Learning about our
Learning
Name: ………………………………………………...
Course: ………………………………………………….
Centennial High School
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
"Success comes from knowing that you did
your best to become the best that you are
capable of becoming."
-John Wooden
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
Keys to Success
1. Do your work
2. Check as you go
3. Get help on those things
that you cannot figure out
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
[F] irst
[A] ttempt
[I] n
[L] earning
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
Giving Feedback
Kind
Specific
Helpful
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
If I can:
Speak it
Write it
Show it
I will:
KNOW IT
How will I know if I understand a concept? Knowledge is not in our head until we can share it with others. If you cannot share it, you do not
know it.
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
YOU AND YOUR LEARNING
1. Describe your best learning environment. What are your favorite classroom
activities?
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2. What characteristic about a teacher or a class makes you want to come to class?
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3. Identify the things that you feel are necessary to prepare for a test.
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4. What activities are you involved in/planning to be involved in at the school?
(e.g., the soccer team, debate team, the music program, etc.)
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5. What activities are you involved in outside of school? How many hours per week do
you spend at these activities? (e.g., volunteering, a job, a community sport, a
religious function, etc.)
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6. Do you read ahead in your textbook in preparation for your lessons?
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7. To be successful in science there are 3 steps: 1. Complete your homework; 2. check
to see that you have done it properly, 3. Get help on things you don’t understand.
Which of these three things do you need to improve on?
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8. Set a long term goal for yourself and your learning this semester.
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9. What is one way I could help you achieve that goal?
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
Initial Ratings for Barriers to Learning
Answer questions 1-7 based on (1) being strongly disagree and (6) being strongly
agree:
1.
2.
3.
4.
5.
I compare my marks and success based on other classmates
I am a perfectionist when I do schoolwork
I feel like I cannot improve
I find feedback that I get from my teacher to be useful
I can monitor my own learning (example: making sure you are
handing in assignments, studying for tests ahead of time, not having
to be told to do your work)
6. I am able to focus on my work and not procrastinate
7. I find I am appropriately challenged in class
Mid Semester Ratings for Barriers to Learning
Answer questions 1-7 based on (1) being strongly disagree and (6) being strongly
agree:
1.
2.
3.
4.
5.
I compare my marks and success based on other classmates
I am a perfectionist when I do schoolwork
I feel like I cannot improve
I find feedback that I get from my teacher to be useful
I can monitor my own learning (example: making sure you are
handing in assignments, studying for tests ahead of time, not having
to be told to do your work)
6. I am able to focus on my work and not procrastinate
7. I find I am appropriately challenged in class
Created by Brent Dibble; adapted from Visible Learning for Teachers, John Hattie, 2012
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
Differences between a Fixed and growth Mindsets
Which type of a mindset do you have?
Fundamental
belief
Tendency
Challenges
View on effort
Response to
adversity or
failure
Response to
Criticism
View on success
of others
Impact on own
development
Effect on other
people
Fixed Mindset
Capabilities are primarily seem
as inborn talents which cannot
be altered or if so, changed very
little
To try and appear as smart as
possible
Growth Mindset
Capabilities are seen as changeable
through effort and application of
effective learning strategies
To try and learn and improve as much
as possible in spite of what others may
think of one’s current capabilities
Are avoided because, in the
Are embraced because you can learn a
case of failure or when you are
great deal through them and they
facing something new, they can often lead to tremendous growth. You
give the impression you are not might not have mastered that
“naturally” talented in this area unfamiliar challenge “yet” . . .
Is seen as an indication of a lack Is seen as normal and a necessary step
of talent
to grow and improve
Is seen as an indication of a lack Is seen as an indication that more
of talent, often leads to giving
effort and/or better strategies are
up early
needed
Self-defeating defensiveness:
Inquisitive and interested, eager to
own mistakes are not
learning and welcomes feedback and
recognized and admitted
suggestions as opportunities to
improve
Is seen as a threat because
Is seen as inspirational because lessons
these other people might be
can be drawn from the
viewed as more talented
accomplishments of others for further
learning
Potential is under-utilized which Potential is developed which is a
is seen as further confirmation
confirmation of one’s own growth
of one’s own fixed mindset
mindset
Can impede cooperation, rejects Welcomes cooperation, feedback
feedback and opportunities to
suggestions and any opportunity for
improve
personal growth and learning.
