US 1100 — MODULE 3 — IN-CLASS EXHIBIT ROOM

Whose Formula Is This?

Three pieces of evidence from this week's study-skills module. Work through them in order with your table. Nobody's grading the sort — the point is what you notice.

connecting…

EXHIBIT A

Sort the tools

Eight study tools from this week's module. Tap each one to file it: does it assume you already know how to study, or does it actually teach you something you didn't already know how to do? Tap again to change your answer.

Assumes: 0 Teaches: 0 Unsorted: 8
Table talk: What do the tools in the "assumes" pile have in common? Whose study habits, resources, or prior schooling do they take for granted?
Waiting for the room…
EXHIBIT B

Stress-test the calendar

🔒 Locked — waiting for your instructor to open this exhibit.

This week's Fixed-Commitment Calendar says to study 2–3 hours for every hour of class. Fair enough — but the rule doesn't know whose week it's landing on. Toggle between two students and watch what's left over.

0

HOURS LEFT, OUT OF 168, FOR EVERYTHING ELSE

EXHIBIT C

The fine print

🔒 Locked — waiting for your instructor to open this exhibit.

"Any time a professor willingly gives you an advantage in a course, use it!"

— this week's Note-Taking handout, on instructor-provided materials

Read that line again. It calls clear instructions and materials an advantage — something a professor chooses to hand out, not something you're owed.

  1. Who decided that clarity is a gift instead of a baseline? What changes if you flip that assumption?
  2. Go back to Exhibit A. Which tools in your "assumes" pile hand out that same kind of unearned advantage — to whoever already happens to know the unwritten rules?
  3. Rewrite the quote as if professors owed students clear expectations. Say it out loud to your table.