How to Improve Your Study Skills

Transcription

How to Improve Your Study Skills
How to Improve Your
Study Skills
Table of Contents
Knowing Yourself as a Learner .......................................................................................... 3
Paying Attention to Details ............................................................................................. 4
Breaking Tasks into Meaningful Chunks ....................................................................... 6
Questioning and Using Cognitive Structures .................................................................. 7
Memory and the Importance of Review ............................................................................. 9
Memory ....................................................................................................................... 9
How Memory Works .................................................................................................. 9
How We Forget and the Importance of Review ....................................................... 10
The Keys to Remembering ........................................................................................... 11
Time Management ............................................................................................................ 12
Using Time Wisely ........................................................................................................... 12
Study Environment ................................................................................................... 13
Reading the Textbook ....................................................................................................... 14
Preview the text......................................................................................................... 14
Preview each chapter ................................................................................................ 15
Ask questions ............................................................................................................ 15
Read for details ......................................................................................................... 15
Recite ........................................................................................................................ 16
Review ...................................................................................................................... 16
Listening and Note Taking................................................................................................ 16
Listening ................................................................................................................... 16
Note-Taking .............................................................................................................. 17
Using Visual Organizers ........................................................................................... 18
Papers ................................................................................................................................ 18
Tests .................................................................................................................................. 20
Before the Test .......................................................................................................... 20
During the Test ......................................................................................................... 20
After the Test ............................................................................................................ 22
Appendix ........................................................................................................................... 23
Cornell Notes ................................................................................................................ 23
Mnemonic Techniques .................................................................................................. 24
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Knowing Yourself as a Learner
Just as there are differences in personality, there are differences in the ways that we learn
and use information. Some people are quiet and tend to be reflective in the way they
process information. Others are "take charge" kinds of people who need to put
information to immediate use and to solve problems.
Just as we have different preferences and ways of learning, we also change and adjust our
learning strategies based on our own development and on the different learning situations
in which we find ourselves. By understanding ourselves and becoming more aware of
these differences, we become more capable of adjusting to new situations throughout our
lifetime as learners.
Metacognition or "self- knowing" includes the following aspects of understanding our
"learning" selves:
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Knowing our learning "style" and how we learn best in different learning
situations.
Our recognition of differences in learning tasks and our ability to match the
appropriate learning strategy to the task.
Our ability to monitor whether we are understanding and learning in a given
situation or during the performance or a task.
When we know that we do not understand, recognizing the problem and
identifying a different strategy that will be more appropriate to the learning
situation.
1. Knowing our learning "style" and how we learn best in different learning
situations. By gaining an awareness of your learning style, you can choose the
learning strategies that work best for you. For example,
o If you are a visual/right-brained or holistic learner, you might use
mapping, drawings, and color-coding as note-taking strategies to make
information visual and to capture the main ideas or "big picture".
o If you are an auditory learner, you can tape record lectures and ask
questions during the lecture to get more information in an auditory format.
o If you are "left-brained" and a detail/step-by-step learner, you will want to
use an outline or Cornell note-taking system that puts the information in a
linear format.
You should also consider environmental factors like time of day, temperature,
level of sound and size of groupings in which you learn best. Then try to schedule
your classes and study sessions around your preferences.
2. Our recognition of differences in learning tasks and our ability to match the
appropriate learning strategy to the task. For example, there are different types
of reading tasks and different strategies that are appropriate when reading these
materials.
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When you read literature, you identify the theme and how the author
expands on that theme through the use of story, characters, setting, action,
etc.
When you read a science textbook, you read for important details: critical
concepts, definitions of important terms, examples or applications, etc.
When read math word problems, you identify the problem and then
determine which processes and calculations will give you the solution to
the problem.
When you come to a new kind of task or problem, you go through the
following steps:
1. Identify what kind of task it is by scanning your memory for a
similar task.
2. Once you have found a match to the new task or problem,
determine the strategies you used to complete the original task.
3. Apply the same strategies to the new task.
3. How we monitor whether we are understanding and learning in a given
situation or task. As we apply learning strategies to tasks, we should
continuously check the effectiveness of the process by evaluating our progress in
completing the task; and the outcome or understanding by asking ourselves the
following questions:
o What is this about? (Can I put this information in my own words? Explain
it to someone else?)
o Does the answer (or outcome) make sense?
o How am I doing?
When I am unable to answer the questions above, I might ask:
o
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What could I do to make this process more effective?
What other strategies might work more effectively?
4. When we know that we do not understand, recognizing the problem and
identifying a different strategy that will be more appropriate to the learning
situation. If we are unable to explain our new learning, or complete a practice
problem applying this learning, we may need to find another strategy that will
work more effectively. For instance, if you are unable to understand a passage
after reading it, you may need to read it again, slowly. Look up words you do not
know.