Adapted from the Learning log designed by Brenda Heater for students at John Diefenbaker
High School- CBE
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
TEST REVIEW
Having completed your Unit exam, take the time to review why your grade is what it is.
UNIT
FINAL GRADE
PREPARATION (detail what you did to study for this unit exam- time )
Rate your preparation
for your Unit exam on
Time spent studying: …………………………………………..
a scale of 1 to 10. [10Techniques that I used [flash cards, redraw, blank sheet, taught someone I could not have
else, read notes, read and wrote notes, got help, used keys to check my
studied any harder]
work, applied my learning by making something] :
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Total questions I did
POSSIBLE REASONS FOR GETTING QUESTIONS WRONG
not get correct
(count the number of questions that you did the following)
1. ………………….. silly mistakes
2. ………………….. tripped up
3. …………………..missing background information
NUMERICAL RESPONSE
MULTIPLE CHOICE
How many questions: ……………………
How many did I get wrong: …………........
How many questions: ……………………
How many did I get wrong: …………........
Lessons learned from this test about numerical
response questions [I struggle with . . . ]
Lessons learned from this test about multiple
choice questions [I struggle with . . . ]
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WRITTEN RESPONSE
Describe where you lose your marks for written response questions. [I did not know the content,
I struggle with how much to write, I missed . . .]
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
CONTENT that I need to review/ learn for my final exam: [what did you miss?]
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HINTS: What would you tell yourself about this unit just prior to starting to study for your final
exam?
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SET ONE GOAL TO IMPROVE UPON
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
TEST REVIEW
Having completed your Unit exam, take the time to review why your grade is what it is.
UNIT
FINAL GRADE
PREPARATION (detail what you did to study for this unit exam- time )
Rate your preparation
for your Unit exam on
Time spent studying: …………………………………………..
a scale of 1 to 10. [10Techniques that I used [flash cards, redraw, blank sheet, taught someone I could not have
else, read notes, read and wrote notes, got help, used keys to check my
studied any harder]
work, applied my learning by making something] :
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Total questions I did
POSSIBLE REASONS FOR GETTING QUESTIONS WRONG
not get correct
(count the number of questions that you did the following)
1. ………………….. silly mistakes
2. ………………….. tripped up
3. …………………..missing background information
NUMERICAL RESPONSE
MULTIPLE CHOICE
How many questions: ……………………
How many did I get wrong: …………........
How many questions: ……………………
How many did I get wrong: …………........
Lessons learned from this test about numerical
response questions [I struggle with . . . ]
Lessons learned from this test about multiple
choice questions [I struggle with . . . ]
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WRITTEN RESPONSE
Describe where you lose your marks for written response questions. [I did not know the content,
I struggle with how much to write, I missed . . .]
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
CONTENT that I need to review/ learn for my final exam: [what did you miss?]
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………………………………………………………………………………………………………
HINTS: What would you tell yourself about this unit just prior to starting to study for your final
exam?
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SET ONE GOAL TO IMPROVE UPON
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
TEST REVIEW
Having completed your Unit exam, take the time to review why your grade is what it is.
UNIT
FINAL GRADE
PREPARATION (detail what you did to study for this unit exam- time )
Rate your preparation
for your Unit exam on
Time spent studying: …………………………………………..
a scale of 1 to 10. [10Techniques that I used [flash cards, redraw, blank sheet, taught someone I could not have
else, read notes, read and wrote notes, got help, used keys to check my
studied any harder]
work, applied my learning by making something] :
…………………………………………………………………………..
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…………………………………………………………………………..
…………………………………………………………………………..
Total questions I did
POSSIBLE REASONS FOR GETTING QUESTIONS WRONG
not get correct
(count the number of questions that you did the following)
1. ………………….. silly mistakes
2. ………………….. tripped up
3. …………………..missing background information
NUMERICAL RESPONSE
MULTIPLE CHOICE
How many questions: ……………………
How many did I get wrong: …………........
