Use flash cards

No music or distractions find a place have a list

Use Memory techniques or strategies.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Evidence Board

Video Top 10 Rated by viewers

 

http://www.youtube.com/watch?v=459FWszGjfk

 

Quotes Top 10 Rated by viewers

 

 

copied from Ms. South  

Study Tips

 

Try to develop and appreciate the following habits:

·         Take responsibility for yourself

Recognize that in order to succeed you need to make decisions about your priorities,

your time, and your resources

·         Center yourself around your values and principles

Don't let friends and acquaintances dictate what you consider important

·         Put first things first

Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals

·         Discover your key productivity periods and places

Morning, afternoon, or evening?

Find spaces where you can be the most focused and productive.

Prioritize these for your most difficult study challenges

·         Consider yourself in a win-win situation

When you contribute your best to a class, you, your fellow students,

and even your teacher will benefit.

Your grade can then be one additional check on your performance

·         First understand others, then attempt to be understood

When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.

Now ask yourself how you can best make your argument given his/her situation

·         Look for better solutions to problems

For example, if you don't understand the course material, don't just re-read it.

Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center

·         Look to continually challenge yourself

 

What you can control in your studies:

·         "Here I study"

Get a dedicated space, chair, table, lighting and environment

Avoid your cellphone or telephone

Put up a sign to avoid being disturbed or interrupted

If you like music in the background, OK, but don't let it be a distraction. (Research on productivity with music versus without music is inconclusive)

·         Stick to a routine, efficient study schedule

Accommodate your day/nighttime energy levels

See our Guide on Setting goals and making a scheduling

·         Focus

Before you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment

·         Incentives

Create an incentive if necessary for successfully completing a task,

such as calling a friend, a food treat, a walk, etc.

For special projects such as term papers, design projects, long book reviews, set up a special incentive

·         Change topics

Changing the subject you study every one to two hours for variety

·         Vary your study activities

Alternate reading with more active learning exercises

If you have a lot of reading, try the SQ3R method

Ask yourself how you could increase your activity level while studying? Perhaps a group will be best? Creating study questions?

Ask your teacher for alternative strategies for learning. The more active your learning, the better.

·         Take regular, scheduled breaks that fit you

Do something different from what you've been doing (e.g., walk around if you've been sitting), and in a different area

·         Rewards

Give yourself a reward when you've completed a task

 

 

The following techniques and exercises use associations with letters, images, maps, etc to help you remember.

As you proceed through this list of techniques, try to think of strategies that would be useful to you!

Some people use letters, some images, even songs.

Each depends on how comfortable you are with, or how useful they are to, your way of thinking!

 

1.       Acronyms

An acronym is an invented combination of letters. Each letter is a cue to, or suggests, an item you need to remember.

PEMDAS, sequence in solving or evaluating math equations

Parenthesis | Exponents | Multiplication | Division | Addition | Subtraction

 

ROY G. BIV, the colors of the visible spectrum

Red, Orange, Yellow, Green, Blue, Indigo, Violet

 

IPMAT, the stages of cell division

Interphase, Prophase, Metaphase, Anaphase, Telephase

 

2.       An acrostic is an invented sentence or poem with a first letter cue:

The first letter of each word is a cue to an idea you need to remember.

 

Please Excuse My Dear Aunt Sally (PEMDAS, above)

Sequence in solving or evaluating math equations

Parenthesis | Exponents | Multiplication | Division | Addition | Subtraction

 

Every Good Boy Deserves Fun

An acrostic for remembering a sequence of musical notes (G-clef notes on sheet music)--E, G, B, D, F

 

3.       Rhyme-Keys: (for ordered or unordered lists)

First, memorize key words that can be associated with numbers.

Example:  bun = one; shoe = two, tree = three, door = four, hive = five, etc.

Create an image of the items you need to remember with key words.

Four basic food groups-- diary products; meat, fish, and poultry; grains; and fruit and vegetables

Think of cheese on a bun (one), livestock with shoes on (two),

a sack of grain suspended in a tree (three), a door to a room stocked with fruits and vegetables (four)

 

4.       The Method of Loci: (for approximately twenty items)

Select any location that you have spent a lot of time in and know well.

