Basic Study Skills Reading Materials
First Day of Class
Be on time for all classes.
Sit up front in the classroom.
Ask questions if you don’t understand the material.
Take notes in every class.
Assume that everything said will not be repeated.
Make a list of required textbooks and materials and have them ready for the next class.
Read the syllabus carefully.
The syllabus outlines course requirements, objectives, instructor expectations, and grading policies.
Highlight any questions about the syllabus and ask for clarification promptly. (Have you read the syllabus for ACA 085 yet?)
Write down the instructor’s name, telephone number, email address, and office hours.
Keeping Afloat
Avoid scheduling back-to-back classes to prevent exhaustion and to reserve time for studying before and after class.
Begin attending classes from the first day. Take notes even on introductory material.
Establish a routine study time for each class, ideally two hours of study time outside of class for every hour spent in class.
Study includes reviewing, editing, and understanding notes, as well as completing reading assignments.
Study the syllabus daily to stay aware of the course's progress and upcoming assignments. Always be prepared for and do reading assignments. (Don't put them off just because there's not a written assignment.)
Read ahead whenever possible. Prepare for each class as if there will be a pop quiz.
Establish a designated study place with a desk, comfortable chair, good lighting, necessary supplies, and minimal distractions.
Avoid using places for studying that are routinely used for other activities, like the kitchen table or bed.
Study during the daytime to maximize efficiency. Tasks may take longer to complete at night.
Schedule breaks of ten minutes after every hour of study to avoid long blocks of time for studying. Instead, spread out several short study sessions during the day.
Utilize campus study resources, such as labs, tutors, videos, computer programs, and alternate texts. Attend orientation sessions in the campus library and computer facilities. Get to know professors and advisors. Ask questions. "I didn't know" and "I didn't understand" are never an excuse.
Find study partners in each class. Students who study with others tend to achieve better grades. Teaching concepts to someone else is a way to understand it. However, it is important to stay focused when studying in a group or with a partner.
Study the hardest subject first, when you are mentally fresh. Work on your hardest subjects at a time when you are fresh. Putting them off until you're tired compounds the problem.
Practice self-care by ensuring adequate sleep and nutrition. Avoid caffeine before or after studying.
The Study Cycle and How You Learn
Intense study sessions (ISSs) are designed to work with the way your brain learns best: in short, focused increments.
Schedule 3-5 ISSs per day in order to keep up with and learn more effectively in your courses.
Adapted from Frank Christ’s PLRS system
Intense Study Sessions
Set Goal (1-2 minutes): Decide what you will accomplish in your study session.
Study (30-50 minutes): Interact with material: organize, concept map, summarize, process, re-read
Reward (5-10 minutes): Take a break: walk around, get a snack, relax.
Review (5 minutes): Go back over, summarize, wrap-up what you studied.
The Study Cycle includes:
Preview: Skim material before class and develop questions.
Attend: Go to class, ask questions, and take meaningful notes.
Review: Review notes within 24 hours, fill in gaps, and develop questions.
Study: Use Intense Study Sessions daily and review all notes on weekends.
Assess: Teach material or work problems without notes to check understanding.
How I Learn - Bloom's Taxonomy
Remembering: Memorizing information verbatim; retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Key ideas: list, label, state, define, choose, find, select, match.
Understanding: Repeating in your own words; paraphrasing, summarizing, and translating. Constructing meaning from oral, written, and graphic messages; interpreting, exemplifying, classifying, summarizing, inferring, and explaining.
Key ideas: why, how, explain, paraphrase, describe, illustrate, compare, contrast, interpret, outline, map, rephrase.
Applying: Using information to solve problems; transferring abstract or theoretical ideas to practical situations; identifying connections and relationships and how they apply. Carrying out or using a procedure; executing or implementing.
Key ideas: what if, use, compute, solve, demonstrate, apply, construct, build, experiment.
Analyzing: Identifying components; determining arrangement, logic, and semantics to identify organizational structure. Breaking material into constituent parts; determining how parts relate to one another and to an overall structure; differentiating, organizing, and attributing.
Key ideas: analyze, categorize, separate, dissect, simplify, deduce, infer.
