Transcript Effective Study Skills - Sinclair Community College

By Debra Fazio
For Effective Study
Strategies you need to:
Be open-minded
Make learning meaningful
Have the desire to practice and
improve your retention
 Learn how to learn
Effective Study Strategies Need:
 Open-Mindedness – keeping your mind free
and clear of distractions
 Meaningful learning– you must take
responsibility for your learning
 Practice – review your learning experiences
often
Effective Study Strategies Need:
 Concentration - can be increases by developing your
study habits, using time efficiently, & become involved
with the learning task quickly
 Making sense – relate learning to real world or to our
own experiences
 Critical thinking – question, summarize, & redefine
new concepts and ideas
Studying involves:
 Reading Textbooks
 Taking Notes
 Listening
 How you go about studying
 Concentration and Memory
 Motivation
Reading Textbooks
Learn to Speed Read
Skim and Scan
SQ3R
Taking Notes
Make notes brief
Put notes in your own words
Outlines help organize major and
minor thoughts
Use the Cornell Note taking
method
Listening
 Be ready for the message
 Listen for the main ideas
 Listen for new ideas
 Understand what your hearing
 Repeat mentally
 Ask questions
 Listen to the whole message
 Respect all ideas
 Decide what is important and what is not
 Sort, organize, and categorize
How you Study
Original learning
Early review
Intermediate review
Final review
Concentration and Memory
 Have a routine study environment
 Study as early in the day as possible
 Deal with distracters and
interferences
 Set time goals
 Take breaks
Motivation
Set study goals
Learn actively
Plan out your study time
Work with study groups
or with one other person
Myths about Studying
1. Studying more/longer results in good grades.
2. There’s one study system everyone can use.
3. Knowing the course material is enough.
4. Cramming the night before will keep material
fresh.
5. Writing has very little impact on learning.
Smart Students
 Are not the most talented or the hardest working
 Know the rules of good grades
 Learn more in less time, & get more satisfaction
out of the learning process
 Know you can teach yourself better than anyone
else can
CyberLearning
 Process by which you take control of your own
education
 Begins w/ dialoging
 Ask about purpose, prior knowledge, big picture,
expert questions, summarize information, picture, &
hooks for remembering
Five Rules to Improve your
Grades
1. You must want to achieve better grades.
2. Identify your strengths and weaknesses.
3. Studying requires a daily commitment.
4. Get help early when you need it.
5. Set reasonable and achievable goals.
Five Tips from Students
1. Study in small chunks instead of one long period.
2. Review guide sheets and assignments from which
test questions will be taken from.
3. Develop a system that works for you.
4. Learn what the professor/teacher expects.
5. Maintain a healthy brain (through physical
exercise, mental exercise, good nutrition, and stress
management).
GPA of Success
oGoal – reflects your wants and needs
oPlan – route you plan to take to reach
your goal. It should be effective and
specific.
oAction – brings your plan to life.
Requires self-discipline & power over
procrastination
Manage your Time
o You must develop time management skills!
o If you want to enjoy your life, give time to your
family &/or friends, & fulfill your responsibilities;
you need to have control over your schedule.
o Five – ten minutes each day, plug in your schedule.
o You need a daily calendar and a paper to update
your daily list.
Update Calendar Each Morning
 Record all your to-dos & deadlines on your
calendar.
 Jot down new tasks & assignments on your
list during the day.
 Next morning transfer these new items from
your list onto your calendar.
 Then take a couple of minutes to plan your
day.
Sample List
Monday, February 15, 2010
Today’s Schedule
Things to Remember
8-9:40 – Reading class
10:30 – 12:30 Prepare
PowerPoint
1-1:35 – Ms. Calahan’s
Class
2:30 – 3 – check w/ family
- Where everyone needs to be
3-5 – Work on Learning Styles
Paper
5-5:45 – prepare dinner
- Open up 2 reading selections
- put Heather’s class on
calendar
- call daughter’s coach
- make sure have tuna casserole
ingredients
Study Plans
 A.S.P.I.R.E.
 SQ3R
 Mind-mapping
 4Rs
 Mnemonics
 3Rs
 M.U.R.D.E.R.
 Flash Cards
 P.O.R.P.E.
 Outlines
 Dialogue w/
 Study Groups
textbook
A.S.P.I.R.E.