How many questions: ……………………
How many did I get wrong: …………........
Lessons learned from this test about numerical
response questions [I struggle with . . . ]
Lessons learned from this test about multiple
choice questions [I struggle with . . . ]
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WRITTEN RESPONSE
Describe where you lose your marks for written response questions. [I did not know the content,
I struggle with how much to write, I missed . . .]
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
CONTENT that I need to review/ learn for my final exam: [what did you miss?]
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………………………………………………………………………………………………………
HINTS: What would you tell yourself about this unit just prior to starting to study for your final
exam?
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SET ONE GOAL TO IMPROVE UPON
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
TEST REVIEW
Having completed your Unit exam, take the time to review why your grade is what it is.
UNIT
FINAL GRADE
PREPARATION (detail what you did to study for this unit exam- time )
Rate your preparation
for your Unit exam on
Time spent studying: …………………………………………..
a scale of 1 to 10. [10Techniques that I used [flash cards, redraw, blank sheet, taught someone I could not have
else, read notes, read and wrote notes, got help, used keys to check my
studied any harder]
work, applied my learning by making something] :
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
Total questions I did
POSSIBLE REASONS FOR GETTING QUESTIONS WRONG
not get correct
(count the number of questions that you did the following)
1. ………………….. silly mistakes
2. ………………….. tripped up
3. …………………..missing background information
NUMERICAL RESPONSE
MULTIPLE CHOICE
How many questions: ……………………
How many did I get wrong: …………........
How many questions: ……………………
How many did I get wrong: …………........
Lessons learned from this test about numerical
response questions [I struggle with . . . ]
Lessons learned from this test about multiple
choice questions [I struggle with . . . ]
………………………………………………
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…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
WRITTEN RESPONSE
Describe where you lose your marks for written response questions. [I did not know the content,
I struggle with how much to write, I missed . . .]
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
CONTENT that I need to review/ learn for my final exam: [what did you miss?]
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
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………………………………………………………………………………………………………
HINTS: What would you tell yourself about this unit just prior to starting to study for your final
exam?
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SET ONE GOAL TO IMPROVE UPON
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………………………………………………………………………………………………………
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
TEST REVIEW
Having completed your Unit exam, take the time to review why your grade is what it is.
UNIT
FINAL GRADE
PREPARATION (detail what you did to study for this unit exam- time )
Rate your preparation
for your Unit exam on
Time spent studying: …………………………………………..
a scale of 1 to 10. [10Techniques that I used [flash cards, redraw, blank sheet, taught someone I could not have
else, read notes, read and wrote notes, got help, used keys to check my
studied any harder]
work, applied my learning by making something] :
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
Total questions I did
POSSIBLE REASONS FOR GETTING QUESTIONS WRONG
not get correct
(count the number of questions that you did the following)
1. ………………….. silly mistakes
2. ………………….. tripped up
3. …………………..missing background information
NUMERICAL RESPONSE
MULTIPLE CHOICE
How many questions: ……………………
How many did I get wrong: …………........
How many questions: ……………………
How many did I get wrong: …………........
Lessons learned from this test about numerical
response questions [I struggle with . . . ]
Lessons learned from this test about multiple
choice questions [I struggle with . . . ]
………………………………………………
………………………………………………
………………………………………………
………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
WRITTEN RESPONSE
Describe where you lose your marks for written response questions. [I did not know the content,
I struggle with how much to write, I missed . . .]
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
CONTENT that I need to review/ learn for my final exam: [what did you miss?]
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
HINTS: What would you tell yourself about this unit just prior to starting to study for your final
exam?
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SET ONE GOAL TO IMPROVE UPON
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
TEST REVIEW
Having completed your Unit exam, take the time to review why your grade is what it is.
UNIT
FINAL GRADE
PREPARATION (detail what you did to study for this unit exam- time )
Rate your preparation
for your Unit exam on
Time spent studying: …………………………………………..
a scale of 1 to 10. [10Techniques that I used [flash cards, redraw, blank sheet, taught someone I could not have
else, read notes, read and wrote notes, got help, used keys to check my
studied any harder]
work, applied my learning by making something] :
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
Total questions I did
POSSIBLE REASONS FOR GETTING QUESTIONS WRONG
not get correct
(count the number of questions that you did the following)
1. ………………….. silly mistakes
2. ………………….. tripped up
3. …………………..missing background information
NUMERICAL RESPONSE
MULTIPLE CHOICE
How many questions: ……………………
How many did I get wrong: …………........