Evaluating: Making decisions and supporting views; understanding of values; judging the validity of ideas or quality of work based on a set of criteria; having an understanding of the discipline. Making judgements based on criteria and standards; checking and critiquing.
Key ideas: judge, critique, justify, recommend, criticize, assess, disprove, rate, resolve.
Creating: Combining information to form a unique thesis, concept, or product - requiring creativity and originality. Putting elements together to form a coherent or functional whole; reorganizing elements into a new path or structure through generating planning or producing.
Key ideas: design, hypothesize, invent, develop, estimate, theorize, elaborate, test, improve, originate.
Taking Notes: 13 Hints for Effective Classroom Notes
Hint 1: Keep a Written Record
Keep a written record of each class, whether by hand or by typing on a laptop or other electronic device such as an iPad.
Write down the material covered because forgetting begins almost immediately.
Studies show that within two weeks, you probably will forget 80 percent or more of what you have heard, and in four weeks, you are lucky if 5 percent remains!
To guard against forgetting, write down much of the information presented in class and study your notes later.
The more complete your notes are when you review them, the more likely you are to master the material.
If you are unsure whether certain terms, facts, and ideas are significant, when in doubt, write it down.
Do not worry if you don't understand everything you record in your notes.
Later, it is easy to cross out the material that you don't need, but it is impossible to recover material you never recorded in the first place.
Writing too much, rather than too little, may mean the difference between passing and failing a course or between a higher grade and a lower one.
Hint 2: Sit Where You'll Be Seen
Sit where the instructor will always see you, and where you can see the blackboard clearly and easily.
Your position near or at the front will help you stay tuned in to what the instructor does in class.
Sitting behind someone, hidden in a corner, or otherwise out of the instructor's line of vision, may be a reflection of your attitude.
Analyze your attitude, and if you're hiding, be aware that you're hiding and try to understand why.
If a class is deadly, there is all the more reason to make yourself take good notes-that way you will pass the course and get out of the class once and for all.
Hint 3: Do Some Advance Reading
Ideally, read in advance about the topic to be discussed in class.
Students often don't read assigned textbook material on a topic until after class is over.
If they have made an initial breakthrough on a topic by doing some advance reading, they will be able to listen and take notes more easily and with greater understanding.
They should be able to write more organized and effective notes because they will have a general sense of the topic.
If you don't know what the next topic is going to be, check with your instructor at the end of the preceding class.
In particular, try to read the textbook in advance when the subject is very difficult.
Reading in advance is also a good idea if you have spelling problems that hinder note-taking.
As you read through the text, write down key terms and recurring words that may come up in the lecture and that you might have trouble spelling.
Hint 4: Record Notes Systematically
Use full-size 8 ½- by 11-inch paper because you will need the margin space provided by full-size paper and you can often see groups of related ideas that might not be apparent spread over several small pages.
Use a ballpoint pen because you will often need to write quickly -- something that you cannot do as well with a pencil or a felt-tip pen.
Keep all the notes from each course together in a separate section of a notebook.
Date each day's notes.
Take notes on one side of the page only and leave space at the top of the page and at the left-hand margin because using only one side of the paper eliminates the bother when you are studying and leaving wide margins gives you space to add to your notes if desired.
Write legibly because when you prepare for a test, you want to spend your time studying-not deciphering your handwriting.
To save time, abbreviate recurring terms; put a key to abbreviated words in the top margin of your notes.
Also abbreviate the following common words, using the symbols shown:
+ : And
w/ : With
Eg : For example
Ex : Example
Def : Definition
: Therefore
Info : Information
1, 2, 3, etc : One, two, three, etc
Note, too, that you can often omit words like a, and, and the.
Note prominent exams or quizzes that are announced, as well as assignments that the instructor gives.
Hint 5: Use an Outline for Notes
Try to write your notes in the form of an outline.
By following the outline form, you'll be able to tell at a glance which are the most important points in your notes and which are less essential, supportive details.
Start writing main points at the margin of the page.
Indent (skip a few spaces from the margin) secondary ideas and supporting details.
Further indent material subordinate to secondary points.
Main points start at the margin.
Secondary points and supporting details are indented, like this line.
Material subordinate to secondary points is indented further.
Definitions, for example, are essential to your understanding of the material, so they should always start at the margin.
