1. ACADEMIC SUCCESS CENTER
STUDY SKILLS

2. 1060 Hixson-Lied Student Success Center
Find us off the 23 orange bus route

3. OVERVIEW OF SERVICES Academic Coaching Psych 131: Academic Skills
Presentations/Workshops
Tutoring Services
Supplemental Instruction (SI)
Discuss location, hours, services
Hand out bookmark, if desired

4. OBJECTIVE AND ROADMAP
To learn new study skills and identify at least one strategy to increase application of course material.
Studying vs. Doing Homework Study Environment Bloom’s Taxonomy General Study Skills
Purpose: to go over the objectives of the presentation
Talking points: quickly give them an overview of what will be covered in the presentation

5. STUDYING VS. HOMEWORK
Have participants raise hands/shout out the differences and similarities between the two
What is the importance of these differences and similarities? How can this help you with your academics?
What is the difference between studying and doing homework?
Why does this matter?

6. STUDYING VERSUS HOMEWORK
Learning on your own time; no specific guidance of a teacher.
Time set aside to go over key concepts from class to make sure knowledge is complete.
Going over class material (notes, slides, lab, etc.) to ensure complete understanding as well as clarify concepts that are confusing or challenging.
Includes techniques such as re-reading unclear sections in the textbook, making flashcards, and taking notes on the textbook or on class notes.
A commitment to actually learning (applying) the key concepts that some homework assignments overlook.
Material assigned by an instructor with a specific due date.
Reinforces knowledge while integrating key skills for a subject.
Typically repeats what was learned in class to help reinforce important concepts.
Ask for participants to TTYP… are these the differences that were just discussed? How does this differ from how you currently view studying?
Bring to the larger group to compare & contrast answers

7. YOUR STUDY ENVIRONMENT
Picture your “happy place” to study
Consider:
Distractions
Lighting
Temperature
Interruptions
Seating
Have students write down their perfect study environment
Help them consider what constitutes a perfect study environment
Discuss other strategies for creating the perfect study environment. (see “Controlling your Environment” handout on H: drive)
Have students list 3 places that meet their criteria and have them share with class

8. GENERAL STUDY SKILLS
Have participants raise hands/shout out the differences and similarities between the two
What is the importance of these differences and similarities? How can this help you with your academics?
Bloom’s Taxonomy THIEVES Reading Strategy The Cornell Note-Taking Method

9. BLOOM’S TAXONOMY OF LEARNING
Theoretical framework
Different levels of thinking
Bloom’s Taxonomy is a psychological theory that outlines the levels in which we learn.
 The higher you move up the pyramid, the deeper you will learn the concept because you are engaging in deeper critical thinking.
Teachers use it!
Let’s look at these levels: (Intro Slide with Pyramid)
Starting at the base we have Remembering and Understanding, which could appear on a test as fill in the blank questions, vocab quizzes, T/F questions, etc.
These are the levels of learning typically utilized in elementary, middle, and high school
If you can remember and understand you are able to answer simple “what” questions
EX: What is the Bill of Rights? What are the steps of the Scientific Method?
Moving up, we have Applying, Analyzing, and Evaluating. These levels require us to be able to understand something and be able to apply it to new situations, analyze/critique information, and evaluate the content of information. This could appear on a test as open response questions, or multiple choice questions, etc.
These are the levels of learning that college professors are wanting you to be able to do
This is often how professors think about the material they are teaching and therefore this is the level of thinking that exams and other assignments require you to be at
Test questions are formed at this level of thinking and tend to be more “How” or “Why” questions
EX: How does the Bill of Rights apply in this situation? Why is it important to follow the scientific method?
Creating is a high level stage of creating new information. This could be creating research that reveals new findings/knowledge, or creating a model of something that hasn’t been done before.