Good for kinesthetic learners!

Imagine yourself walking through the location, selecting clearly defined places--the door, sofa, refrigerator, shelf, etc. Imagine yourself putting objects that you need to remember into each of these places by walking through this location in a direct path.

Again, you need a standard direct path and clearly defined locations for objects to facilitate the retrieval of these objects.

George Washington, Thomas Jefferson, and Richard Nixon, you could imagine walking up to the door of your location and seeing a dollar bill stuck in the door; when you open the door Jefferson is reclining on the sofa and Nixon is eating out of the refrigerator.

 

 

 

5.       The Keyword Method: (for foreign language vocabulary)

First, after considering the foreign word you need to remember, select a key word in English that sounds like the foreign word.

Next, imagine an image which involves the key word with the English meaning of the foreign word.

For example, consider the Spanish word "cabina" which means "phone booth." For the English keyword, you might think of "cab in a ... ." You could then invent an image of a cab trying to fit in a phone booth. When you see the word "cabina" on the test, you should be able to recall the image of the cab and you should be able to retrieve the definition "phone booth."

 

6.       The Image-Name Technique: (for remembering names)

Simply invent any relationship between the name and the physical characteristics of the person. For example, if you had to remember Shirley Temple's name, you might ingrain the name in memory by noticing that she has "curly" (rhymes with Shirley) hair around her temples.

 

7.       Chaining: (for ordered or unordered lists)

Create a story where each word or idea you have to remember cues the next idea you need to recall. If you had to remember the words Napoleon, ear, door, and Germany, you could invent a story of Napoleon with his ear to a door listening to people speak in German.

 

 

Test Taking Tips

 

When you take a test, you are demonstrating your ability to understand course material or perform certain tasks.  Successful test taking avoids carelessness.

Examples of objective tests are true-false, multiple choice, fill-in-the-blank.

Examples of subjective texts are short answer, essay, or oral exams

 

Prepare:

• Analyze how you did on a similar test in the past

  Review your previous tests, and sample tests, especially when studying for the final exam.

  Each test prepares you for the next:  the more tests you take, the better you will develop your test taking strategies.

• Arrive early for tests

  Before a test, list everything you will need for it that is allowed.

  (pencils/pens, calculator, dictionary, watch, etc.) 

  Good preparation helps you focus on the task at hand

• Be comfortable but alert

  Choose a good spot in the room and make sure you have enough space to work, maintain comfortable posture in your seat, but don't "slouch"

• Stay relaxed and confident

  Keep a good attitude.

  Remind yourself that you are well-prepared and are going to do well. 

  If you find yourself anxious, take several slow, deep breaths to relax

  Don't talk about the test to other students just before entering the room: their anxiety can be contagious

 

Test Taking:

• Read the directions carefully

  This may be obvious, but it will help you avoid careless errors

• If there is time, quickly look through the test for an overview

  Note key terms, jot down brief notes

  If you can, mark the test or answer sheet with comments that come to mind.

  Ask if that is permitted!

• Answer questions in a strategic order:
  1. Answer easy questions first

     to build confidence, score points, and mentally orient yourself to vocabulary, concepts, and your studies.  It may also help you make associations with more difficult questions.

  2. Then difficult questions or those with the most point value

     With objective tests, first eliminate those answers you know to be wrong, or are likely to be wrong, don't seem to fit, or where two options are so similar as to be both incorrect.

     With essay questions, broadly outline your answer and sequence the order of your points.

• Review:

  Resist the urge to leave as soon as you have completed all the items

  Review your test to make sure that you

·         have answered all questions

·         did not mis-mark answers

·         did not make simple mistakes

Proofread spelling, grammar, punctuation, decimal points, etc.

• Change answers to questions if you made a mistake, or misread the question

  or if you find information elsewhere in the test that indicates that your first choice is incorrect

• Decide on and adopt study strategies that work best for you

  Review your test preparation and identify those habits that worked well and replace those that don't!

 

 

 

 

True / False Tests

 

Every part of a true sentence must be "true"

If any one part of the sentence is false, the whole sentence is false despite many other true statements.

Pay close attention to

negatives, qualifiers, absolutes, and long strings of statements

Negatives can be confusing.