When a list of terms is presented, the heading should also start at the margin, but each item in the series should be set in slightly from the margin.
Examples, too, should be indented under the point they illustrate.
When the instructor changes topics or moves from one aspect of an idea to another, show this shift by skipping a line or two, leaving a clearly visible white space.
Hint 6: Be Alert for Signals
Write down whatever your instructor puts on the board, ideally, print such material in capital letters, and put the letters OB in the margin to indicate that the material was written on the board.
Always write down definitions and enumerations to organize material as you take notes.
Enumerations are signaled in such ways as "The four steps in the process are…"; "There were three reasons for…"; "Five characteristics of…"; "The two effects were…"; and so on.
When you write a list, always mark the items 1, 2, 3, or use other appropriate symbols.
Also, always be sure to include a clear heading that explains what a list is about.
Write down the important statements announced by these and other emphasis words, and write in the margin imp or some other mark (such as * or √ or →) to show their importance.
If your instructor repeats a point, you can usually assume it is important and write R for repeated in the margin so that you will know later that your instructor stressed this idea.
An instructor's voice may slow down, become louder, or otherwise signal that you are expected to write down exactly what is being said, word for word.
Hint 7: Write Down Examples
Write down any examples the instructor provides, and mark them with ex because the examples help you understand complex and abstract points.
Hint 8: Write Down Details That Connect or Explain
Be sure to write down the details that connect or explain main points to remember the relationships among the major points in your notes.
In science and mathematics classes especially, students often fail to record the explanations that make formulas or numerical problems meaningful.
Always take advantage of the connections instructors often make at the beginning or end of a class, and label them review or preview, as the case may be.
Hint 9: Leave Some Blank Spaces
Leave blank spaces for items or ideas you miss, and right after class, ask another student (or the instructor) to help you fill in the gaps.
When you do fall behind in note-taking during class, don't give up and just stop writing; try to get down what seem to be the main ideas rather than supporting facts and details.
Hint 10: Ask Questions
Don't hesitate to ask the instructor questions if certain points are confusing to you.
Hint 11: Take Notes during Discussions
Do not stop taking notes during discussion periods; many valuable ideas may come up during informal discussions.
Hint 12: Take Notes Right Up to the End of Class
Do not stop taking notes toward the end of a class.
Be prepared to resist the fatigue that may settle in during class.
Hint 13: Review Your Notes Soon
Go over your notes soon after class to make your notes as clear as possible.
Make sure that your punctuation is clear, that unfinished ideas are completed, and that all words are readable and correctly spelled.
Wherever appropriate, add connecting statements and other comments to clarify the material.
Make sure important items--material on the board, definitions, enumerations, and so on--are clearly marked.
Improve the organization, if necessary, so that you can see at a glance the differences between main points and supporting material as well as any relationships among the main points.
This review does more than make your notes clear: It is also a vital step in the process of mastering the material.
Now, as you review the notes, you can roll up your sleeves and wrestle with the ideas presented and think about the relationships among them.
Taking Notes While You Read
It is important to take notes while you read textbooks and handouts.
Your instructor expects you to complete all reading assignments and may include questions about the information on exams.
You are responsible for knowing the information presented in any assigned reading.
If you have questions about what you have read, don’t hesitate to ask questions. Otherwise, the instructor assumes you understand the information.
By keeping up with reading assignments, you’ll be prepared for all pop quizzes!
Mark important words and phrases on the page as you read by circling, underlining, or highlighting.
Look for words or phrases that stand out in one or more of the following ways:
Bold
Italicized
Underlined
(Parenthesis)
Different font color
CAPTITAL letters
Lists, tables, or charts
Try not to mark whole sentences or whole paragraphs; only mark the most important parts of a sentence or paragraph.
Go back to your text and find the words or phrases you have marked, and write these down in your notebook.
Print out the reading materials and store them in a three-ring binder for easy access away from a computer.
Methods for Taking Notes
Cornell Method
This method provides a systematic format for condensing and organizing notes without laborious recopying.
Rule your paper with a 2 ½ inch margin on the left leaving a six-inch area on the right in which to make notes.
During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines.