Paying Attention to Details
Based on information gained from new technologies and recent research on the brain, we
know that we use the entire brain when processing information. In spite of this fact,
learners seem to fall into one of two camps. Some tend to be "right brained," showing a
preference to learn and process information simultaneously and focusing on the big
picture and relationships between ideas. Others tend to be "left brained" and learn and
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process information in a sequential, step-by-step fashion, while focusing on details. But
just as we need to see with both of our eyes in order to capture all of the nuances of an
image, we need to gather information from both "big picture" and "detail" perspectives in
order to fully understand. Like a puzzle, you don't get the "whole picture" until you
have all the pieces.
If you tend to be a "big picture" learner, you should be aware that you may miss
important details when you read, take notes, and study. You may "jump to conclusions"
in your eagerness to look for patterns and relationships. In a similar way, if you tend to
focus on details, you may not recognize the relationships between ideas that are also
critical to full understanding. If you "can't see the forest for the trees," you may find it
difficult to understand where the information is heading.
The implication is that we should strive for a balance between these two styles of
learning. We should seek ways to get information from the opposite "brain," by
practicing ways to get all the information we need and/or by working with others who
tend to be strong in the opposite style.
The following are some techniques that can help to strengthen both styles of learning:
If you are "Left Brained" (detailed, step-by-step, linear)
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To get the big picture, develop a map of each course and chapter of your text.
This will help you to see where the details fit in and to determine which details
are most important.
Write summaries (in your own words) for each topic covered in your text and
lectures.
At the end of each chapter or unit, develop flash cards or Cornell notes to identify
the most important information on one side and the details on the other side of the
card.
Use questions at all cognitive levels and visual organizers to help yourself process
information more deeply and to see the relationships between important concepts.
Use maps to help yourself identify the most important information for reviewing
and for test preparation.
Use maps to help yourself organize your thinking before you start writing.
If you are "Right Brained" (big picture, simultaneous, holistic):
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Annotate text and take lecture notes, focusing on important details by
using Cornell notes. Number or bullet the details to draw your attention to them.
For each lecture you attend or chapter you read, develop flash cards that identify
the most important terms and concepts. Write main ideas on one side and details
on the other.
Use questions at all cognitive levels to quiz yourself and to be sure that you have
considered the important details.
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Review flash cards or Cornell notes to prepare for tests and exams.
Use maps to help with preliminary organization for writing essays. Be sure that
you include sufficient details to back up your ideas. Use Cornell notes or other
outlining techniques for organizing longer papers.
Survey the whole test before you start answering questions. Develop a test-taking
strategy to maximize your efforts. Be sure to read all questions thoroughly and to
provide sufficient detail in your answers
Breaking Tasks into Meaningful Chunks
Think of your brain as a giant file cabinet. As you take in new information, you want to
be sure that it goes into the appropriate "file folder." (Otherwise it will get "lost in
space.") In order to do this, you first need to think about the information. What do you
already know about it? If you already have a "file" on this information, add the new
information to it. If not, start a new "file" that is labeled appropriately so that you'll be
able to find it later.
"Chunking" is a lot like filing. The idea is that you want to open only one "file" at a time,
so that you can stay focused and "file" the information easily. This process will save time
and it will also help you to understand better and to remember more effectively.
Some basic principles of "chunking" include:
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Break up study into 45 minute to 1 hour "chunks," focusing on one subject at a
time. This is the maximum time most people can stay attentive.
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Break up reading or study by units of information (chapters/topics). This way,
your attention will be focused on a topic for easier filing and retrieval.
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As you read, annotate text in order to better understand and label the information
you are processing for future reference.
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After lectures and reading, add new information to maps or outlines so that it is
"filed" appropriately.
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Write a summary after you complete each "chunk" of reading or at the end of your
lecture notes, so that you can check your understanding and clarify what you have
learned. This assists the way you "label" your information "files," and it will be
easier to determine which "file" to open when you come across new information.
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Look for connections and relationships between ideas-- categories,
similarities/differences, cause/effect, etc. Using visual organizers and asking
questions at all cognitive levels will help you to do this.
By chunking your reading and other study tasks, you will find that new information will
make more sense. This is because you will be connecting it to what you already know
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about the subject. You will also be better able to make the connections you need to make
with other information that will help you to thoroughly understand and learn.
Questioning and Using Cognitive Structures
By asking yourself questions before, during, and after you read or take class notes, you
can help yourself in a number of ways. Asking the right questions can help you to:
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Identify your goals and to focus your attention.
Determine what you already know (or don't know) and thereby concentrate on
getting the information you need.
Monitor your understanding and when you don't understand, determine other
strategies or get help.
"Chunk" information for better understanding and retrieval.
Check your work by asking: "Does this make sense?"