If the question contains negatives, as "no, not, cannot"

Drop the negative and read what remains.

Decide whether that sentence is true or false.

If it is true, its opposite, or negative, is usually false

Qualifiers are words that restrict or open up general statements.

Words like "sometimes, often, frequently, ordinarily, generally" open up the possibilities of making accurate statements.  They make more modest claims, are more likely to reflect reality, and usually indicate "true" answers.

Absolute words restrict possibilities.

"No, never, none, always, every, entirely, only" imply the statement must be true 100% of the time and usually indicate "false" answers

Long sentences often include groups of words set off by punctuation.

Pay attention to the "truth" of each of these phrases.

If one is false, it usually indicates a "false" answer

Often true/false tests contain more true answers than false answers.  You have more than 50% chance of being right with "true".  However, your teacher may be the opposite.  Review pasts tests for patterns...

 

Multiple choice questions

 

Multiple choice questions usually include a phrase or stem followed by three to five options:

 

Test strategies:

• Read the directions carefully

  Know if each question has one or more correct option

  Know if you are penalized for guessing

  Know how much time is allowed (this governs your strategy)

• Preview the test

  Read through the test quickly and answer the easiest questions first

  Mark those you think you know in some way that is appropriate

• Read through the test a second time and answer more difficult questions

  You may pick up cues for answers from the first reading, or become more comfortable in the testing situation

• If time allows, review both questions and answers

  It is possible you mis-read questions the first time

 

Answering options

Improve your odds, think critically:

Cover the options, read the stem, and try to answer

Select the option that most closely matches your answer

Read the stem with each option

Treat each option as a true-false question, and choose the "most true"

 

Strategies to answer difficult questions:

• Eliminate options you know to be incorrect

  If allowed, mark words or alternatives in questions that eliminate the option

• Give each option of a question the "true-false test:"

  This may reduce your selection to the best answer

• Question options that grammatically don't fit with the stem
• Question options that are totally unfamiliar to you
• Question options that contain negative or absolute words.

  Try substituting a qualified term for the absolute one, like frequently for always; or typical for every to see if you can eliminate it

• "All of the above:"

  If you know two of three options seem correct, "all of the above" is a strong possibility

• Number answers:

  toss out the high and low and consider the middle range numbers

• "Look alike options"

  probably one is correct; choose the best but eliminate choices that mean basically the same thing, and thus cancel each other out

• Double negatives:

  Create the equivalent positive statement and consider

• Echo options:

  If two options are opposite each other, chances are one of them is correct

• Favor options that contain qualifiers

  The result is longer, more inclusive items that better fill the role of the answer

• If two alternatives seem correct,

  compare them for differences,

  then refer to the stem to find your best answer

Guessing:

• Always guess when there is no penalty

  for guessing or you can eliminate options

• Don't guess if you are penalized for guessing

  and if you have no basis for your choice

• Use hints from questions you know

  to answer questions you do not.

• Change your first answers

  when you are sure of the correction, or other cues in the test cue you to change.

• Remember that you are looking for the best answer,

  not only a correct one, and not one which must be true all of the time, in all cases, and without exception.

 

Short answer tests

 

A teacher's primary purpose 

in giving a short-answer test is to test whether you have a foundation of knowing the material, usually factual.

 

Prepare for the test 

Develop summary sheets of the course material information.

Focus on key words, events, vocabulary, concepts

Organize and categorize the material, then review

 

When taking the test

·         Respond directly to the question or directive

Focus on keywords and ideas called for

Eliminate those that do not directly address the information requested in the test item

·         Respond and write concise answers

Connect key facts into short sentences according to the test instructions

·         If you can think of several answers

let the instructor know. The instructor may give you a clue to the correct answer he/she's looking for

·         A guess made with common sense

could get you more test points than if you leave an answer blank

 

 

Open book test

In an open book exam you are evaluated on understanding rather than recall and memorization.

You will be expected to

• apply material to new situations
• analyze elements and relationships
• synthesize, or structure
• evaluate using your material as evidence

 

Access to content (books, notes, etc.) varies by instructor.