How many questions: ……………………
How many did I get wrong: …………........
Lessons learned from this test about numerical
response questions [I struggle with . . . ]
Lessons learned from this test about multiple
choice questions [I struggle with . . . ]
………………………………………………
………………………………………………
………………………………………………
………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
WRITTEN RESPONSE
Describe where you lose your marks for written response questions. [I did not know the content,
I struggle with how much to write, I missed . . .]
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
CONTENT that I need to review/ learn for my final exam: [what did you miss?]
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
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………………………………………………………………………………………………………
HINTS: What would you tell yourself about this unit just prior to starting to study for your final
exam?
………………………………………………………………………………………………………
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SET ONE GOAL TO IMPROVE UPON
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Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
FEEDBACK FORM
Name: ……………………………..
ASSIGNMENT: …………………………………
Mark: ……………………………
DATE: ……………………………………………………………….
1. Given that your assignment has been returned what was some of the feedback you received on your
work?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
2. Which of the following reasons may be responsible for you getting this mark on your assignment? Circle
one or more of the following.
 I thought it was good enough when I handed it in
 I could not do it properly, so I did not do it at all
 I could not find help
 No one told me to sit down and do my work
 I had not received enough information from the teacher
 It was too difficult to do the work assigned, I did not understand it.
 I just procrastinated and did not do it or left it to the last moment
 I made some silly mistakes
3. What is one area you could improve on for next time?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
FEEDBACK FORM
Name: ……………………………..
ASSIGNMENT: …………………………………
Mark: ……………………………
DATE: ……………………………………………………………….
1. Given that your assignment has been returned what was some of the feedback you received on your
work?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
2. Which of the following reasons may be responsible for you getting this mark on your assignment? Circle
one or more of the following.
 I thought it was good enough when I handed it in
 I could not do it properly, so I did not do it at all
 I could not find help
 No one told me to sit down and do my work
 I had not received enough information from the teacher
 It was too difficult to do the work assigned, I did not understand it.
 I just procrastinated and did not do it or left it to the last moment
 I made some silly mistakes
3. What is one area you could improve on for next time?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
FEEDBACK FORM
Name: ……………………………..
ASSIGNMENT: …………………………………
Mark: ……………………………
DATE: ……………………………………………………………….
1. Given that your assignment has been returned what was some of the feedback you received on your
work?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
2. Which of the following reasons may be responsible for you getting this mark on your assignment? Circle
one or more of the following.
 I thought it was good enough when I handed it in
 I could not do it properly, so I did not do it at all
 I could not find help
 No one told me to sit down and do my work
 I had not received enough information from the teacher
 It was too difficult to do the work assigned, I did not understand it.
 I just procrastinated and did not do it or left it to the last moment
 I made some silly mistakes
3. What is one area you could improve on for next time?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
FEEDBACK FORM
Name: ……………………………..
ASSIGNMENT: …………………………………
Mark: ……………………………
DATE: ……………………………………………………………….
1. Given that your assignment has been returned what was some of the feedback you received on your
work?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
2. Which of the following reasons may be responsible for you getting this mark on your assignment? Circle
one or more of the following.
 I thought it was good enough when I handed it in
 I could not do it properly, so I did not do it at all
 I could not find help
 No one told me to sit down and do my work
 I had not received enough information from the teacher
 It was too difficult to do the work assigned, I did not understand it.
 I just procrastinated and did not do it or left it to the last moment
 I made some silly mistakes
3. What is one area you could improve on for next time?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
FEEDBACK FORM
Name: ……………………………..
ASSIGNMENT: …………………………………
Mark: ……………………………
DATE: ……………………………………………………………….
1. Given that your assignment has been returned what was some of the feedback you received on your
work?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
2. Which of the following reasons may be responsible for you getting this mark on your assignment? Circle
one or more of the following.