But there's a lot more to questioning that you need to know. There are approximately six
"levels of cognition" or thinking. You need to understand information at all of these
levels in order to learn and to prepare for tests thoroughly. Shown in order of least
difficult to most challenging, they are:
1. Knowledge - to identify or recall information. Most of the information found in
textbooks is written at the knowledge level-- providing facts and supporting
details (including examples and some applications). Matching, true-false and
many multiple choice test questions are written at this level.
You show that you have obtained this knowledge when you answer the questions:
o Who, what, when, where, how?
o Define a term.
o Describe a process.
2. Comprehension - to organize and select facts and ideas.
When you summarize information, or are able to make inferences from what you
have read or heard, you are functioning at the comprehension level. Fill-ins, shortanswer, and most multiple choice questions are written at this level.
Questions that help to demonstrate your comprehension include:
o Retell in your own words…
o What is the main idea of…?
3. Application - to use facts, rules, principles. Lab and problem-oriented courses
such as math, science, engineering, or psychology as well as occupation-related
courses like computer science or medical assisting, often utilize this level of
thinking both in class and during tests.
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Questions that help to demonstrate your ability to apply course content might
include:
o How is … an example of …?
o How is … related to …?
o Why is … significant?
Most essay tests are designed to evaluate your understanding at the highest levels of
cognition. However, not all textbooks or lectures teach the information at these levels. If
you want to be fully prepared for tests and exams, you must ask yourself questions to
help yourself to think at these cognitive levels as listed below:
4. Analysis - to separate a whole into component parts.
Questions that assess your ability to analyze include:
o What are the parts or features of …?
o Classify … according to …
o Outline/diagram/web …
o How does … compare/contrast with …?
o What evidence can you give (list) for …?
5. Synthesis - to combine ideas to form a new whole.
Questions that assess your ability to synthesize include:
o What would you predict/infer from …?
o What ideas can you add to …?
o How would you create/design a new …?
o What might happen if you combined … with …?
o What solutions would you suggest for …?
6. Evaluation - to develop opinions, judgments, or decisions.
Questions that demonstrate your ability to evaluate include:
o Do you agree …?
o What do you think about …?
o What is most important …?
o Prioritize …
o How would you decide about …?
o What criteria would you use to assess …?
You can help yourself to process information at all of these levels of cognition by asking
yourself questions at each of these levels, and by using visual organizers to help yourself
to "see" these kinds of relationships.
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Memory and the Importance of Review
Memory
"We remember what we understand; we understand only what we pay attention to; we
pay attention to what we want." - Edward Bolles
The statement above, made by a specialist in the study of memory, sums up this page on
memory and the philosophy behind much of this web site on study skills.
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We insure more effective learning and memory when what we study and learn
matches with and contributes to our career and educational goals.
When we know how we learn best in terms of our learning style and preferences
and are able to apply appropriate study techniques, we are better able to attend to,
take in, and process information in various learning situations.
When we fully understand information (at all cognitive levels), we are better able
to remember information. By using elaboration strategies such as summarizing,
questioning, and using visual organizers, we "deep process" information in a way
that assists and insures understanding. As a result, we are better able to
appropriately "file" and to retrieve information, and thus, assure memory of the
information.
How Memory Works
Human memory works on two different levels: short term memory and long term
memory.
Short term memory includes what you focus on in the moment, what holds your
attention. Most people can only hold about 7 items of information in short term memory
at any given moment (like a phone number). To learn information so that you can retain
and recall it, you must transfer it from short term to long term memory.
Long term memory includes all the information that you know and can recall. In many
ways, it becomes a part of you. Once information becomes a part of your long term
memory, you'll have access to it for a long time.
There are two ways to move short term memory to long term memory: rote
learning and learning through understanding. Rote learning means learning through
repetition, which is mechanical and requires little understanding (learning multiplication
tables). Learning through understanding involves learning and remembering by
understanding the relationships among ideas and information (remembering main ideas
and supporting details from a lecture because you understand the concepts and
relationships between ideas). Both types of learning and memory are useful and often are
used together. For example, in history, you need to relate facts (like dates) which you
memorized by rote to your understanding of historical concepts (like the Civil War)
which you remembered by understanding the information.
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How We Forget and the Importance of Review
Four major theories on forgetting include:
1. Fading. According to the fading theory, the trace or mark a memory etches into
your brain is like a path you make in the woods when you continually walk along
the same route. If you don't take that same path, it eventually becomes overgrown
until it disappears. In the same way, facts that you learn are forgotten when you
don't review them.
A famous study on forgetting textbook materials compared the percentage of
material remembered after different intervals of time. The results were as
follows:
After 1 day
After 7 days
After 14 days
After 21 days
After 28 days
After 63 days
54% was remembered.
35% was remembered.
21% was remembered.
18% was remembered.