After class, complete phrases and sentences as much as possible and write a cue in the left margin for every significant bit of information.
To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, and then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written.
Advantages:
Organized and systematic for recording and reviewing notes.
Easy format for pulling out major concepts and ideas.
Simple and efficient.
Saves time and effort.
"Do-it-right-in-the-first-place system."
Disadvantages:
None
When to Use:
In any lecture situation
Outline Method
Dash or indented outlining is usually best except for some science classes such as physics or math.
The most general information begins at the left with each more specific group of facts indented with spaces to the right. The relationships between the different parts are carried out through indenting.
Listen and then write in points in an organized pattern based on space indentation. Place major points farthest to the left. Indent each more specific point to the right. Levels of importance will be indicated by distance away from the major point.
Indention can be as simple as or as complex as labeling the indentations with Roman numerals or decimals.
Markings are not necessary as space relationships will indicate the major/minor points.
Advantages:
Well-organized system if done right.
Outlining records content as well as relationships.
It also reduces editing and is easy to review by turning main points into questions.
Disadvantages:
Requires more thought in class for accurate organization.
This system may not show relationships by sequence when needed.
It doesn’t lend to the diversity of a review attached for maximum learning and question application.
This system cannot be used if the lecture is too fast.
When to Use:
The outline format can be used if the lecture is presented in outline organization. This may be either deductive (regular outline) or inductive (reverse outline where minor points start building to a major point).
Use this format when there is enough time in the lecture to think about and make organizational decisions when they are needed.
This format can be most effective when your note-taking skills are super and sharp, and you can handle the outlining regardless of the note-taking situation.
Mapping Method
Mapping is a method that uses comprehension and concentration skills and evolves in a note-taking form which relates each fact or idea to every other fact or idea.
Mapping is a graphic representation of the content of a lecture. It is a method that maximizes active participation, affords immediate knowledge as to its understanding, and emphasizes critical thinking.
Advantages:
This format helps you to visually track your lecture regardless of conditions.
Little thinking is needed, and relationships can easily be seen.
It is also easy to edit your notes by adding numbers, marks, and color coding.
Review will call for you to restructure thought processes which will force you to check understanding.
Review by covering lines for memory drill and relationships.
Main points can be written on flash or note cards and pieced together into a table or larger structure later.
Disadvantages:
You may not hear changes in content from major points to facts.
When to Use:
Use when the lecture content is heavy and well-organized. May also be used effectively when you have a guest lecturer and have no idea how the lecture is going to be presented.
Charting Method
If the lecture format is distinct (such as chronological), you may set up your paper by drawing columns and labeling appropriate headings in a table.
Determine the categories to be covered in the lecture. Set up your paper in advance by columns headed by these categories. As you listen to the lecture, record information (words, phrases, main ideas, etc.) into the appropriate category.
Advantages:
Helps you track conversations and dialogues where you would normally be confused and lose out on relevant content.
Reduces the amount of writing necessary.
Provides an easy review mechanism for both the memorization of facts and the study of comparisons and relationships.
Disadvantages:
Few disadvantages except learning how to use the system and locating the appropriate categories.
You must be able to understand what’s happening in the lecture.
When to Use:
The test will focus on both facts and relationships.
The content is heavy and presented fast.
You want to reduce the amount of time you spend editing and reviewing at test time.
You want to get an overview of the whole course on one big paper sequence.
Great for history lectures.
Sentence Method
Write every new thought, fact or topic on a separate line, numbering as you progress.
Advantages:
Slightly more organized than the paragraph.
Gets more or all the information.
Thinking to track content is still limited.
Disadvantages:
Can’t determine major/minor points from the numbered sequence.
Difficult to edit without having to rewrite by clustering points that are related.
Difficult to review unless editing cleans up the relationship.
When to Use:
Use when the lecture is somewhat organized but heavy with content that comes fast.
You can hear the different points, but you don’t know how they fit together.
The instructor tends to present in a point fashion, but not in grouping such as “three related points”.
Taking Tests: Survival Strategies for Taking Tests
Before You Begin
Read the directions!
Can more than one answer be correct? Are you penalized for guessing?
Ask your instructor if the directions are unclear.
Preview the test before you answer anything to get you thinking about the material.