 I thought it was good enough when I handed it in
 I could not do it properly, so I did not do it at all
 I could not find help
 No one told me to sit down and do my work
 I had not received enough information from the teacher
 It was too difficult to do the work assigned, I did not understand it.
 I just procrastinated and did not do it or left it to the last moment
 I made some silly mistakes
3. What is one area you could improve on for next time?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
FEEDBACK FORM
Name: ……………………………..
ASSIGNMENT: …………………………………
Mark: ……………………………
DATE: ……………………………………………………………….
1. Given that your assignment has been returned what was some of the feedback you received on your
work?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
2. Which of the following reasons may be responsible for you getting this mark on your assignment? Circle
one or more of the following.
 I thought it was good enough when I handed it in
 I could not do it properly, so I did not do it at all
 I could not find help
 No one told me to sit down and do my work
 I had not received enough information from the teacher
 It was too difficult to do the work assigned, I did not understand it.
 I just procrastinated and did not do it or left it to the last moment
 I made some silly mistakes
3. What is one area you could improve on for next time?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………............................................................................
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
APPENDIX- Compiled by Laura Rushton
STUDYING TECHNIQUES:
1. Where to study
a. Find a quiet location with good lighting, a desk to spread your work on
b. Reduce / eliminate distractions. no phones, t.v., music… (Although music is unique. If
you are paying more attention to all the noises around you instead of studying and
music helps block those noises out, then perhaps music is helpful for you. BUT if you
find you are singing/humming along to the music, or listening to the words of the music
or thinking about the artists while listening, then music is not helpful for you).
c. When studying for a big test, study how you’ll write the test. If you are not allowed
music in the test, don’t study with music. The better you can simulate the exam, the
less distractions you’ll feel when you write.
d. Have a snack before you start.
2. Time to study
a. Make appointments with yourself for study time. Study for maybe 30mins to 1 hour
every night until the exam. It makes a HUGE difference if you are consistent about
studying and continue over a long period of time.
b. Plan to study, even if only briefly, before scheduled pleasant events (e.g., parties, trips,
sports, etc). It will fool you into enjoying studying, and it will keep your conscience away
from the fun.
c. Your brain can only handle so much studying at a time:
i. Study hard for 20-25mins at a time then take a 5 min break for something
positive (a snack, a walk, call a friend, etc).
ii. After every 3 such study/short break cycles, take a 15 min break.
iii. Repeat the whole procedure until your study time is completed.
3. What to study
a. Divide your work into small, short-range goals. i.e. I will finish these 10 math problems.
I will go over 3 chapters in my textbook….
4. When you are studying
a. Keep a reminder note pad while you study. If your mind wanders to other things you’d
rather be doing or need to do, write them down on your reminder pad so that you can
put them out of your brain until your studying is finished.
b. Allow the mind wandering. Inevitably, our brains all wander away from us when we are
trying to work. Don’t sit mindlessly staring at your paper. Get up, face away from your
work, have your day-dreaming moment and then sit back down at your work. Just the
act of getting up for a moment is enough to rejuvenate us to work again.
c. Make a list of any questions you have while you are studying so you can clearly
remember them to ask your teacher at the next opportunity.
5. How to study
a. Note taking (The Cornell System):
i. Use only one side of the paper (so you can see everything at once)
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
ii. Draw a vertical line 2.5” away from the left side of the paper. Call this the
“recall column”. Take your notes on the right hand side of the margin.
iii. While taking notes, skip lines to show end of ideas/thoughts
iv. Re-read your notes and use the “recall column” to write any key words or
simple ideas. Reducing the amount you’ll read later.
v. When reviewing, cover up the right-hand side of your notes and recite the
general ideas.
b. Reviewing:
i. It usually takes 3 reads of information before it really makes sense
1. Read the information for “sense” and search for the overview
a. Look at titles, summaries, bolded words
b. Look at graphics (charts, maps, diagrams)
2. Read and pull out the important points
3. Read and actively question yourself about the important points
c. Use active studying techniques:
i. Don’t just “read” the material:
1. read and colour it (highlight, coloured pencils)
2. look for key words, definitions, theories (DON’T highlight everything)
3. make:
a. flash cards,
b. mind maps,
c. study guides,
4. draw pictures, flow charts.