19% was remembered.
17% was remembered.
Remembering what you have heard in lectures is even more difficult to recall because
you are not able to slow down, pause, reflect, or to reread unless you take excellent
notes! In a study on recall after listening to a seminar, students forgot more than 90%
of the points from the lecture after 14 days!
The conclusions to be made from these studies?
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Without review, most information will be lost from memory.
The best time to review materials is within a day or two after the
material has been read or presented in lecture.
The best way to study for a quiz or test is to keep the memory fresh on an ongoing
basis. If you wait to review the information till the night before the test (let's say
after 28 days), you will have forgotten 81% of the material and will have to study
a lot longer to be sufficiently prepared for the test.
2. Retrieval. According to this theory, a forgotten fact hasn't faded, it has been
misplaced in the "file cabinet" of your mind. Whether the information has
disappeared completely, or has been lost, the result it the same-it has been
forgotten.
The key to avoiding retrieval problems is to label and file information correctly.
You can also assist your memory by studying in "meaningful chunks."
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3. Interference. This theory is based on the principle of limited space. As you keep
adding new information, a conflict develops between the old and new information
over the space available. The key to avoiding this problem is to look for
connections and relationships between ideas so that they can be "filed together" or
combined. Ask yourself, "What do I already know about this?" or any of the
"cognitive questions."
4. Interactive interference. When you are learning a great deal of information at
one time, you tend to remember best what is read or presented first and last. The
rest gets lost in the shuffle. To avoid this problem, study one subject at a time,
in meaningful chunks.
Your attitude can also affect how well you learn and remember. You can "shut
out" information if you consider it boring or if you don't like the subject. To avoid
this type of interference, set learning goals before you begin to read or
study. Link your study goals to your long-term career and educational goals.
If you have chosen goals that match your personal strengths and interests, you
will be able to get through even the most difficult and uninteresting classes
because they are important steps in helping you to meet your goals.
The Keys to Remembering
You can learn to remember more effectively if you learn and use the four keys described
below. Each one helps you to enter information into your long term memory.
1. Choose to remember. Be interested. Pay attention. Want to learn and know.
What you want is an important part of learning. When people are interested and
want to learn, they learn and remember more effectively.
2. Visualize or picture in your mind what you wish to remember. For many
people, a mental picture or visualization is clearer and easier to remember than
words. For each major concept that you want to remember, create a mental picture
and then look at it carefully for a few seconds. Once you've seen it clearly, you'll
probably be able to recall it.
3. Relate the ideas and information you wish to remember to each other and to
ideas and information you already know. When you relate information to other
information, you create a chain of memories which lead to one another. When you
label an information chain or group of ideas, you create a kind of "file" that makes
it easy to locate and remember the information.
4. Repeat what you wish to learn until you overlearn it. Say it in your own words.
Even though you've already learned something, go over it one more time.
Research shows that the time you spend on overlearning and putting ideas into
your own words will pay off by making recall easier and more complete.
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"We remember what we understand; we understand only what we pay attention to; we
pay attention to what we want." - Edward Bolles
Time Management
Most students find that their greatest challenge in adjusting to college life and to
succeeding in the classroom is in managing their time effectively. This is especially true
for community college students who often work long hours. Adult students deal with the
additional issues of child care and family and home responsibilities.
When evaluating your schedule, or how you spend your time, you also need to consider
your goals and priorities. What is most important in your life, right now-- your family,
friends, school, hobbies, or other activities? As you look at how you spend your time,
ask yourself if this matches your priorities.
Even though attending class and completing assignments is a top priority for most
students, many find that they are not allowing enough time for their studies. On the
average, students should spend about 2 hours of study for each hour of class time. For
example, if you are carrying 12 credits in a semester, you should allow 24 hours per week
for study (this includes time for reading, writing papers, preparing projects, and for test
preparation).
If you are finding it difficult to locate the time you need to study, or that there are
conflicts among the various demands on your time, you may need to give greater
consideration to your goals. By getting clear on your goals, it will be easier to decide how
to spend your time. You'll find that you can more easily put off other things and set aside
the time you need for studies, if you know how it will help you to achieve your
educational or career goals. Ask yourself:
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Why are you in college?
What are your educational goals?
What are your career goals?
If you aren't clear on your goals, you may want to contact Janus University’s Student
Affairs Department for additional guidance.
Using Time Wisely
You might have all the time in the world, but if you don't use it wisely, it won't help you
to meet your goals. Procrastination is a problem for many students. The following are
tips to help you deal with this issue:
1. Clear your schedule. Don't overextend yourself. Recognize that your
obligations and resulting stress are as important as other people's needs. Set limits
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around being interrupted or rescheduling your work time to accommodate others.
Omit or reschedule some of your other obligations. You want to give full
concentration to your studies without feeling guilty about what you're NOT doing.