Do a mind dump: immediately write down all the formulas and key theorems and ideas on the corner of a test page or on the back of the test.
Using what you saw in the preview, make notes of anything you think you might forget.
Outline your answers to discussion questions.
Quickly calculate how much time you should allow for each section according to the point value.
Taking a Test
Answer the easy questions first to give you the confidence and momentum to get through the rest of the test.
Go back to the difficult questions because later items on the test might give you useful or needed information for earlier items.
Answer all questions (unless you are penalized for wrong answers) because there may be partial credit!
Ask the instructor to explain any items that are not clear.
Try to answer the questions from the instructor's point of view by remembering what the instructor emphasized and felt was important.
Use the margin to explain why you chose the answer if the question does not seem clear or if the answer seems ambiguous.
Circle key words in difficult questions to focus on the central point.
Express difficult questions in your own words.
Use all of the time allotted for the test.
Test Anxiety
If you answered yes to any of the questions below, you might suffer from Test Anxiety:
Get easily distracted?
Feel nauseous?
Have sweaty palms?
Get a headache?
Feel your heart race?
Find it hard to concentrate?
Think negatively about your performance?
Get nervous?
Tips to Reduce Anxiety before a Test
Study with a buddy (or two).
Answer review questions offered in your textbooks.
Ask your instructor to clarify anything you’re unclear about.
Think about what questions are likely to be asked on the test based on your notes.
Get plenty of sleep the night before the test.
Eat a light, nutritious meal or snack before the test.
Tips to Reduce Anxiety during a Test
Tense up your entire body (all at once or by muscle groups) for several seconds and then slowly relax.
With your eyes closed, take several deep breaths before you look at the test.
Think positively.
If you get stuck on a difficult question, move to an easier question. But don’t forget to answer any questions you might have skipped.
Don’t rush. Give yourself plenty of time to think carefully about what the question asks.
Things to Do When You Get Your Test Back
Review the answers you got wrong. Ask yourself, “Why was my answer wrong? Why was the correct answer right?”
Remediate on the topics/concepts/subjects/skills in which you did not score well by using computer programs, supplemental textbooks, and help from a tutor.
Use what you’ve experienced on this test to do better on the next test.
After the Test
Re-evaluate your study habits and try new approaches to getting ready for the next test.
If you studied by yourself, try studying with a friend or in a study group.
A friend/group might help you focus better.
A friend/group might offer other ways of thinking about the things you’re studying.
If you didn’t understand a point brought up in class, someone might be able to explain it to you.
If you studied with a friend or in a study group, try studying by yourself.
Was your study time used wisely when you studied with other people?
Did the group spend more time chatting and goofing off than seriously studying?
You might be able to focus better without the distractions of other people.
Ask your instructor for alternative resources.
Review the items on your test that you answered incorrectly.
Practice answering potential test questions.
Try a different study strategy.
Study during a different time of the day.
Set up a different study location.
Ask your instructor questions.
Evaluate your home and work schedule.
Read the textbook.
Maintaining Motivation
Goal Setting is extremely important to motivation and success.
Motivation that comes from within really makes the difference.
Analogy: You have a car with a full tank of gas, a well-tuned engine, a good set of tires, a CD system, and a sleek, polished exterior. There it sits. This car has incredible potential. However, until a driver sits behind the wheel, puts the key in the ignition, and cranks it up, the car doesn't function. You guessed it; the KEY is MOTIVATION.
Interest is an important motivator for a student. So is a desire to learn. When you link these two things together, you create success. Often success in an endeavor leads to more interest and a greater desire to learn, creating an upward spiral of motivation toward a goal you have established.
When it comes to motivation, KNOWING is not as important as DOING.
Succeeding Academically:
Learn from your previous mistakes and put past failures behind you. Maintain an optimistic attitude by using positive rather than negative “self-talk.”
Create a supportive climate consisting of other students, mentors, faculty, family, and friends.
Develop a career goal so you have a sense of purpose and direction. If you are unsure of your major, explore several options that are consistent with your skills, strengths, and areas of interest.
Since the long-term benefits of a college education are often years away, set short-term goals that are achievable and will help you see progression toward your goal.
