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Study Skills

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Keika Stevenson

on 11 September 2014

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Transcript of Study Skills

Study Skills
How to Become an "A" Student

Academic Self-Management
Use of Time
Methods of Learning
What is Wrong with Memorizing for All the Classes?
Flaws in human memory
(Schacter, 2001)
: Weakening or loss of memory over time
: Unsuccessful search for information that you try to retrieve
: Changing of previous experiences based on what we now feel rather than what happened
: Remembering what we would prefer to omit from our memory
Time Management
Time is not only money... it's EVERYTHING!!!
Becoming a Successful Learner
Academic Self-Management
Learning Styles
Different Learning Strategies for Different Assignments
Preparing for and Taking Exams
Analyze Course Demands
Review each syllabus and identify major assignments and demands during the semester
Analyze each textbook to determine what learning aids are included that help you comprehend the material
Analyze the instructor's teaching style
Different Strategies for Different Materials
In preparing for a chemistry test, I keep writing down major formulas until I remember them.
I write a summary of each chapter in my political science book.
I use a chart to compare different theories in my philosophy class.
I ask myself questions after reading my history textbook.
After taking notes in class, I write questions that the notes answer.
I underline my textbook while I read.
I outline each chapter in my geology textbook.
Urgent vs. Important
How Should I Study for Math?
Fold each page of your notebook and use 2 columns when taking notes
If you don't understand a topic, focus on mastering that topic before moving on to the next topic
When working on a math problem, DON'T "map out a path from problem to answer" in your head before writing anything down
When doing your homework, find a quiet place to do it
NEVER, EVER, work on math problem in pen
Use a mechanical pencil with a separate eraser
Keep your solutions neat and line by line
If the problem lends itself to it, draw a picture of the problem
From a teacher-directed to a student-directed environment
From teachers motivating students to teachers expecting students to be self-motivated
The Difference between High School and College
Exercise 1: Assessing Your Self-Management Skills
: Rate the extent to which you generally manage or control the factors influencing your learning by checking Always, Sometimes, or Never in the corresponding box and be prepared to offer a short explanation of your ratings.

What areas are your strengths and weakness?
Physical Environment
Social Environment
Good Time-Management Strategies
Set regular study periods
Study in an environment that is relatively free of distractions and interruptions
Schedule tasks so they can be accomplished in 30- to 60-minute blocks of time
Take short breaks
Be specific in identifying how you plan to use your time
Alternate subjects when you have a long time block available for study
Estimate the time needed for each assignment
Prioritize tasks
Do the assignments for the course you dislike
Work ahead of your assignments when possible
Carry your calender with you and write down any appointments as soon as you make them
Preparing for an Exam
Taking an Exam
Create an 8-day plan for each of your final exam and bring it back to me by 11/27 Wednesday.
Examples of Learning Strategies
Answering questions
Reading out loud
Excerpt From: Myron H. Dembo. “Motivation and Learning Strategies for College Success.” iBooks. https://itun.es/us/kDG3C.l
Do you know...
What needs to be accomplished?
Breakdown of the goals into series of tasks?
How to manage time or how much time is needed to complete the given task?
Highly encouraged
To be avoided
Poor use of time
Exercise 2: Create Your Own Planners
Based on
7 Habits of Highly Effective People
, Stephen Covey
Fall 2013 Schedule Overview
*Important dates:
Beginning and end of class
Assignment due dates
Last day to add class
Last day to drop class
Without "W"
With "W"
*Personal commitments
Family gathering
November & December Schedules
*More detailed information can be placed on these schedules
Daily Schedule
To-Do List
Step1: Determine the content coverage and the question format of the exam
Course syllabus
Textbook chapters
Lecture notes
Previous exams and quizzes
Instructor's handouts
Information from other students

For Example...
Step 2: Organize and separate the content into parts - Make connections!
Step 3: Identify specific study strategies
Examples of Different Types of Study Cards
Step 4: Identify the amount of time needed
Step 5: Create a weekly schedule
5-Day & 8-Day Study Plans
Self-Assessment of Test-Taking Strategies
Manage your time
If you don't know the answer to a question, read the question again
Multiple-Choice Questions
Preview the questions
Estimate how much time you have to answer each question
Read all of the answer choices. Don't be tempted to mark the first one that sounds good
Answer the easier questions first, and make the ones you skip. When answering the questions:
Cover the answers and read the questions first.
Underline key words, terminology, and qualifiers ("never" "always").
Return to the questions you skipped. Use information and insights you learn as you take the test to go back and fix incorrect answers. You may have picked up some cues from the reading or become more comfortable in a test situation.
What Tends to Be Correct?
"All of the above" tends to be correct more often than not, especially if two of the three options are correct.
Conservative statements that use qualifiers ("may sometimes be" or "can occasionally result in") are right more often than not.
"Look alike options" - probably one is correct. Choose the best response.
"Echo options" - if two options are opposite of each other, chances are one of them is correct.

These are NOT ALWAYS RIGHT, but...
What Tends to Be Incorrect?
These are NOT ALWAYS WRONG, but...
Watch out for statements that include absolutes such as "never" "always" "is" "are" "guaranteed" and "ensures." These types of statements are very restrictive and often difficult to defend.
Extra-long and statements full of jargon are usually used as decoys - watch out!
Second guessing yourself - studies show that when students change their answer, they are more likely to get the answer wrong.
Dembo, M. H. (2004).
Motivation and learning strategies for
college success: A self-management approach.
Mahwah, NJ: Lawrence Erlbaum Associates.
USC Kortschak Center for Learning and Creativity.
Covey, S. R. (1997).
The 7 habits of highly effective families
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