2. Get motivated. Create a work area that is free from distractions and commit to
staying there for at least one to two hours. If you get side-tracked, remind yourself
how this activity will help you to meet your goals.
3. Prioritize. What has to be done first? When is it due? What is worth more in
terms of your grade? What is worth more in terms of your personal, educational,
or career goals?
4. Make sure you understand the task. Ask questions. Get help if you need it.
5. Break down the task into chunks. Estimate how much time you'll need to
complete the task. Don't try to do it all at one time. Break it down so that it's "doable" and not so overwhelming. Stay up-to-date on assignments to help avoid
overload.
6. It doesn't have to be perfect. Some people are so afraid that they won't perform
perfectly; they won't do anything at all. Make sure you understand the
expectations of your instructor. Then evaluate how important the task is and what
level of performance is acceptable to you. Then just do it!
7. When you really hate it, try to make it as enjoyable as possible. Work on this
task first, while you have more energy. Reward yourself when you complete
certain aspects of the task. Study with a friend.
Study Environment
Once you have found the time to study, commit to a time and place that meets your
needs. In order to do this, ask yourself whether the environment in which you are
studying matches your learning style and preferences. Based on your preferences, you
should schedule your most challenging classes and intense study sessions in the
environments that best match your needs. The following are some aspects of study
environment you may need to consider.
Time of day: Whenever possible, you should schedule your most challenging courses
and most intense study sessions during the time of day when you are most alert. Ask
yourself if you are more alert/productive during the morning, mid-day, or evening and
schedule accordingly.
Grouping: Do you prefer to learn or study alone, in small groups, or in large classes? If
you prefer small groups, do not sign up for large classes. Try to get into classes where the
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instructor uses group activity as a teaching strategy. Form study groups to prepare for
tests and exams.
Posture/Mobility: Some people prefer to sit at a table or desk (formal posture) in order
to concentrate and study effectively. Others are able to learn more easily while sitting
comfortably on a sofa or lying on the floor (informal). Still others need to move about in
order to learn and reading while walking on a treadmill might be appropriate. Further,
some people have the ability to sit and study for long periods of time (high persistence),
while others need to take frequent breaks (low persistence). Recognizing your posture
and mobility needs will help you to plan where and when you should study.
Sound: Contrary to popular belief, not everyone needs to study in a perfectly quiet
environment. However, if you do choose to study to music, choose Baroque classical
music. The tempo and instrumentation of this music seems to be most compatible with
study and learning.
Lighting: Studies have shown that some people become depressed because of light
deprivation during the winter months. If you are one of those people, you should try to
study and spend as much time as possible in highly lit places. Other studies have shown
that reading ability can be affected by the light contrast between print and paper color.
There is a high contrast between black letters printed on white paper. Some people find it
easier to read black print on blue or gray paper which has less contrast and is easier on
their eyes. Being aware that light does make a difference, you should study in the
environment that best matches your learning preferences.
Temperature: While you can't always control the temperature of a room, you should be
aware of your preference for either a cool or warm environment. Dress in layers so that
you can adjust to differences in classroom temperatures. Choose to study in the
environments in which you feel most comfortable.
Reading the Textbook
Preview the text
The first thing you should do when you open a new book is to preview the text. Look at
the contents page and survey the topics covered in the text. Then ask yourself what you
already know and what you think you will need to know about the topics that will be
covered in the course. This process will give you a "big picture" of the course and will
help you to start thinking about how the contents of the course will fit in with your
educational goals.
Now draw a map or use Cornell notes to outline the course using information from the
contents page and your syllabus. This process will help you to get a perspective on how
the instructor's lesson plans match up with the textbook and to plan how you will
schedule your reading.
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If the text looks like if might be difficult for you to read, speak with your instructor. He
or she may be able to recommend a supplemental text that will help you to understand
course concepts at your own level.
If you lack knowledge about a course topic and/or feel that the course will be covering it
on a level that is too difficult for you, go to the library and choose a book on that subject.
Read up on the topics covered in the chapter to help fill in the gaps of your knowledge.
Check to see if there is a glossary of terms or other study aides in your textbook. Keep a
dictionary close by to look up words that are unfamiliar.
Preview each chapter
Before you read the chapter in detail, skim the entire chapter. Read the introduction, then
skim each page, spending approximately 5 seconds per page. Notice headings,
illustrations, tables, etc. Then read the summary at the end of the chapter. This process
will give you an overview of the chapter and help you to plan how you will break it down
into "meaningful chunks" for the next steps of detailed reading and study.
Ask questions
Now that you have an overview of the chapter, ask yourself:
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What do I already know about the information in this chapter?
What are the main ideas of this chapter?
How can I turn sub-headings into study/test questions to help me focus my
reading?
What questions are found in the text that might help me?
Write down your questions.
Read for details
Now read the text, looking for the answers to your questions to help you stay focused. As
you read, annotate your text, highlighting important information and writing notes in the
margins that will keep you actively involved in your reading and help you to better
understand what you read.
As you complete each section, develop Cornell notes with main ideas in the margin and
important details (explanations, examples, and applications) on the right side of the
margin.
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After you finish each section or unit, summarize what you have read in your Cornell
notes. Write down the answers to the questions you wrote down previously. Add
questions/answers as appropriate.
Recite
Develop flash cards or mnemonic devices for important terms, concepts, and information
that you know you will need to memorize. Read over text annotations and the Cornell
notes you developed from your reading. Summarize the information by saying it out loud
into a tape recorder or by discussing the chapter with a study group. You may also
"recite" the information by writing a summary or by using visual organizers to put the
information into another cognitive frame.
If you marked any sections of your text for questions to ask your professor, be sure to ask
them in class.
Review
Compare your notes from your textbook reading with your class lecture notes. Continue
to summarize your learning. You want to keep reducing the size of your study notes, each
time you review the material. The object is to be able to "clue" yourself to remember
more detailed information with a single word or phrase. This process will help to keep
your memory fresh and will help you to solidify or "over-learn" the material so that it
becomes part of your permanent "file" of knowledge.
Keep up with reading assignments so that you don't become overwhelmed or are
tempted to cram or skip reading important assignments!
Listening and Note Taking
Listening
You may find that reading the text before class will provide you with an overview for the
lecture. However, some students find that by going to class first, they get a better sense of
what is important and find it easier to focus their reading based on the lecture and
recommendations of the instructor. You will need to determine what works best for you
based on your learning style and the instructional style of your professor.
Regardless of when you read the text, listening with questions in your mind or written on
paper will help you to stay focused on the lecture. Some questions you might want to ask
include:
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What do I already know about the subject?
What do I need to know?
What are the main ideas?
What are the important details?
What are some oral cues I should be listening for, such as: examples, order of
importance, sequence?
How could I apply this?
How does this relate to what I read in my textbook?
What don't I understand about this?
Try to listen with an open mind. Don't jump to conclusions or make assumptions before
you hear all the information.
It is a fact that we think at a much greater speed than the lecturer can speak. So you'll
need to keep your mind focused. Taking notes helps you to keep your mind focused and
provides the best way to record the information that is covered in class.
Note-Taking
Note-taking is the primary method for documenting and summarizing the important
information covered in your classes. Because you will be dependent on your class notes
for study, you want to be sure that you get as much of the information on paper as
possible.
There are two basic ways to take notes:
Mapping allows you to capture the big picture. While limited in the amount that you can
note, it can be used as a way to:
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Preview text.
Preview chapters.
Organize ideas before writing an essay.
Take notes when the instructor tends to lecture in a holistic style (skips around).
Cornell Notes allow you to outline main ideas and details to whatever extent you need to
note the information. This format can be used to:
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Outline text.
Organize writing for a term paper.
Take notes when the instructor lectures in a linear style (step-by-step).
In order to be sure that you have captured all the important information and to be certain
that you can interpret your notes, you should always review your notes shortly after the
class is over. In some cases, especially if you tend to be a "big picture" learner, you may
want to team up with more "detailed" learners in your class.
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Be creative when you review and edit your notes. Use highlights, numbers, arrows or
other symbols to clarify and evaluate the information. Combine notes from your text with
your class notes. Ask more questions, such as, "What information might be included as a
test question?"
You might want to make up some flash cards on important terms or concepts you think
you will need to define on tests as you go along. That way you can start drilling yourself
right away and can easily review these terms throughout the course.
Using Visual Organizers
The best way to fully understand new material is through the process of elaboration. The
processes of rephrasing, applying, analyzing, and otherwise manipulating the information
allow you to understand at a deeper level and to make the information your own.
You can help yourself to elaborate by using the chart showing questions at all
cognitive levels. By asking and answering these questions, you process the information at
high levels of thinking and better assure your understanding and ability to apply
important concepts.
Another way to elaborate and to assist your memory is to organize the information into
visual formats using visual organizers which include: illustrations, maps, tables, charts,
webs, etc. The process of putting the information into these cognitive frames supports
your understanding at high levels of cognition. Once information is in a visual format,
you remember it more easily by "seeing" it in your mind's eye during testing or for
application in the future.
By elaborating new information from your reading and lectures, you will learn the
information more effectively and thoroughly; and you will find that you won't have to
spend as much time preparing for tests.
Papers
There are many excellent text books and web sites on writing. They can provide you with
information and ideas on how to conduct research and on the process of writing (and
editing) a paper.
One of the most important and overlooked aspects of the writing process is the need
to PLAN AHEAD. For many students, writing a paper means staying up the night before
the paper is due to write the FIRST DRAFT of their paper. By doing this, they deprive
themselves of the opportunity to think and write clearly. They make simple, yet costly
spelling and grammar mistakes that they would have easily caught had they planned more
efficiently. (We won't get into last minute problems with floppy disks not functioning,
printers jamming, or unsaved files being lost during a power surge.)
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More importantly, when you treat a paper as a last minute project, you lose the
opportunity to learn something of personal value. The point of writing a paper is to
explore a topic of interest that you might not otherwise cover in class or to provide the
additional detail you need to meet your career or educational goals. For this to happen,
you must first choose a topic that really interests you. Your motivation to learn will add
a great deal to the quality of your paper and to your enjoyment in writing it.
You can avoid problems and optimize your learning (and grade) with some effective time
management in planning the research and writing process. The following are some
suggestions:
1. At the start of each semester, get out a calendar and plan out your term. Look at
the syllabus for each class. When are your papers due? When are quizzes and tests
planned? Notice when you have more than one assignment due or test to take.
How will you manage your time to avoid last-minute log jams?
2. As soon as the assignment is given, read through the list of topics (if provided)
or consider what you want to learn more about that is not covered (sufficiently) by
the course. Think about what you might need to know for your future career or
further education.
3. During the next week, do some reading on a few of the topics that interest you.
This should help you to decide which is of most interest (or the "lesser of
evils"). Search the library catalogs for books, magazine articles and other
references available on these topics. This will give you a "big picture" on these
topics and help you to identify resources that you will be able to use.
4. One week after the assignment is given, choose your topic.
5. In the next week or two, do some preliminary reading on your topic. Explore the
different ways you can approach your topic and what kinds of sources you might
want to include in your research. Jot down or start mapping ideas for "big picture"
possibilities for your paper.
6. Take a week to outline or make a map of the paper. This will serve as a guide to
the kinds of materials to look for when you start your research.
7. Start conducting your research. You'll need to set aside large chunks of time in
the library for hunting down the information and for making copies of articles or
other materials. It's important to start this process as early as possible, because
you may have to borrow materials from other college libraries, which may take
some time. (That's assuming that they will be available when you want them!)
Give yourself a deadline for conducting your research so that you will have time
for steps 8-11.
8. Give yourself a week or two to compile your notes and write a detailed
outline of your paper. The more time you put into organizing your paper, the
better it will flow when you sit down to write. This process will help you to see
gaps in your logic and information. You'll have plenty of time to do additional
research if necessary.
9. Give yourself a week or two to write the rough draft. You want to let it flow out
of your personal interest and the information you've collected from your research.
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10. Allow at least a week to edit your rough draft. This way you'll have the time to
put it down when you get overwhelmed with the details and then take it up again
with a fresh perspective.
11. Give yourself a week to write your final draft. You'll want to take the time to
read it carefully for last minute edits and to make sure you've done your very best
work.
Tests
Before the Test
1. Stay up-to-date on assignments. Learn material and review as you go along.
2. Make sure you understand the information as you are learning it. That way, you
won't have to "re-learn" it OR have to "cram" a great deal of information at one
time.
3. Read and study information in meaningful chunks (by chapters or units) so that
you'll be able to "file" and "retrieve" information easily.
4. At the end of each chapter or unit, identify the information that was most
important. Make up "flash cards" on this information that you can easily carry and
use for study on a regular basis.
5. Analyze past tests to determine how you can improve test results.
6. Get the big picture. Ask the instructor about the test. Find out what information
will be stressed and the kinds of questions that will be asked. Then go over your
text and lecture notes to develop a study strategy. Map or outline the course
contents if you haven't done so previously.
7. Before a test or exam, break study sessions into manageable time segments and
meaningful units. You'll remember more if you study for short periods of time (45
minutes to 1 hour) and over a longer period of time (1-2 weeks) than if you cram
all your study into a "binge" session the night before the test.
8. Practice answering essay questions BEFORE the test. Use cognitive questions at
all levels to assure learning and ability to answer essay questions. For example:
How would you describe, compare/contrast, predict, classify, apply, evaluate,
prioritize, etc?
9. Use mnemonic techniques to memorize lists, definitions, and other specific kinds
of information.
10. Form a study group with other students in your class to discuss and quiz each
other on important material. This will add other perspectives and help to
"complete" your study if you tend to be either a "detailed" or "big-picture"
learner.
11. Maintain healthy living habits. Get a good night's sleep before the test.
During the Test
1. Get to the test site early so you can select a seat, organize your materials, and get
relaxed. Be prepared with pencils, paper, calculator, books (if appropriate), etc.
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2. Get the big picture. Survey the entire test before you answer any questions. This
will help you to get an overview of what's expected and to strategize how you will
take the test.
3. Take a few deep breaths and to relax tense muscles. Repeat throughout the test.
This process will help you to stay relaxed and to make more energy available for
remembering, thinking, and writing.
4. Read directions carefully. Ask questions if you don't understand or need
clarification.
5. Do a quick "mind dump" of information you don't want to forget. Write it down
on scrap paper or in the margin.
6. Answer the easiest questions first, to help yourself calm down. Matching
questions are often good to start with because they provide a reminder of
important terms and definitions.
7. Use good strategies for answering multiple choice and other objective questions.
o Look for the central idea of each question. What is the main point?
o Statements that begin with always, never, none, except, most, or least-are
probably NOT the answer . Underline these or other key words if you are
allowed to write on the test paper.
o Try to supply your own answer before choosing an alternative listed on the
test.
o Mark an answer for every question.
o If you have to guess:
 The length of choices can be a clue. Choose the longest.
 If two choices are similar, choose neither.
 If two choices are opposites, choose one of them.
 The most general alternative is usually the right answer.
8. When answering essay questions, remember that the objective is to demonstrate
how well you can explain and support an idea, not just what you know. Keep the
following in mind:
o Read over all the essay questions before you start to write. Underline key
words like define, compare, explain, etc.
o Think before you write. Remember, a good answer:
 Starts with a direct response to the question.
 Mentions the topics or areas described in the question.
 Provides specific as well as general information.
 Uses the technical vocabulary of the course.
o Then map or outline the main points you want to make, determine the
order in which you want to write your points, determine the support you
want to add, then write.
o Write legibly. Leave some space so you can add to your answer, later.
o Proofread your essay. Check for grammar, punctuation, spelling, etc. This
often adds points!
9. When problem solving, ask yourself:
o What am I being asked to find?
o What do I need to know in order to find the answer?
o What information has been provided that will help me to find the answer?
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o
How can I break the problem down into parts? What steps should I follow
to solve the problem?
o Does the answer make sense? Does it cover the whole problem?
10. Keep an eye on the clock. Make sure you'll have time to complete the test sections
with the highest value, if not the entire test.
After the Test
When you receive your test paper, go over it to determine areas of strength and weakness
in your test-taking skills. If you have done poorly, learn from your mistakes!
Always analyze your tests to determine how you can improve future test results.
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Appendix
Cornell Notes
Subject: _____________________ Date: _____________
Main Ideas
Details
Summary:
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Mnemonic Techniques
The following are examples of techniques you can use to memorize important
information.
When to Use It: Technique:
Example:
For
information
involving key
words
Acronym - an invented
combination of letters with each
letter acting as a cue to an idea
you need to remember.
BRASS is an acronym for how to
shoot a rifle-- Breath, Relax, Aim,
Sight, Squeeze.
For
information
involving key
words
Acrostic - an invented sentence
where the first letter of each word
is a cue to an idea you need to
remember.
EVERY GOOD BOY
DESERVES FUN is an acrostic to
remember the order of the G-clef
notes on sheet music-- E,G,B,D,F.
For ordered or
unordered lists
Rhyme-Keys - a 2-step memory
process:
Food groups:
1. Memorize key words that
can be associated with
numbers (one-bun);
2. Create an image of the
items you need to
remember with key words.
(A bun with cheese on it
will remind me of dairy
products.)
1. Dairy products: one-buncheese on a bun.
2. Meat, fish, and poultry:
two-shoe-livestock with
shoes.
3. Grains: three-tree-sack of
grain hanging from tree.
4. Fruit and vegetables: fourdoor- opening a door and
walking into a room
stocked with fruits and
vegetables.
For
approximately
twenty items
Loci Method- Imagine placing
the items you want to remember
in specific locations in a room
with which you are familiar.
To remember presidents:
Place a dollar bill (George
Washington) on the door. Walk
into the room and see Jefferson
reclining on a sofa and Nixon
eating out of the refrigerator.
For foreign
language
vocabulary
Keyword Method- Select the
foreign words you need to
remember, then identify an
English word that sounds like the
foreign one. Now imagine an
image that involves the key word
with the English meaning of the
foreign word.
In Spanish, the word "cabina"
means phone booth. Invent an
image of a cab trying to fit in a
phone booth. When you see the
word "cabina," you should be able
to recall this image and thereby
retrieve the meaning "phone
booth."
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For
remembering
names
Image-Name Technique- invent Shirley Temple - her curly
a relationship between the name
(rhymes with "Shirley") hair
and the physical characteristics of around her temples.
the person.
For ordered or
unordered lists
Chaining- Create a story where
each word or idea you have to
remember will cue the next idea
you need to recall.
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Napoleon, ear, door, Germany
Story: Napoleon had his ear to
the door to listen to
the Germans in his beer cellar.