10. APPLYING BLOOM’S TAXONOMY
How do you use this to study?
Purpose: Breaking down Bloom’s to study strategies
Talking Points: Discuss since they had a preview of how Bloom’s works, this is how it can help in studying. (If time allows, have students TTYP and discuss how students could use the worksheet. Bring everyone back to the whole group and discuss.) Discuss how the sheet works. Discuss and point out the key verbs, key statements, and how it breaks down individual and group study strategies. Discuss how these key verbs and statements are what are normally seen on tests or homework. Prompt them to check on old tests to see if they see these things and try to remember on how they studied. Remind them that this isn’t a failsafe. It is a different technique to be used in their studying, it may not work for everyone.
Handout:

11. THIEVES READING STRATEGY
How do you usually read?
How much time do you give yourself to read?
How many pages do you read in one sitting?
Do you retain the information you read?
How could reading your textbook support your learning in the classroom?
Purpose: to give a birds eye view of the chapter before reading it
Talking Point: Ask the audience how long this task should take. Answer: 15/20 minutes tops. Discuss the major points on the slide. This task is really focusing on “skimming” what you have to read, before you read it. It allows the student to get a conceptual idea of what the content is about. Also discuss that in each topic section there are questions to prompt further reflection. This tool is really useful if a student needs a preview before reading or they are running low on time.
Also ask the audience what passive and active reading is. Give them a moment to reflect and bring to the larger group. Answer: Passive is just opening the book and reading, Active is where you read, take notes, highlight, to engage in meaning making. Example: I place someone in a forest to walk to a mountain without a map. The person will walk around lost not understanding how to get there. This is passive reading. I place someone in the forest to walk to the same mountain with a map, they will have an easier time getting there also seeing points along the way. This is active reading. Reiterate how important it is to make connections in their reading. Can they visualize how it may look now, can they summarize what they read in their own words. If they can, they are retaining the content.
Handout:

12. THE CORNELL NOTE-TAKING METHOD Do you take notes in class?
How do you organize your notes?
How can notes be used as a study tool?
Purpose: to give a birds eye view of the chapter before reading it
Talking Point: Ask the audience how long this task should take. Answer: 15/20 minutes tops. Discuss the major points on the slide. This task is really focusing on “skimming” what you have to read, before you read it. It allows the student to get a conceptual idea of what the content is about. Also discuss that in each topic section there are questions to prompt further reflection. This tool is really useful if a student needs a preview before reading or they are running low on time.
Also ask the audience what passive and active reading is. Give them a moment to reflect and bring to the larger group. Answer: Passive is just opening the book and reading, Active is where you read, take notes, highlight, to engage in meaning making. Example: I place someone in a forest to walk to a mountain without a map. The person will walk around lost not understanding how to get there. This is passive reading. I place someone in the forest to walk to the same mountain with a map, they will have an easier time getting there also seeing points along the way. This is active reading. Reiterate how important it is to make connections in their reading. Can they visualize how it may look now, can they summarize what they read in their own words. If they can, they are retaining the content.
Handout:

13. READING & NOTE-TAKING COMBO STRATEGY
This combination of the THIEVES reading strategy and the Cornell Note-Taking Method shows how reading and in-class note-taking can work together to support your understanding of course material.
Talking Point: THIEVES prior to class in order to conceptualize what the lecture is about. This is the 1st exposure to the content

14. READING & NOTE-TAKING COMBO STRATEGY
Talking Point: Discuss taking notes during class, this will be your 2nd exposure to content

15. READING & NOTE-TAKING COMBO STRATEGY
Talking Point: Discuss adding any additional thoughts about class and edit the content within your notes. This is a good time to figure out words/phrases that may not make sense or are messy in handwriting. It will save time in the end when studying and it will be the 3 or 4 time seeing the content.

16. READING & NOTE-TAKING COMBO STRATEGY
Talking Point: Discuss how it is now all put together for studying for exams. Doing the prior tasks will in the end save time on preparing for an exam as well as allow one to see how much is being retained from class and reading.

17. NOTE-TAKING TIPS POST-IT NOTES WRITING IN MARGINS HIGHLIGHTING SYSTEM
Purpose: to show different techniques when reading
Talking Points: Discuss post-it notes. They are used when one is renting textbooks or can be used to summarize the content that is read. Great to use when breaking reading down into chunks. Tabs are good to use for important content. Great to technique to use for open book tests. Discuss underlining. Used to highlight important details. Also writing in the margins is a good tool. Helps with important concepts and also great to refresh your memory before class. Discuss highlighting. A system is a great tool when using highlighting. The slide gives a great overview of this.
Bring in your own experiences with this, engages conversations with the audience.

18. WRAP UP How can studying be approached as an ongoing process?
Facilitate a TTYP activity to discuss how students can apply what they learned to their own study habits.
How can studying be approached as an ongoing process?
What is one thing you learned today that you will apply when studying?

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20. CONTACT US 1060 Hixson-Lied Student Success Center
Find us off the 23 orange bus route
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