporate-elegant, yet simple." -- Karen W. Pool, Author and Adjunct Professor "The concept of 'inspiring' helped me define who I have been! I want to inspire my students to seek until the answer is found. I don't want to stop searching for new ways to help students learn. I want them to find the 'highest in them,' a yearning to do something more." -- Janeen Graham, Teacher