5. Get groups of classmates into discussions,
6. rewrite tests/quizzes/notes,
7. complete and check questions in the textbook/notes package/online
tests/quizzes,
8. create acronyms and form metaphors for the information
ii. Have someone else quiz you, ask you questions, run your flash cards for you
(sometimes just hearing the questions as opposed to looking at them yourself is
enough to jog your brain).
d. Reading Ahead:
i. Read ahead and make notes for the stuff you are learning the next day. This
way, when your teacher introduces it, you’ll have a basic idea of it and you’ll be
able to participate better in the learning in the classroom.
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
MEMORY, RETENTION AND LEARNING
Taken from a study done in the 1960’s by the National Training Laboratories of Bethel, Main (now the
NTL Institute of Alexandria, Virginia). It analyzes retention of learning after students were exposed to
different teaching methods. The pyramid shows the percentage of new learning that students could
recall after 24 hours as a result of being taught primarily by the teaching method indicated. Note:
Information recalled after 24 hours is presumed to be in long-term storage. The percentages are
rounded to the nearest 5% and are not additive.
LECTURE – 5%
READING – 10%
AUDIOVISUAL – 20%
DEMONSTRATION – 30%
DISCUSSION GROUP – 50%
PRACTICE BY DOING – 75%
TEACH OTHERS/IMMEDIATE USE OF LEARNING – 90%
What Does this Information Tell Us?
 You cannot just listen to or read material for it to stick. The highest demonstration of your
learning is if you can teach it to someone else.
 Sit down on a nightly basis, after you have finished your homework/studying, and TEACH what
you learned to family member, a friend (a family pet is fun, but they don’t ask questions).
 Have the “student” ask you questions. Test your information. Can you find another way to
explain it other than exactly how you’ve seen it written or explained? Can you tell a fun or
interesting story about the material? Perhaps together you can make up some silly pneumonics
to help you remember lists, etc.
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton


TEST ANXIETY
It is natural to feel some anxiety about preparing for and taking a test. A little anxiety can help
jump start your studying and keep you motivated.
Too much anxiety can interfere with your studying. You may have difficulty learning and
remembering what you need to know for the test, and thus difficulty demonstrating what you
know during the test.
How do I know if I have test anxiety?
You may have test anxiety if you answer YES to FOUR or more of the following:
1. I have a hard time getting started studying for a test.
2. When studying for a test, I find many things that distract me.
3. I expect to do poorly on a test no matter how much or how hard I study.
4. When taking a test, I experience physical discomfort such as sweaty palms, an upset stomach, a
headache, difficulty breathing, and tension in my muscles.
5. When taking a test, I find it difficult to understand the directions and questions.
6. When taking a test, I have difficulty organizing my thoughts.
7. When taking a test, I often "draw a blank."
8. When taking a test, I find my mind wandering to other things.
9. I usually score lower on a test than I do on assignments and papers.
10. After a test, I remember information I couldn't recall during the test.
How to help control test anxiety:
 Before the test:
o Use good study techniques to gain cognitive mastery of the material that will be
o
o
covered on the test. This mastery will help you to approach the test with
confidence rather than have excessive anxiety.
Maintain a positive attitude as you study. Think about doing well, not failing.
Think of the test as an opportunity to show how much you have learned.
Go into the test well rested and well fed. Get enough sleep the night before
the test. Eat a light and nutritious meal before the test. Stay away from junk
foods.
o

Be prepared emotionally, physically and intellectually
 Believe in yourself and care for your body. Study to the best of your abilities
During the test:
o Stay away from others right before the test
 Anxiety is highly contagious. It is best to focus on what you know rather than on
what you don’t
o Arrive early to the test so you can be settled and calm before the papers are handed
out. Select a seat where lighting is best and where your view of other students will be
minimized.
o Dress warmly and in layers so you can be comfortable
o Don’t expect to know everything. It is unlikely that any student will answer all questions
correctly.
o
o
Stay relaxed during the test. Taking slow, deep breaths can help. Focus on
positive self-statements such as "I can do this."
