Presentation is loading. Please wait.

Presentation is loading. Please wait.

Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 1 Chapter 2 Skills You Need: Memory, Note-Taking, and Studying Techniques.

Published byAlexandrina Ferguson Modified over 8 years ago

Similar presentations

Presentation on theme: "Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 1 Chapter 2 Skills You Need: Memory, Note-Taking, and Studying Techniques."— Presentation transcript:

1 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 1 Chapter 2 Skills You Need: Memory, Note-Taking, and Studying Techniques

2 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 2 Chapter Questions © James Woodson/Digital Vision/Getty Images

3 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 3 Exploring the Research Einstein, G. O. Mullet, H. G., & Harrison, T. L. (2012). The testing effect: Illustrating a fundamental concept and changing study strategies. Teaching of Psychology, 38 (3), 142-146. doi: 10.1177/0098628312450432

4 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 4 The Research Question Einstein, Mullet, & Harrison, (2012) Will participating in a demonstration of the testing effect increase the use of testing as a study strategy? Testing effect- Testing yourself is a very powerful way to remember © argus/shutterstock.com

5 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 5 The Study Einstein, Mullet, & Harrison, (2012) Who? 52 college students taking an upper level course on Memory Study-Study Read and Study passage 4 minutes Study-Test Read and Study passage 4 minutes Recall as much as possible for 4 minutes Self- Assessment How well did you remember the content? Presentation 20 Minutes on Testing Effect

6 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 6 The Results Einstein, Mullet, & Harrison, (2012) But… Students thought they did equally well

7 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 7 The Results Einstein, Mullet, & Harrison, (2012) Students were MORE likely to USE TESTING as a study tool after this demonstration! 67% used testing during reading 82% used testing strategy when studying

8 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 8 Application Einstein, Mullet, & Harrison, (2012) Testing improves memory Learning about research-based strategies increases likelihood you will use effective study techniques © Filipe Frazao/shutterstock.com

9 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 9 How Memory Works: Building Foundational Knowledge! © iStockphoto.com/Petrovich9

10 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 10 A Simple Model of Memory

11 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 11 Encoding Pay attention to important information Use a Multi-Sensory Approach © kurhan/shutterstock.com

12 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 12 Storage: Short Term Memory Holds limited information for brief periods of time, often only seconds Miller’s (1956) Famous Study- limited capacity 7 +/- 2

13 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 13 Storage: Long Term Memory Holds endless supply of information forever

14 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 14 Retrieval Show What You Know Helps you Learn (Testing Effect) © Constantine Pankin/shutterstock.com

15 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 15 Memory Strategies Rehearsal Elaboration Chunking Stories and Emotion Mnemonics Retrieval Practice Tom Peterson, Middlesex County College

16 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 16 Exercise: How Many Can You Remember?

17 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 17 Mnemonics: Acronyms ROY G BIV – Colors of Rainbow OCEAN – Big 5 Personality Factors © Bogdan ionescu/shutterstock.com

18 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 18 Mnemonics: Sentence or Acrostic Please Excuse My Dear Aunt Sally – Order of operations © iStockphoto.com/Petrovich9

19 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 19 Note-Taking: Our Only Hope! Tom Peterson, Middlesex County College

20 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 20 Forgetting

21 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 21 Making the Most of Class Experiences Attendance Preparation Cognitive Engagement Tom Peterson, Middlesex County College

22 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 22 Be an Active Participant in Class

23 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 23 Note-taking Methods © wavebreakmedia/shutterstock.com

24 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 24 Note-taking Methods Cornell Concept maps Matrix Traditional outline Digital Notes Note-taking Apps Linear Tom Peterson, Middlesex County College

25 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 25 Cornell Method

26 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 26 Concept Map

27 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 27 Matrix The Most Effective Method!

28 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 28 Traditional Outline

29 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 29 Digital Notes

30 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 30 Note-Taking Apps

31 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 31 Linear Notes

32 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 32 Note-taking Tips © wavebreakmedia/shutterstock.com

33 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 33 Note-taking: What’s Important? Spending a lot of time on the topic Repeating the information Providing several examples Talking in a louder voice or with more passion Writing it on the board or putting it in a Power Point slide Tom Peterson, Middlesex County College

34 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 34 Study Approaches that Work! © Monkey Business Images/shutterstock.com

35 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 35 We are ALL Multi-Sensory Learners Picture Superiority Effect © kurhan/shutterstock.com

36 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 36 Testing Your Knowledge

37 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 37 Organizing: An Amazing Academic Weapon

38 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 38 Exploring the Research Dickinson and O’Connell (1990) Research Question: Does how long you study or how you study matter more? What study approach works best? Tom Peterson, Middlesex County College

