1. Developing Effective Study Strategies Welcome to class!

2. Topics Study Environment Study Strategies for Multiple Intelligences and Learning Styles Note-Taking Memory Skills Test Preparation Test Anxiety Effective Test-Taking Time Management Procrastination 2

3. Study Environment You need a good environment to optimize your studying Minimize distractions—external vs internal Take care of yourself physically—diet, exercise, rest Have the right furniture and lighting Study the hardest subjects when your biorhythm is at its peak Take breaks when needed Use downtime productively Get adequate rest – exercise during the day and then relax before bed 3

4. Study Strategies for Multiple Intelligences Verbal-Linguistic—flash cards, highlight words, outlines Mathematical-Logical—Summaries, analyze step by step, charts and graphs Visual-spatial—Mind-mapping, models, color coding, diagrams Musical-rhythmic—Study w music, create raps or songs Bodily-Kinesthetic—Build models, Role playing, move while studying Interpersonal—Study groups, Teach to others, Discussion Intrapersonal—Journal, quiet study spot, reflection Naturalistic– Keep notebook of findings, collect specimens, field trips, study outside 4

5. Study Strategies for Learning Styles Sensor—Ask for specific real-world examples Intuitive—Ask for the theories behind the facts Visual/Verbal—Rewrite notes, Organize materials into charts or tables Visual/Nonverbal—Draw diagrams, visualization, Auditory—Recite material out loud, tape lectures for later playback Kinesthetic—Incorporate movement into studying, keep active in class 5

6. Study Strategies for Learning Styles (cont.) Active—Study group for discussion, work with material in different ways Reflective—Write summaries of class notes, as you read, think of possible test questions Global—Skim through chapter before you read in detail, relate new information to what you already know Sequential—Outline material in logical order 6

7. Note-Taking Note-taking makes you listen more effectively Notes highlight what is important Your own notes are easier to understand than the text The act of writing helps you remember 4 Requirements for Strong Note-Taking Preparation Organization Listening Skills Note-taking System 7

8. Preparation Come to class with all supplies needed—paper, pens, etc. Come to class on time Don’t sit in the back of the class—make eye contact with the professor Pay attention to Material on blackboard Anything the professor says more than once Emphasis Reviews 8

9. Organization Make sure your notebook is big enough for all notes If you are given handouts, punch them and put them in the notebook Write notes on just one side of the page Number your pages 9

10. Listening Skills Sit closer to the speaker so you will be motivated to listen attentively If you cannot hear the speaker, move to a place where you can Practice Active Listening 10

11. Active Listening Hearing and Listening are NOT the same Hearing is purely a sensory phenomenon Listening is an active process Set a purpose for listening What do you want to achieve? Eliminate distractions External distractions (outside noise, late arriving classmates Internal distractions (thoughts about personal issues,worry over other stressors)

12. Think of questions—informational or clarifying Consider what is going on Predict what is next, evaluate Listen for transitions—introduction, next part, summary, sequence Hear the speaker out—don’t give up or jump to conclusions Be alert for other verbal and nonverbal cues—specific emphasis Be prepared and flexible—read material ahead of time, be patient with other’s questions

13. Key Words and Signal Phrases CategoryExamples Example WordsSpecifically, to illustrate, for example, for instance Cause and Effect WordsConsequenlty, therefore, as a result, if….then…., thus hence,so, accordingly Enumeration (Number) Words The four steps are…..First…second…third…fourth…. Contrast WordsOn the other hand, in contrast, conversely, although, however, despite, whereas Emphasis WordsMore important, above all, remember, in other words, finally Summary WordsFor these reasons, on the whole, in conclusion, to sum up, finally Test WordsThis is important, Remember this, You’ll see this again, Here’s a potential problem… 13

14. Are you a good listener? 14

15. Inventory of Listening Strategies I attend every (or almost every) lecture in each of my courses. Yes No I prepare for class by reading the relevant parts of the text before the lecture Yes No I consult my course outline and I know which topics are going tobe covered. Yes No I go to each lecture intending to learn as much as possible. Yes No I sit in a location where I can see and hear easily. Yes No I avoid external distractions in a lecture: friends, doors, or windows. Yes No I try to control internal distractions: hunger, worrying, or daydreaming. Yes No 15

16. I use abbreviations to capture the meaning of what is being said. Yes No I can listen and take notes at the same time. Yes No If I get lost during a lecture, I work hard to reconnect with the instructor. Yes No I work on my notes and make sure they are easy to read. Yes No If I don’t understand something in a lecture, I ask for help. Yes No I review and edit my notes soon after each lecture. Yes No As I consolidate my notes after each class, I look for and highlight the important information. Yes No How many Yes answers did you have? How many No answers? 16

17. Note-taking tips Take meaningful notes Keep notes brief Use a short-hand system for phrases and punctuation Do you text message? It’s just the same thing Use abbreviations as much as possible: @ b/c w/ + w/o > ex. < * Number your pages Date your notes 17

18. Note-taking Tips (cont.) Have a system of organization so you can add things later If the professor gets sidetracked—go back and fill things in Don’t write down every word—but write down KEY words Put notes in your own words except for things like formulas, direct quotes Review and clarify your notes after class 18

19. Note-Taking Systems Cornell Method Concept Mapping Outlining SQ5R

20. Cornell Method Divide notepaper in 2 by drawing a line 2 inches form the left-hand margin. On the right hand of the line, take down info. You hear in class. On the left side, write key words & phrases that will make the review process easier.

21. Concept map (provides visual clues how ideas are related) Go to: http://www.text2mindmap.com/ for an online tool to convert text to a concept map

22. Outlining Summary of key points Organizational tool Major points An outline shows the relationship between major points and supporting ideas

23. SQ5R — Survey, Question, Read, Reduce, Recite, Reflect Review (5 R’s) Survey Read summaries, headings, graphics, bold type Question Turn headings into questions about material Read, Reduce, Recite, Reflect, Review (5 R’s) Read the material while looking for answers to questions Reduce it to the most important points Recite material (good for auditory learners) Reflect on how the material relates Review—every day 23

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