Don't worry about other students finishing the test before you do. Take the
time that you need to do your best.
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
o

When you are finished the test, take the time to go over your answers, especially those
that you found difficult.
Once you finish the test:
o Hand it in and forget about it temporarily. There is nothing more you can do until
o
the graded test is returned to you. Turn your attention and effort to new
assignments and tests.
When the graded test is returned to you, analyze it to see how you could
have done better. Learn from your mistakes and from what you did well.
Apply this knowledge when you take the next test.
You have to know the material to do well on a test. You have to control test anxiety to show what you
know.
(Information taken from: www.how-to-study.com)
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
HOW TO WRITE A TEST
PREPARATION FOR THE TEST:
 Study using the techniques that work best for you. Let the guides previous in this
booklet help guide you. Everyone is unique and no one technique will work best for
everyone.
THE NIGHT BEFORE THE EXAM:
 Go to bed EARLY. Get a good night’s sleep. Staying awake studying will only make
matters worse.
 Eating a dinner that is nutritious and full of carbohydrates and proteins. This will be
beneficial to your body (think of what an athlete must eat the night before a major
ocmpetition).
THE DAY OF THE EXAM:
 Make sure someone (or many people) know you have to be up early so that they can
make sure you are awake. Make sure you are up at least two hours before the exam to
get yourself calmed down, through your routine and ready to go.
 Try not to look at your material the day of, unless you can review everything before the
test. Otherwise, you’ll remember more strongly only that which you reviewed that
morning.
 Eat a healthy breakfast.
 Go to the bathroom before the test
 Bring water into the test with you. If you have a medical problem that you must have
food during the exam, talk to your teacher ahead of time so that it can be reviewed with
administration BEFORE the exam. It is not always possible to figure things out last
minute.
DURING THE TEST:
 Look over the test and pace yourself. Count out the time left for yourself.
 Take short breaks (stretch, neck rotations, shift in your seat, etc).
 Leave yourself time to review your questions and answers. Don’t leave without doing
so.
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
HINTS FOR WRITING A MULTIPLE CHOICE TEST:
There certainly are strategies to writing a multiple choice test, but above all, YOU MUST KNOW
THE MATERIAL in order to write the test. The beauty of a MC test is that the answer is already
given to you, but it YOU don’t know the answer to begin with, many of the provided answers
can look very appealing.
Here are some helpful tips:
 Look at the question and cover up the answers (don’t peek)
 Answer the question to yourself first (no peeking yet)
 Now look at the answers and decide upon which one of the answers best matches what
you believe to be the right answer to the question.
 Make sure you read ALL of the alternative answers. You need to choose not only the
right answer (technically speaking) but also the best answer (the most completely
correct answer) and sometimes they can be very similar.
 Be very careful with answers that have words like:
All
Always
But
Except
Every
Generally
However
May
Must
Necessary
Never
None
Not
Often
Only
Perhaps
Rarely
Seldom
Sometimes
Usually
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton
o When a question or answer option contains words such as ‘always’, ‘every’,
‘only’, ‘never’ and ‘none’ there can be no exceptions to the answer you choose.
Use of words such as ‘often’, ‘rarely’, ‘sometimes’ and ‘generally’ indicates that
there are exceptions.
o Answers that have words like ‘may sometimes be’ or ‘can occasionally result in’
tend to allow for the variances that we tend to see in sciences.
 If you don’t understand a word, break it down into parts that you do know to help you
answer a question.
 Use information from questions throughout the whole test to help you answer some of
the earlier questions
 If you really must guess, make it an educated guess. Eliminate answers that you know
are not correct and then substitute each of the remaining answers back into the
question to see if one makes more sense than another.
 DO NOT believe that there is a scheme to the answer pattern. There is no pattern for
the answeers. If you get 10 “b”s in a row, don’t worry and keep going.
 Stick with your gut instinct. Your first answer is usually the right one.
Compiled by Laura Rushton Centennial High School
Getting to know ourselves as learners- Centennial High School; assembled by Kenzie Rushton