If you’re taking a course that’s uninteresting to you, try one or more of the following suggestions:
Study this course first and study small amounts of material at one time.
Study with someone else.
Find topics that are interesting to you or arouse your curiosity.
Look for ways you can relate the information to previous knowledge and experiences or apply it to your own life.
If a task is difficult or long, divide it up into smaller parts and work on one portion of it at a time.
Record your progress when studying. Keep track of the number of pages read, problems worked, etc. so you feel a sense of accomplishment.
Before you begin a task, try to determine its value for you. If you understand the importance of the task at hand, it can motivate you to both start and finish it.
Put your education first! Don’t overload your schedule with too many other obligations (e.g. job, family) as you may become overwhelmed and lose your incentive to try to keep up with your coursework.
Consider the amount of time, money, and e ort you’ve invested thus far. If you don’t follow through, your investment will be compromised or, perhaps, lost altogether.
Strive for excellence rather than perfection. Perfection is difficult to achieve and can lead to frustration which can decrease your motivation. Striving for excellence, however, is both a worthwhile and attainable goal.
Examine your reason(s) for attending college. If you’re attending college because of family pressures, job dissatisfaction, or the opportunity to play sports you may not be as motivated as if you’re attending college to earn a degree for a career you’re interested in.
Motivation for studying is usually higher when students believe that academic success is the result of e ort (hard work!) rather than luck.
8 Ways to Boost Self-Motivation
Know yourself. Make a list of those areas of your life where you are self-motivated and those areas in which you need improvement.
Stay positive. Turn negative statements into positive ones.
Surround yourself with positive friends and classmates who have a positive outlook on school and life in general.
Follow success. Talk to successful people about what motivates them to be successful and ask for advice on how you might adapt some usual strategies for your life.
Be patient with yourself and resolve to try again.
Have a sense of humor to balance seriousness and humor.
Start over, and over, and over again.
Start and end your day with a goal; stick a Post-it note on your computer or car dashboard with the starting goal and put a note on your bedside table with a reminder of that goal.
Procrastination
Procrastination is putting o or avoiding doing something that must be done.
Excessive procrastination can result in guilt feelings, anxiety, and poor performance.
Reasons Why Students Procrastinate:
Perfectionism
Fear of Failure
Confusion
Task Difficulty
Poor Motivation
Difficulty Concentrating
Task Unpleasantness
Lack of Priorities
You procrastinate excessively if you agree with five or more of the following statements:
I often put o starting a task I find difficult.
I often give up on a task as soon as I start to find it difficult.
I often wonder why I should be doing a task.
I often have difficulty getting started on a task.
I often try to do so many tasks at once that I cannot do any of them.
I often put o a task in which I have little or no interest.
I often try to come up with reasons to do something other than a task I have to do.
I often ignore a task when I am not certain about how to start it or complete it.
I often start a task but stop before completing it.
I often find myself thinking that if I ignore a task, it will go away.
I often cannot decide which of several tasks I should complete first.
I often find my mind wandering to things other than the task on which I am trying to work.
What Can I Do About Excessive Procrastination?
Motivate yourself to work on a task with thoughts such as “There is no time like the present” or “Nobody’s perfect”.
Prioritize the tasks you must do.
Commit yourself to completing a task once started.
Reward yourself whenever you complete a task.
Work on tasks at the times you work best.
Break large tasks into small manageable parts.
Work on tasks as part of a study group.
Get help from teachers and other students when you find a task difficult.
Make a schedule of the tasks you must do and stick to it.
Eliminate distractions that interfere with working on tasks.
Set reasonable standards that you can meet for a task.
Take breaks when working on a task so that you do not wear down.
Work on di icult and/or unpleasant tasks first.
Work on a task you find easier after you complete a difficult task.
Find a good place to work on tasks.
Setting Goals
College success requires commitment and a lot of hard work.
Have Clear Goals:
Be clear about why you are going to college.
Establish specific goals you wish to accomplish.
Know what it will take to reach these goals.
Be certain your goals are consistent with your interests and abilities.
Be flexible – change your goals based on your experience as you progress through college.
A goal is something you want to achieve. Examples of non-specific goals are to get a good education or to get a good-paying job.
A short-term goal is something you want to achieve soon. Examples of short-term goals