 Approach – positive attitude, avoiding distractions, &
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making time for study
Select – studying in reasonable chunks of time,
selecting key materials to review
Piece together - summarize material you’re studying
Investigate – find alternative sources for information
you don’t understand
Reflect – apply the concepts your learning to make
them more interesting & easier to remember
Evaluate – examining your performance
Mind-mapping
 Mind maps are created around a
central word, idea, or theme
 Create branches to other major
concepts related to the central word
 From there continue to create branches
from every word or concept you add to
the map
Mnemonics
 Techniques that help you remember things
 Memory hooks
 Simply gimmicks
 Come in handy when you have masses of information
to memorize
 They help you remember information, but they do not
help you understand it.
Using Mnemonics
 Read out loud.
 Write it down.
 Create acronyms.
 Create acrostics.
 Use rhythms, rhymes, and jingles.
 Make associations.
 Create mental and key word
images.
© 2005 Pearson Education, Inc. publishing as
Longman Publishers.
M.U.R.D.E.R.
 Mood – right attitude &environment
 Understanding – marking what you don’t understand
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so you can go back to it later
Recall – bring to mind key information
Digest – going back to the material you did not
understand, & try to comprehend it
Expand - apply the concepts you’re learning to make
them more interesting and easier to remember
Review – going over material until you are confident
that you know it
P.O.R.P.E.
 Predict – determine the most important concepts &
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formulate questions to deepen you understanding of
the material
Organize – summarizing key information and outline
answers to your predicted questions
Rehearse – reciting aloud key information & quizzing
your memory of the material
Practice – answering predicted questions from
memory
Evaluate – assessing answers to make sure they
contain critical information and concrete examples
Dialogue With the Author
 Create a dialogue with the author, even thought the
author doesn’t talk back
 Take an active role in your reading of the text
 Question the author’s reasoning and information
 May get answers to your questions several pages later
 Makes learning interesting
 Gets you thinking and keeps you focused
SQ3R
 Survey – gathering, skimming, and reviewing the
information
 Question – raising issues as you are surveying
 Read – rereading material & looking for answers to
the questions you raised previously
 Recite – Rereading material & putting concepts into
your own words
 Review – going over material until you know it
4Rs System
 Reducing – organizing all course information &
condensing it into small chunks
 Reciting – speaking aloud about reduced material
without looking at it – talking through ideas in your
own words
 Reflecting – thinking about what you learned and
connecting it with what your prior knowledge
 Reviewing – going through your notes, several more
times, concentrating on areas of weakness, until you
understand all the material
3Rs System
Read – read the material once
Recite – as much as you can
remember
Review – read & skim material
again to get key concepts and major
details
Flash Cards
 Good for classes with a lot of terminology or
vocabulary
 Helpful for remembering material
 Real strength of flash cards is testing yourself on
the concepts
 An alternative to words on one side and definitions
on the other is questions on one side and answers
on the other
 Use them to quiz yourself
Study Groups
Benefits
 See the material from different perspectives
 Stay motivated because the group needs you
 Commit more time to studying
 Group discussions help you learn the material
 Share class notes and other material
 Pick up new study tips & habits
Review Sessions
Professor held
Chance to ask questions
Participate in
discussions
Develop your own study plan
Action
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What it Entails
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Debra Fazio
What is a learning style?
 the way you learn
 the way you process information
 individual-no right or wrong
 Personality influences it
 There are different learning styles
 Your learning style can change over time
 You may have a combination of learning styles
 There are several different models developed by
psychologists that help us understand how we learn.
 Following are models to use to help us understand
how you learn
 It is important to understand your learning style
because you will understand how you can best learn
and relate to the world
Four Learning Style Theories
Gardner’s multiple intelligence
Fleming and Mills’ VARK Theory
 Jung’s personality theory
• Using Myers-Briggs Test
Multiple Intelligences Theory
 Howard Gardner developed his theory
of Multiple Intelligences in 1983 in
Gardner's book, Frames of Mind.
Gardner utilizes aspects of cognitive
and developmental psychology,
anthropology, and sociology to explain
the human intellect.
