1. © 2014 Wadsworth, Cengage Learning Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Chapter Summary Other Studying © 2014 Wadsworth, Cengage Learning Kathleen Hart-Abel EDUC 1300

2. © 2014 Wadsworth, Cengage Learning What are you most interested in learning about? How learning changes your brainHow learning changes your brain How people are intelligent in different waysHow people are intelligent in different ways How you learn through your sensesHow you learn through your senses What metacognition is and how it can help youWhat metacognition is and how it can help you How to apply your learning style to your study styleHow to apply your learning style to your study style How to become an intentional learner and make a master study planHow to become an intentional learner and make a master study plan © 2014 Wadsworth, Cengage Learning

3. 1.You’re intrinsically motivated to learn material that is appropriately challenging. 2.You’re appropriately stressed, but generally relaxed. 3.You’re curious about what you’re learning and look forward to learning it. Create the Best Conditions for Learning “ ” It is not the answer that enlightens, but the question. Eugene Ionesco, Romanian and French playwright

4. © 2014 Wadsworth, Cengage Learning 4.You search for personal meaning and patterns. 5.Your emotions are involved, not just your mind. 6.You realize that as a learner, you use what you know to construct new knowledge. Create the Best Conditions for Learning “ ” It is what we think we know already that often prevents us from learning. Claude Bernard, French physiologist

5. © 2014 Wadsworth, Cengage Learning 7. You are given a degree of choice in what you learn, how you do it, and feedback on how you’re doing. Create the Best Conditions for Learning “ ” Personal participation is the universal principal of knowing. Michael Polanyi, Hungarian-British scholar Exercise 3.1: Exercise 3.1: What is Learning What is Learning

6. © 2014 Wadsworth, Cengage Learning Sharpen Your Focus Why do college students lose Focus? Reason 3: They prefer to veg out. Research shows that just twenty minutes of exercise can help calm you for as long as twenty-four hours. Vigorous exercise helps you get rid of excess adrenaline and pumps in endorphins that block pain and anxiety. Keep an exercise log for a week. Record your physical activities. Monitor your stress to see if exercise helps lower it. p. 52 © 2014 Wadsworth, Cengage Learning

7. Barry Schwartz on the Paradox of Choice Tales of Mere Existence: Procrastionation Avoid Procrastination

8. © 2014 Wadsworth, Cengage Learning Studying Intelligently © 2014 Wadsworth, Cengage Learning

9. General Strategies General Strategies Study Strategies Study Strategies Exam Strategies Exam Strategies Draw maps. Create charts. Develop graphs. Use symbols. Draw diagrams. Underline text. Make flow charts. Use highlighters. Write with different colors. Draw pictures. Use word imagery. Use spatial arrangements. Pay attention to teachers who are dramatic and dynamic. Convert your lecture notes to a visual format. Study the placement of items, colors, and shapes in your textbook. Put complex concepts into flowcharts or graphs. Redraw ideas you create from memory. Practice turning your visuals back into words. Practice writing out exam answers. Recall the pictures you made of the pages you studied. Use diagrams to answer exam questions, if your instructor will allow it. VISUAL

10. © 2014 Wadsworth, Cengage Learning Discuss topics with other students. Use a tape recorder so you can listen more than once. Attend as many class lectures as you can. Leave spaces in your lecture notes for later recall and filling in. Join a study group. Find ways to talk about and listen to conversations about the material. Describe the material to a student who wasn’t there. Make a point of remembering examples, stories, and jokes: things people use to explain things. Tune in to your teacher’s voice. Read your notes aloud. Explain your notes to another auditory learner. Ask others to “hear” your understanding of the material. Talk about your learning to others or to yourself. Record your notes onto tapes or CDs or listen to your instructors’ Podcasts. Realize that your lecture notes may be incomplete. You may have become so involved in listening that you stopped writing. Fill your notes in later by talking with other students or getting material from the textbook. Practice by speaking your answers aloud. Listen to your own voice as you answer questions. Opt for an oral exam if allowed. Imagine you are talking with the teacher as you answer questions. General Strategies General Strategies Study Strategies Study Strategies Exam Strategies Exam Strategies AURAL

11. © 2014 Wadsworth, Cengage Learning Make lists. Take lecture notes (almost verbatim) Journal about what you’re learning. Pay attention to headings. Read textbooks thoroughly. Compile/read glossaries. Write out definitions. Read/find quotations. Look up words in the dictionary. Pay attention to printed handouts. Read outside library materials. Read websites and webpages. Read manuals (for computers or labs). Listen to teachers and students who are articulate. Write out your lecture notes again and again. Read your notes (silently) again and again. Put ideas and principles into different words. Translate diagrams, graphs, etc. into text. Rearrange words and “play” with wording. Turn diagrams and charts into words. Write out potential exam answers. Practice creating and taking exams. Type out your answers to potential test questions. Organize your notes into lists or bullets. Write practice paragraphs: particularly beginnings and endings. READ/WRITE General Strategies General Strategies Study Strategies Study Strategies Exam Strategies Exam Strategies