The exam can be take home or in the classroom with questions seen or unseen before exam time

 

Preparation:

• Keep currenton readings and assignments in class
• Prepare brief, concise notes on ideas and concepts being tested
• Carefully select what you intend to bring with you to the exam, and note anything significant about what you do not
• Include your own commentary on the information that will provide fuel for your arguments, and demonstrate that you have thought this through
• Anticipate with model questions, but not model answers.

  Challenge yourself instead with how you would answer questions,and what options and resources you may need to consider.

 

Organize your reference materials, your "open book:"

Make your reference materials as user-friendly as possible so that you don't lose time locating what you need

·         Familiarize yourself with the format, layout and structure of your text books and source materials

·         Organize these with your class notes for speedy retrieval, and index ideas and concepts with pointers and/or page numbers in the source material (Develop a system of tabs/sticky notes, color coding, concept maps, etc. to mark important summaries, headings, sections)

·         Write short, manageable summaries of content for each grouping

·          List out data and formulas separately for easy access

 

Test taking:

·         Read the questions carefully to understand what is expected. 

·         Make good use of time

Quickly review the number of questions and note how much time each could take. 

First answer the questions that you are confident of and/or for which you will not need much time checking out the resources.

Leave more complex and difficult questions for later

·         Don't over-answer

Aim for concise, accurate, thoughtful answers that are based in evidence.

 

Use quotations

·         to illustrate a point, or act as a discussion point

·         to draw on the authority of the source

·         because you could not say it better

 

Quotations can be short

Three or four words can be extremely effective when they are worked into the structure of your sentence

A reference to a quote

may be as effective as the quote itself

Guard against over-quoting

It is your words and your argument;

extensive quoting may detract from your point or argument

 

Essay tests

Before writing out the exam:

Set up a time schedule to answer each question and to review/edit all questions

• If six questions are to be answered in sixty minutes, allow yourself only seven minutes for each
• If questions are "weighted", prioritize that into your time allocation for each question
• When the time is up for one question, stop writing, leave space, and begin the next question. The incomplete answers can be completed during the review time
• Six incomplete answers will usually receive more credit than three, complete ones
• Read through the questions once and note if you have any choice in answering questions
• Pay attention to how the question is phrased, or to the "directives", or words such as "compare", "contrast", "criticize", etc.  See their definitions in "Essay terms"
• Answers will come to mind immediately for some questions
• Write down their key words, listings, etc, as they are fresh in mind. Otherwise these ideas may be blocked (or be unavailable) when the time comes to write the later questions. This will reduce "clutching" or panic (anxiety, actually fear which disrupts thoughts).
• Before attempting to answer a question, put it in your own words
• Now compare your version with the original.

  Do they mean the same thing? If they don't, you've misread the question. You'll be surprised how often they don't agree.

Think before you write:

Make a brief outline for each question

Number the items in the order you will discuss them

• Get right to the point

  State your main point in the first sentence

  Use your first paragraph to provide an overview of your essay.

  Use the rest of your essay to discuss these points in more detail.

  Back up your points with specific information, examples, or quotations from your readings and notes

• Teachers are influenced by compactness, completeness and clarity of an organized answer
• Writing in the hope that the right answer will somehow turn up is time-consuming and usually futile
• To know a little and to present that little well is, by and large, superior to knowing much and presenting it poorly--when judged by the grade received.

Writing & answering:

Begin with a strong first sentence that states the main idea of your essay.

Continue this first paragraph by presenting key points

Develop your argument

·         Begin each paragraph

with a key point from the introduction

·         Develop each point

in a complete paragraph

·         Use transitions,

or enumerate, to connect your points

·         Hold to your time

allocation and organization

·         Avoid very definite statements

when possible; a qualified statement connotes a philosophic attitude, the mark of an educated person

·         Qualify answers when in doubt.

It is better to say "toward the end of the 19th century" than to say "in 1894" when you can't remember, whether it's 1884 or 1894. In many cases, the approximate time is all that is wanted; unfortunately 1894, though approximate, may be incorrect, and will usually be marked accordingly.

Summarize in your last paragraph

Restate your central idea and indicate why it is important.

Review:

Complete questions left incomplete, but allow time to review all questions

Review, edit, correct misspellings, incomplete words and sentences, miswritten dates and numbers.

Not enough time?  Outline your answers