1. Skills You Need: Study Strategies, Memory, and Note-taking
Chapter 6
Skills You Need: Study Strategies, Memory, and Note-taking

2. Questions to Consider How can you get the most out of being in class?
When reading your textbook, what are the best strategies to really learn the material?
What matters more—how much time you spend studying or how you study?
What memory techniques work best? How can you apply these techniques to your study practices?

3. Questions to Consider
How can you find out if you are mastering the material?
Does it matter which note-taking method you use?
How can you best use your notes to help prepare for tests?

4. Dickinson and O’Connell (1990)
Research Question: Does how long you study or how you study matter more? What study approach works best?
James Woodson/Jupiter Images

5. The Study

6. The Results!

7. Defining Organizing Put information into your own words
Create links between concepts via a hierarchical structure
Create examples to help concepts come alive

8. The So What Factor
Reading and reviewing, while important, are NOT enough!
Increasing organizing techniques will maximize study time

9. Making the Most of Class Experiences
Attendance is positively linked to academic performance
Preparation is needed to be an active participant
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10. Be an Active Participant in Class
See Actively Participating in Class in Chapter 6 of Student Success in College: Doing What Works!

11. Textbooks: Beyond Just Reading
Use textbook as resource
Preview the chapter or section, taking advantage of headings and subheadings
Break it up into manageable chunks
Take notes (close the book first!)
Try the 3 R technique

12. McDaniel, Howard, & Einstein (2009)
The Read-Recite-Review Study Strategy: Effective and Portable
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13. Which reading strategy (re-reading, note-taking, 3R) works best?
The Research Question
Which reading strategy (re-reading, note-taking, 3R) works best?
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14. The Study
72 College Students were randomly assigned to groups
Re-read (read the passage twice)
Note-taking (take notes while reading, but no notes allowed during testing)
3R – Read-Recite-Review (read passage once, recite what you remember, read passage again)
Test Scores

15. The Results!
Students who used the 3R method did better on fact based questions
The 3R and Note-taking methods worked best with problem-solving tasks
The 3R method was less time consuming than the note-taking method

16. The So What Factor!
Using the 3R technique will not add significantly to study time, but will likely lead to more positive academic outcomes
Consider both verbal and written methods for step 2- Recite

17. Study Strategies that Work!

18. Reviewing and Organizing Techniques
See Table 6.1 in Chapter 6 of Student Success in College: Doing What Works!

19. Testing Your Knowledge
See Testing Your Knowledge in Chapter 6 of Student Success in College: Doing What Works!

20. MEMORY
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21. Forgetting
See Figure 6.1 in Chapter 6 of Student Success in College: Doing What Works!

22. Memory Process

23. Encoding
See Encoding Strategies in Chapter 6 of Student Success in College: Doing What Works!

24. Storage Short Term Memory Long Term Memory
Holds limited information for brief periods of time, often only seconds
Miller’s (1956) Famous Study- limited capacity
7 +/- 2
Holds endless supply of information forever

25. Memory Strategies Rehearsal Elaboration Chunking Stories Mnemonics
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26. Exercise: Short Term Memory Capacity
Pony
Ice Cream
Skateboard
Leaf
Potato
Toaster
Locker
Necklace
Picture
Shirt
Microphone
Calculator
Trophy
Cat
Sun

27. Mnemonics Acronyms Sentence or Acrostic ROY G BIV OCEAN
Colors of Rainbow
OCEAN
Big 5 Personality Factors
Please Excuse My Dear Aunt Sally
Order of operations
Remembering Takes Much Effortful Practice or Several, Catchy, Silly, Mnemonics
Short term to long term memory strategies

28. Short Term to Long Term Toolbox
See Table 6.2 in Chapter 6 of Student Success in College: Doing What Works!

29. NOTE-TAKING:OUR ONLY HOPE!
Tom Peterson

30. Getting Ready to Take Notes
Preparing to Take Notes in Chapter 6 of Student Success in College: Doing What Works!

31. Note-taking Methods Cornell Concept maps Matrix Traditional outline
Linear

32. Cornell Method Use the right hand side to take notes during class
After class, fill in left side with headings or organizational questions and complete the summary at the bottom
See Figure 6.2 in Chapter 6 of Student Success in College: Doing What Works!

33. Concept Maps Put the main idea in a circle near the center of the page
Supporting ideas are then put in smaller circles and lines connect the concepts
Can be hierarchical, but not always
See Figure 6.3 in Chapter 6 of Student Success in College: Doing What Works!

34. Matrix Use a table format to connect concepts to one another
Main topics on top and subtopics on the left
According to research, this is the most effective method!
See Figure 6.4 in Chapter 6 of Student Success in College: Doing What Works!

35. Traditional Outline Main headings go toward left of page
Subheadings are indented
See Figure 6.5 in Chapter 6 of Student Success in College: Doing What Works!

36. Linear Notes Phrases, sentences, or paragraphs
See Figure 6.6 in Chapter 6 of Student Success in College: Doing What Works!
Phrases, sentences, or paragraphs
Little or no organization
Least effective method

37. 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

38. Note-taking: Tips and Strategies
See Table 6.4 in Chapter 6 of Student Success in College: Doing What Works!