12. © 2014 Wadsworth, Cengage Learning Go on field trips. Find real examples of abstract concepts. Apply information. View exhibits, samples, and photos. Use hands-on approaches, computers for example. Take advantage of labs. Engage in service-learning related to the course. Listen to teachers who give real-life examples. Don’t forget that you need to do things in order to remember them. Use all your senses. Recall experiments, field trips, etc. Remember the real things that happened. Talk over your notes with another “K” person. Use photos and pictures that make ideas come to life. Go back to the lab, your lab manual, or your notes that include real examples. Remember that your lecture notes will have gaps if topics weren’t concrete or relevant for you. Use case studies to help you learn abstract principles. Role-play the exam situation in your room (or the actual classroom). Put plenty of examples into your answers. Write practice answers and sample paragraphs. Give yourself practice tests. KINESTHETIC General Strategies General Strategies Study Strategies Study Strategies Exam Strategies Exam Strategies

13. © 2014 Wadsworth, Cengage Learning 1.Remember that VARK preferences are not necessarily strengths. 2.If you have a strong preference for a particular modality, practice multiple suggestions listed for that modality. 3.An estimated 60 percent of people are multimodal. 4.If you are multimodal, it may be necessary to use several of your modalities to boost your confidence in learning. 5.You may want to save experimenting with modalities you don’t prefer until after college. Using Your Sensory Preferences © 2014 Wadsworth, Cengage Learning

14. Using Your Personality Translate for Maximum Comfort. Your instructor may have a different learning style Adapt course material to what works best for you Make Strategic Choices. Don’t use your style as an excuse Become more versatile Take Full Advantage. Make the most of your time in college Pursue new learning opportunities “ ” Each person is an exception to the rule. Carl Jung, psychiatrist © 2014 Wadsworth, Cengage Learning

15. Learning Disability? Five Ways to Help Yourself p. 67

16. © 2014 Wadsworth, Cengage Learning Meta-what? Metacognition, Reading and Studying Meta = About Cognition = Thinking and Learning Metacognition = Thinking about Thinking and Learning about Learning Metacognition: Knowing about yourself as a learner. Identifying learning goals and progress. Using your self-awareness to learn at your best. Exercise 3.4: Exercise 3.4: How to Study How to Study

17. © 2014 Wadsworth, Cengage Learning How Do You Know When You’re Done? Look at the range of students’ answers: I just do. I trust in God. My eyelids get too heavy. I’ve been at it for a long time. My mom tells me to go to bed. I understand everything. I can write everything down without looking at the textbook or my notes. I’ve created a practice quiz for myself and get all the answers right. When my wife or girlfriend drills me and I know all the answers. When I can teach my husband everything I’ve learned. When I’ve highlighted, recopied my notes, made flash cards, written sample questions, tested myself, etc.

18. © 2014 Wadsworth, Cengage Learning Apply Your Learning Style to Your Study Style Visual:  Convert your lecture notes to a visual style  Turn visuals back into words to prepare for tests  Put complex concepts into flowcharts and graphs Aural:  Read your notes aloud  Listen to your own voice as you answer test questions  Ask others to “hear” you understanding the material Read/Write:  Write out your lecture notes again and again  Translate diagrams into text  Write out potential exam answers Kinesthetic:  Recall experiments, field trips, etc  Use case studies to learn abstract principals  Give yourself practice tests

19. © 2014 Wadsworth, Cengage Learning Make a Master Study Plan 1. Make sure you understand your assignments. 2. Schedule yourself to be three places at once. 3. Talk through your learning challenges. 4. Be a stickler. 5. Take study breaks. 6. Mix it up. 7. Estimate how long it takes.

20. © 2014 Wadsworth, Cengage Learning Make a Master Study Plan 8. Vary your study techniques by course content. 9. Study earlier, rather than later. 10. Create artificial deadlines for yourself. 11. Treat school as a job.

21. © 2014 Wadsworth, Cengage Learning When the Heat Is On… 1. Triage. 2. Use every spare moment to study. 3. Give it the old one-two- three-four punch. 4. Get a grip on your gaps. 5. Cram, but only as the very last resort. © 2014 Wadsworth, Cengage Learning

22. A Final Word About Studying “Never regard study as a duty, but as the enviable opportunity to learn...” -Albert Einstein “Never regard study as a duty, but as the enviable opportunity to learn...” -Albert Einstein © 2014 Wadsworth, Cengage Learning

23. Your Personality and Your Learning Style

24. © 2014 Wadsworth, Cengage Learning For review, what is your personality type? Extravert or Introvert? Sensing or Intuitive? Thinking or Feeling? Judging or Perceptive?