39 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 39 The Study Dickinson and O’Connell (1990) 113 Undergraduate Students ReadingReviewingOrganiizing Recorded Study Time and Strategy WHILE studying Test Grade

40 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 40 The Results! Dickinson and O’Connell (1990)

41 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 41 The Results! Dickinson and O’Connell (1990)

42 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 42 Defining Organizing Dickinson and O’Connell (1990) Put information into your own words Create links between concepts via a hierarchical structure Create examples to help concepts come alive

43 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 43 The So What Factor Dickinson and O’Connell (1990) Reading and reviewing, while important, are NOT enough! Increasing organizing techniques will maximize study time © Filipe Frazao/shutterstock.com

44 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 44 Learning is Social: Establish Study Groups © wavebreakmedia/shutterstock.com

45 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 45 Main Benefits of Study Groups 1.Increased motivation 2.More support 3.Opportunity to clear up confusing concepts

46 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 46 Strategies to Increase Effectiveness of Group Work Work with others who are committed to learning Assign tasks that need to be completed prior to the group session Establish ground rules and roles

47 Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 47 Group Roles

Download ppt "Copyright 2016 Harrington © Cengage Learning. All rights reserved. 2 | 1 Chapter 2 Skills You Need: Memory, Note-Taking, and Studying Techniques."

Similar presentations

Seminar VI Organizing a Class II Planning a Class! Ron Welch.

Seminar VI Organizing a Class II Planning a Class! Ron Welch.
Memory & Concentration

Memory & Concentration
Lecturing (with PowerPoint) Donna Ellis, TRACE & Colin Campbell, IST.

Lecturing (with PowerPoint) Donna Ellis, TRACE & Colin Campbell, IST.
Teaching by Fostering Learning Strategies EDU 221.

Teaching by Fostering Learning Strategies EDU 221.
1 Learning Skills Generic Skills Integration Project.

1 Learning Skills Generic Skills Integration Project.
UCD Disability Support Service Note-taking UCD DSS Study Skills Sessions.

UCD Disability Support Service Note-taking UCD DSS Study Skills Sessions.
Unit 2: Memory (Cognition)

Unit 2: Memory (Cognition)
Study Skills for School Success!

Study Skills for School Success!
Educational Psychology: Theory and Practice Chapter 6

Educational Psychology: Theory and Practice Chapter 6
DO NOW:  Prepare your operant conditioning projects to turn in.  THEN, answer the following:  What is memory?  How do we create and recall memories?

DO NOW:  Prepare your operant conditioning projects to turn in.  THEN, answer the following:  What is memory?  How do we create and recall memories?
Chapter 6 Boosting Your Memory and Preparing for Tests.

Chapter 6 Boosting Your Memory and Preparing for Tests.
Becoming a Better Learner Gillian Orr Community and Continuing Education.

Becoming a Better Learner Gillian Orr Community and Continuing Education.
Learning Law Orientation: August 16, 2006. 5. Synthesis Judgment 4. Problem Solving 3. Spotting Issues 2. Understanding 1. Knowledge 1. Recognition vs.

Learning Law Orientation: August 16, Synthesis Judgment 4. Problem Solving 3. Spotting Issues 2. Understanding 1. Knowledge 1. Recognition vs.
Everything You Wanted To Remember About Memory. Study these terms, don’t forget And a good grade on the test you will get!

Everything You Wanted To Remember About Memory. Study these terms, don’t forget And a good grade on the test you will get!
Study skills How Do People Learn?  1 % through TASTE  1.5 % through TOUCH  3.5% through SMELL  11% through HEARING  83% through SIGHT.

Study skills How Do People Learn?  1 % through TASTE  1.5 % through TOUCH  3.5% through SMELL  11% through HEARING  83% through SIGHT.
MNEMONIC DEVICES. What are they? Ways to help you remember important information, names, lists, and a million other things. People have relied on mnemonic.

MNEMONIC DEVICES. What are they? Ways to help you remember important information, names, lists, and a million other things. People have relied on mnemonic.
Chapter 5 How to Take Good Notes and Write Well to Maximize Your Performance Copyright 2010. Raymond Gerson.

Chapter 5 How to Take Good Notes and Write Well to Maximize Your Performance Copyright Raymond Gerson.
Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 1 CHAPTER 8 The Cognitive Information- Processing.

Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 1 CHAPTER 8 The Cognitive Information- Processing.
Chapter Eight The Information Processing Theory. Copyright © Houghton Mifflin Company. All rights reserved. 8-2 Overview The information processing view.

Chapter Eight The Information Processing Theory. Copyright © Houghton Mifflin Company. All rights reserved. 8-2 Overview The information processing view.
Christine Harrington Ph.D. Middlesex County College Cengage Learning.

Christine Harrington Ph.D. Middlesex County College Cengage Learning.

Similar presentations

Ads by Google