The Eight Intelligences
 Verbal/Linguistic
 Logical/Mathematical
 Visual/Spatial
 Bodily/Kinesthetic
 Naturalistic
 Musical Intelligence
 Interpersonal
 Intrapersonal
Verbal / Linguistic
Learns best through
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Hearing and seeing words
Speaking
Reading
Writing
Discussing and debating
Needs
 Books
 Tapes
 Paper diaries
 Writing tools
 Dialogue
 Discussion
 Debated
 Stories, etc.
Mathematical/ Logical
Learns best through
Needs
 Working with relationships
 Things to think about and
and patterns
 Classifying
 Categorizing
 Working with the abstract
explore
 Science materials
 Manipulative
 Trips to the planetarium and
science museum, etc.
Visual / Spatial
Needs
Learns best through
 Working with pictures and
colors
 Visualizing
 Using the mind's eye
 Drawing
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LEGOs
Video
Movies
Slides
Art
Imagination games
Mazes
Puzzles
Illustrated book
Trips to art museums, etc.
Bodily / Kinesthetic
Learns best through
Needs
 Touching
 Role-play
 Moving
 Drama
 Knowledge through bodily
 Things to build Movement
sensations
 Processing
 Sports and physical games
 Tactile experiences
 Hands-on learning, etc.
Naturalistic
Learns best through
Needs
 Working in nature
 Order
 exploring living things
 same/different
 learning about plants
and natural events
 connections to real life
and science issues
 patterns
Musical
Learns best through
Needs
 Rhythm
 Sing-along time
 Singing
 Trips to concerts
 Melody
 Music playing at home and
 Listening to music and
school
 Musical instruments, etc.
melodies
Interpersonal
Learns best through
Needs
 Comparing
 Friends
 Relating
 Group games
 Sharing
 Social gatherings
 Interviewing
 Community events
 Cooperating
 Clubs
 Mentors/ apprenticeships,
etc.
Intrapersonal
Learns best through
Needs
 Working alone
 Secret places
 Having space
 Time alone
 Reflecting
 Self-paced projects
 Doing self-paced projects
 Choices, etc.
VARK
 The acronym VARK stands for Visual, Aural,
Read/write, and Kinesthetic sensory modalities that
are used for learning information
 Fleming and Mills (1992) created four categories that
seemed to reflect the experiences of their students
Visual
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rely on sight to take in information
They rarely forget a face, a scene, or a place
This preference includes information in charts, graphs, flow
charts, and all the symbolic arrows, circles, hierarchies and
other devices that instructors use to represent what could have
been presented in words
Visual learners perceive the whole of a concept rather than
just its individual parts
Visual learners are usually group-oriented, they respond well
to environmental influences or social cues
Visual
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they work better in informal rather than formal situations.
Visual learners tend to be dependent learners.
They perceive the whole before the parts
They are global learners; they depend on the environment for
learning cues or clues
Because visual learners are easily distracted, instructors need
to consistently monitor the visual students in informal
learning situations to keep them on task.
Cooperative learning situations will allow for interactive
lessons which are beneficial to visual learners, especially
where the learning experiences are open-ended, which visual
learners prefer
Aural (A)
 They are concerned with how concepts relate to pieces
of information
 They are very skilled oriented and they memorize well.
 Auditory learners are independent workers
 They listen to a running commentary within their
heads which allows them to progress in their
assignments
 These students continually articulate the information
in their heads to process it and successfully complete it
Bibliography
 Hansen, Katharine; & Hansen, Randall S. Study Skills.
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New York: Alpha Books. 2008. Print.
Kummerow, Jean M. and Quenk, Naomi L. Working with
MBTI® Step II Results © 2004 by CPP, Inc
Learning Express. Test-Taking Power Strategies. New
York: Learning Express LLC: New York, 2007. Print.
Newport, Cal. How to Become a Straight – A Student.
New York: Broadway Books. 2007. Print.
Robinson, Adam. What Smart Students Know. New
York: Three Rivers Press, 1993. Print.
Smith, Brenda. Bridging the Gap. New York: Pearson
Longman. 2008. Print.
Digital or Read/Write (R)
 This preference is for information displayed as words
 many academics have a strong preference for this
modality
 Digital learners do well in the traditional educational
setting because they enjoy the reading and lecture
format
Kinesthetic (K)
 benefits most by doing
 uses active involvement as the primary mode of
learning
 such an experience may invoke other modalities, the
key is that the student is connected to reality through
experience, example, demonstrations, practice or
simulation
What is MBTI®
 Developed by mother and daughter – Katherine Briggs
and Isabel Myers
 Based on Carl Jung’s theory of Psychological Type.
