Study Smarter, Not Harder: Strategies for Successful Learning Dr. Jackie Bortiatynski and Dr. Josh Wede When preparing for an exam, do you: • Re-read the text? • Re-read your notes? • Re-write them? • Make flashcards? What is the most important factor in successful learning? 1) Learning in a way that matches your own learning style 2) The amount of time you spend studying 3) What you think about while studying 4) The intention to learn the material 5) Paying close attention to the material as you study 3 • Read the instructions for the demonstration to yourselves and do your best to follow them. Study Conditions FRONT OF ROOM Shallow Processing ‘E or G’ Deep Processing ‘Pleasantness’ BACK OF ROOM Which ones are effective? • Re-read the text? • Re-read your notes? • Re-write them? • Use flashcards? Types of Processing (Studying) • Maintenance (Rote) Rehearsal • Repeating information to keep in working memory • Memorization of facts • Once stop – generally goes away • Elaborative (Deep) