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Preparing for Tests & Final Exams WEB

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Keith Allen

on 19 November 2015

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Transcript of Preparing for Tests & Final Exams WEB

Preparing For
Tests & Final Exams

Tips for Test Day
Get Organized
Learning, Memory,
& Synthesis of Information
Appropriate Strategies for your Academic success
For Additional Help...
Contact: Keith Allen
Academic Enhancement Satellite Office
Brumby Hall Rotunda
706-583-0403
khallen@uga.edu
tutor.uga.edu -or- dae.uga.edu

Time, Location, & Context
Objective & Essay Tests
Get a good night's sleep (at least 6-hours)
Wake up at least 90 minutes before test-time
Eat something light & healthy--i.e. good brain foods are fruits and nuts
Arrive prepared with calculator, scratch paper, thesaurus, etc.
Sit where you won't be distracted by others.
Plan a Realistic Study Schedule
Find your most productive TIME & PLACE
Create "distinctions" between time/place, for learning / for relaxing
Locate & Organize ALL Materials & Resources
Notes From: Textbooks,
Articles, Classroom
If possible, Review Earlier Tests
Identify Strengths & Weaknesses
Plan Appropriate Adjustments
Science & Math Exams
List all TYPES of problems and think about the CONCEPTS behind them
Develop protocols (or a series of steps) for each type of problem
Practice:
Solving the problems with a TIME CONSTRAINT
Solving as many problems as possible
STUDY: the Syllabus!! as you prepare for each class session, project, test / quiz, or final exam.
FOCUS: on the "Course Learning Objectives"
Bridge & Synthesize your Textbook, Readings & Notes
ALWAYS: Consider the Context and the "Unique-ness" of each professor
Develop a Comprehensive List of Terms
Approach the exam with Confidence
Memorize Thoroughly
Review: Textbooks, Articles, and Notes
Write Definitions
Group ideas & terms based on relationship & context
Identify Examples
Develop a thesis & outline for each topic
Memorize two facts, dates, and/or quotes to back up your main points
Practice writing essays under test-like time constraints
Immediately evaluate the quality of your practice essays
Talk through (and explain) the problems as you work them
Just memorizing how to do the problems is not enough. You have to master the underlying concepts.
Note:
If you can't verbalize or explain what you're doing as you solve the problem, you probably don't fully understand the concepts.
Rehearse and Self-Test
Flash cards & Acronyms
Cluster Concepts
Use Color in your Notes
Create charts, tables, or concept maps
Method of loci
Mnemonics
Read, Type, Say, Hear & Teach it
For Essays, Identify: the Most Significant Concepts and Topics
Mind/Concept Maps,
Charts, & Tables
Write Down Formulas before you begin
READ DIRECTIONS VERY CAREFULLY; listen for additional directions and ask for clarification
Survey the exam and budget your time
Expect Memory Blocks...remain calm & work on things you know
DURING THE EXAM:
FOR MULTIPLE CHOICE,
T/F, & OBJECTIVE EXAMS:
1. Look through the entire exam
2. Go ahead & answer questions that you know
3. Eliminate answers
4. Use information from other questions & answers
5. Use ALL the time you're allowed
6. Don't spend time on questions you don't know--guess, mark it, and come back to it later
FOR MULTIPLE CHOICE QUESTIONS:
1. Try to answer the question in your mind WITHOUT looking at the choices
2. Look at each option one at a time and treat it as a True/False question
3. Note: the longest choice is often correct
4. Make sure the answer is grammatically correct
5. Read all your choices before making your final selection
6. Note: the answers with "all of the above"
Use EVERY Resource to support LEARNING
FOR ESSAY TESTS:
Read directions to make sure you understand what's being asked of you
Budget your time wisely. A good rule of thumb: 20% on planning, 60% writing, and 20% proof-reading & revising
Neatness Counts. Make sure all is legible.
Use your facts, quotes, and dates you memorized in preparation
Make sure you have an introduction & conclusion
Ask if you can bring a dictionary, thesaurus, or grammar handbook on test day
Effort
Invested
Utilize:
Use your "Learning-Work"

for repetitive, thorough review
Resources
Time
Review
Make the best use of your:
For each segment, practice planning:
begin with "the end" in mind
layout goals
develop your strategy
jump in / do-it / execute
review what you have learned
Study Groups
to
confirm

your
learning, understanding,
& mastery
Planning is KEY
tutor.uga.edu -or- dae.uga.edu
--for study tips and info on tutoring, review sessions, test anxiety, & academic counseling
prezi.com or bubbl.us
--for creating concept / mind maps
owl.english.purdue.edu
--for research papers & writing helps
khanacademy.org
--clarification of concepts, primarily in math, business, and science courses
Complete the "Work of Learning" on your own
http://prezi.com/uxesctze80cz/finals/
To view the
entire PREZI,
go to:

Brought to you by: Academic Enhancement Satellite Office Brumby Hall Rotunda
Contact: Keith Allen 706-583-0403
khallen@uga.edu

Formats for A Concept Map
Example
Theory 1 Key Ideas
Broad Concept/ school of thought
Theory 2
Key Ideas
Theory 3 Key Ideas
Body
Body
Body
Supporting Idea
Common
Elements
Common Elements
Unique Elements
2000
2010
2005
2002 March
Create a Timeline
Common Elements
Unique Elements
1st:
3rd:
Start Early
Get Organized!
2nd:
Evenly Distribute Your Energy, Effort & Time
4th:
Divide your work up into smaller, more manageable chunks
STAY HEALTHY
Create A Jot-list Outline and CATEGORIZE the INFORMATION
Analyze how everything fits together from your textbook, lecture notes, hand-outs received in class
Synthesize the important:
Use Multiple Techniques
5th:
Review with Classmate(s)
6th:
Great Britain
13 Colonies
Right to Control
Level of Autonomy
A simple Chart to Compare/Contrast
2-Points of View
TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT
Topic
I think this is about facts!
I think this is about feelings!
I think this is about data!
Different
perspectives
three
one
three
two
two
one
"You never learn from your success. You only learn from your mistakes
(Andrew, B., 2013)."


No matter what the field,
performance can almost always be improved as long as you own your mistakes & learn from them

(Dweck, C., Mindset, 2012).
select: "Study Tips & Resources"
select: "Preparing for Tests and Final Exams"

or the direct link:
Begin with the End (test result) in Mind
(in order to spread your effort out)
Example of a study table/chart
Add More Categories to Draw Out Distinctions
TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT
TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT
TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT TEXT TEXT EXTEXT TEXT TEXT
dae.uga.edu
(or)
tutor.uga.edu
create DISTINCT STUDY SEGMENTS:
(usually 20-50 minutes is best)
to Maintain focus & efficient use of your brain:




Divide big jobs into workable steps.
Use "in-between" times of the day
Make a plan for each day the night before
Micro-
Time-Management
...but you must be efficient
Take regular breaks
or switch subjects
to take the place of a break
IF you MUST CRAM...
http://healthysleep.med.harvard.edu/interactive/circadian
The 2 types of Science Courses require different learning strategies to succeed
Text Based Science: biology, agriculture, forestry, botany, astronomy, and geology
Math (or problem) Based Science Courses: chemistry or physics
For math or problem-
based science courses:
Science Texts require:
full engagement
in order to understand the future reading
1. know & understand the terms:
2. become an expert on the theories:
understand how they connect, and how they explain the concepts you're learning
3. use & create visual aids for your learning
Most scientists picture science processes in their heads.
Be sure that you can explain important diagrams in the text
Try to look only at the diagram (not the description in the text) and talk through the important information.
Music & Math
Students listening to classical music in the background scored higher on math tests than students not listening to any music.
When Studying with Others:
Dweck, C. S. (2012). Mindset: How you can fulfill your potential. London: Robinson.

Nist-Olejnik, S., & Holschuh, J. (2013). College success strategies. New York: Pearson Education.

Pauk, W., & Owens, R. J. Q. (2013). How to study in college. Belmont, Calif: Wadsworth.

Vishton, P. M., & Teaching Company. (2012). Scientific secrets for a powerful memory. Chantilly, Va: Teaching Company.
(Nist-Olejnik, S., & Holschuh, J., 2013)
References:
your charts, categories, and notes from notes
how do you want to feel at the end of this exam?
what will it take to get you there?
essential "learning fuels":
O2, water, food (glucose), exercise, & sleep
average brain = 3 pounds;
yet it requires 15-20% of the water consumed
2lbs of water is lost overnight
learning is about "making connections":
must be used or else they will be lost
good body = good mind
"learning is a change in the neuron-patterns in the brain (Goldberg, 2009)."
attention drives the change
additional actions to prepare yourself mentally:
be ready to focus only on the material
turn off or silence the cell-phone
encoding, storing, & retrieving
encoding, storing, & retrieving
Vishton (2012)
REMEMBER:
Full transcript