25. © 2014 Wadsworth, Cengage Learning Learning Strategies for Different Personality Types

26. © 2014 Wadsworth, Cengage Learning Extraverts Learn best when in action Value physical activity Like to study with others

27. © 2014 Wadsworth, Cengage Learning Extravert Learn by talking. Discuss what you have learned with others. Like variety and action. Take frequent breaks and do something active.

28. © 2014 Wadsworth, Cengage Learning Caution! Extraverts can get so distracted by activity and socialization that the studying does not get done.

29. © 2014 Wadsworth, Cengage Learning Introverts Learn best by pausing to think Value reading Prefer to study individually Need quiet for concentration

30. © 2014 Wadsworth, Cengage Learning Introvert Find a quiet place to study by yourself. Plan to study for longer periods of time so you can concentrate. Find places with minimal distractions such as the library. Turn off the phone.

31. © 2014 Wadsworth, Cengage Learning Caution! This type may miss out on sharing ideas with others and the fun and social life of college.

32. © 2014 Wadsworth, Cengage Learning Sensing Seeks specific information Memorizes facts Values what is practical Follows instructions Likes hands-on experience Wants clear assignments

33. © 2014 Wadsworth, Cengage Learning Sensing Good at mastering facts and details. Think about practical applications to motivate yourself. Ask, “How can I use this.”

34. © 2014 Wadsworth, Cengage Learning Caution! This type may miss the big picture or general outline by focusing too much on the facts and details. Make a general outline to see the relationship and meaning of the facts.

35. © 2014 Wadsworth, Cengage Learning INtuitive Seeks quick insights Uses imagination to go beyond the facts Values what is original Likes theories Reads between the lines Independent thinkers

36. © 2014 Wadsworth, Cengage Learning INtuitive Good at learning concepts and theories Ask yourself, “What is the main point?”

37. © 2014 Wadsworth, Cengage Learning Caution! Since this type focuses on general concepts and theories, they are likely to miss the details and facts. To learn the details, organize them into broad categories that have meaning for you.

38. © 2014 Wadsworth, Cengage Learning Thinking Wants objective material to study Logic guides learning Likes to critique new ideas Finds flaws in an argument Learns by challenge and debate Wants logical presentations

39. © 2014 Wadsworth, Cengage Learning Thinking Thinking types are good at logic. Ask yourself, “What do I think of these ideas?” Debate or discuss your ideas with others. Allow time to think and reflect on your studies.

40. © 2014 Wadsworth, Cengage Learning Caution! These types construct logical arguments and defend them. They may need to learn to respect the ideas of others, especially feeling types.

41. © 2014 Wadsworth, Cengage Learning Feeling Wants to be able to relate to the material personally Personal values are important Likes to please instructors Learns by being supported and appreciated Wants faculty who establish personal rapport with students

42. © 2014 Wadsworth, Cengage Learning Feeling Search for personal meaning to motivate yourself. Help others to learn. Whenever possible, choose classes that relate to your personal interests. Find a comfortable environment for learning.

43. © 2014 Wadsworth, Cengage Learning Caution! This type may neglect studies because of time spent in helping others. They may find it difficult to pay attention to material that is not personally meaningful.

44. © 2014 Wadsworth, Cengage Learning Judging Find ways to organize the material to learn it easier. If possible, select instructors who present material in an organized way. Set goals and use a schedule to motivate yourself. Use a daily planner or to-do list.

45. © 2014 Wadsworth, Cengage Learning Caution! This type tends to be structured and controlled which can limit creativity. They may be in conflict with others who are less organized. They may be overachievers who get stressed easily.

46. © 2014 Wadsworth, Cengage Learning Perceptive Good at looking at the possibilities and keeping the options open. Allow time to be thorough and complete your work. Have fun while learning. Study in groups with a mixture of perceptive and judging types.

47. © 2014 Wadsworth, Cengage Learning Caution! This type may work on too many projects at once. Work on managing your time to meet deadlines.

48. © 2014 Wadsworth, Cengage Learning Personality ANOTHER LOOK

49. © 2014 Wadsworth, Cengage Learning USE 2 LETTERS

50. © 2014 Wadsworth, Cengage Learning ARE YOU:

51. © 2014 Wadsworth, Cengage Learning 4 GROUPS SJ NT SP NF

52. © 2014 Wadsworth, Cengage Learning NT THINKER Likes quiet time for thinking Likes problem solving Skeptical Analytic Logical Curious

53. © 2014 Wadsworth, Cengage Learning NF GIVER Enjoys studying with others Enjoys helping others learn Enthusiastic Romantic Intuitive Intensive Authentic

54. © 2014 Wadsworth, Cengage Learning SJ ORGANIZER Organize the material to learn it Try highlighting or flash cards Responsible Helpful Hard-working Loyal Traditional

55. © 2014 Wadsworth, Cengage Learning SP ADVENTURER Study in a variety of ways Keep on the move Develop games to memorize Study with fun people Playful Optimistic Daring Impulsive