 Over 50 years of research
www.p31consulting.com
What is MBTI®
 A framework for understanding healthy
personality
 No “good” or “bad,” better or worse
personalities
 Does not explain everything about people
Jean M. Kummerow and Naomi L. Quenk, Working with MBTI® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication
for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries.
www.p31consulting.com
1.3
ITS MANY USES
 Self understanding and development
 Managing Training
 Relationship/Team Building
 Leadership Development
www.p31consulting.com
FOCUS ON PREFERENCES
 Are like “handedness”
 Are not the same as skills or abilities
 Are all accessible to everyone
Jean M. Kummerow and Naomi L. Quenk, Working with MBTI® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication
for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries.
www.p31consulting.com
1.4
MBTI® PREFERENCE
How do you prefer to be energised
EXTRAVERSION
INTROVERSION
What kind of information do you prefer to pay attention to?
SENSING
INTUITION
How do you prefer to process information or make decisions
THINKING
FEELING
What lifestyle do you prefer
JUDGING
PERCEIVING
www.p31consulting.com
E – I PREFERENCE
How do you prefer to be energised
 Extroversion
 Preference for drawing energy from the
outside world of people, activities and
things
 Introversion
 Preference for drawing energy from one’s
internal world of ideas, emotions and
impressions
www.p31consulting.com
S – I PREFERENCE
What kind of information do
you prefer to pay attention to
 SENSING (S)
 Preference for taking in information through the
five senses and noticing what is actual
 INTUITION (N)
 Preference for taking information through a
sixth sense and noting what might be
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T-F PREFERENCE
How do you prefer to make decisions
 THINKING (T)
 Preference for making decision by analysing the
logical consequences of a choice or action –
staying detached
 FEELING (F)
 Preference for making decisions by gauging the
impact of actions on your personal convictions –
being involved
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J – P PREFERENCE
What lifestyle do you prefer
 JUDGING (J)
 Preference for living a planned and
organised life.
 PERCEIVING (P)
 preference for living a spontaneous and
flexible life.
www.p31consulting.com
MYERS BRIGGS DESCRIPTIONS
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESFP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
www.p31consulting.com
Myers-Briggs Typology Inventory (MBTI)
ISTJ
11.6%
ISTP
5.4%
ESTP
4.3%
ESTJ
8.7%
United States Population Breakdown
ISFJ
INFJ
INTJ
13.8%
1.5%
2.1%
ISFP
INFP
INTP
8.8%
4.3%
3.3%
ESFP
ENFP
ENTP
8.5%
8.1%
3.2%
ESFJ
ENFJ
ENTJ
12.3%
2.4%
1.8%
MBTI STEP II
®
 Shows the distinctive ways you express your MBTI
Step I type
 Helps clarify unclear preferences
 Suggests ways to use all parts of your personality
 Helps you better understand others
Jean M. Kummerow and Naomi L. Quenk, Working with MBTI® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication
for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries.
www.p31consulting.com
1.6
Bibliography
 Books
 Bergreen, Gary. Copying with Study Strategies. New
York: The Rosen Publishing Group, 1990. Print.
 Fry, Ron. How to Study. New York: Delmar Cengage
Learning, 2005. Print.
 Gardner, John N.; and Barefoot, Betsy O. Step by Step to
College and Career Success. 3rd Edition. Boston:
Bedford/St. Martin’s, 2010. Print.
 Geoffrion, Sondra. Get Smart Fast: A Handbook for
Academic Success. Saratoga, CA: R & E Publishers, 1986.
Print.
Bibliography
 Hansen, Katharine; & Hansen, Randall S. Study Skills.





New York: Alpha Books. 2008. Print.
Kummerow, Jean M. and Quenk, Naomi L. Working with
MBTI® Step II Results © 2004 by CPP, Inc
Learning Express. Test-Taking Power Strategies. New
York: Learning Express LLC: New York, 2007. Print.
Newport, Cal. How to Become a Straight – A Student.
New York: Broadway Books. 2007. Print.
Robinson, Adam. What Smart Students Know. New
York: Three Rivers Press, 1993. Print.
Smith, Brenda. Bridging the Gap. New York: Pearson
Longman. 2008. Print.