Study Strategies

Study Time is Not a Prediction of Success Students who engage in what they called “deliberate practice” had higher GPAs Quiet environments and high-quality studying had greater success than those who reported studying longer How you study leads to greater success than how long you study.

Rehearsal Strategies AKA Study Strategies Rehearsal: engaging in activities, either written or spoken, that will help you learn information from a variety of sources  what studying should look like Helps you retain what you learned Helps you use more of your senses in learning.

Rehearsal (Study) Strategy: Written 1. Concept cards 2. Concept Maps 3. Charting 4. Question/Answer Strategy 5. Timeline

Written: Concept Card Front Organizing term Term or Concept Source

Written: Concept Card Back Definition Examples Links to other concepts General synthesis of key points

Written: Concept Card Can be carried around They are versatile Numerous terms Vocabulary Rules Conjugations (foreign language) Formulas (math)

Written: Concept Cards Studying: Organize cards Read front, Read back multiple times, Read front and self-test. Review cards each day, using small pockets of time Separate out what you have learned Review with a classmate

Written: Concept Maps Visual representations of information Works well when you need to know the relationships between concepts (particularly sciences) Enables you to understand how things fit together

Written: Concept Maps Studying: Rehearse on concept at a time  cover up everything except the main concept and talk through the information  check accuracy

Written: Charting Synthesize information, compare and contrast Studying: Study both horizontal and vertically BenefitsStudying Concept MapWorks well when you need to know the relationships between concepts (particular sciences) Rehearse on concept at a time  cover up everything except the main concept and talk through the information  check accuracy ChartingSynthesize information, compare and contrast Study both horizontal and vertically Question/AnswerPose questions that cover the material  Answer Questions Fold paper where just the question side is showing  ask question (or have someone ask you the question)  answer information out loud

Written: Question/Answer Strategy Studying: Pose questions that cover the material  Answer Questions Create questions that require higher levels of thinking (why or how) Write question on left-hand side of page, answer on the right side Format: questions posed should require more than a one word answer

Written: Question/Answer Strategy Studying: Fold paper where just the question side is showing  ask question (or have someone ask you the question)  answer information out loud Ask yourself questions in random order.

Written: Timeline Only appropriate for when it is important to know chronology Should be supplemented with other strategies Timeline cannot tell you “why” or “what the impact was” Studying: Use dates as a cue  talk about important concepts that are associated with that time. Use other strategies to talk through nature of events, cause and effect Use WWWWWH questions

Rehearsal Strategy: Oral 1. Reciprocal Questioning 2. Talk-throughs

Oral: Reciprocal Questioning Uses answer/question strategy, text annotations, or lecture notes Play “teacher” and “student”, teacher helps student find answer without giving them the actual answer

Oral: Reciprocal Questioning Benefits: Uses more senses Hearing the information using the auditory sense Encourages multiple perspectives “two heads are better than one” Encourages to use your own words “think outside the textbook” Helps monitor learning Receive immediate feedback about your knowledge

Oral: Talk-Through(s) Involves saying information to yourself Talk-through concept you become both teacher and student

Oral: Talk-Through(s) Make talk-through list on an index card Organized (outline), concepts you need to know Begin rehearsal by saying what you know about the first major concept Double check your notes, add info if need Go onto the next concept 4 Theories of Criminal Behavior 1.Modeling -Bandura -Act by learning from how others act 2. Behavior - skinner 3. Attachment -Bowlby 4. Self-Control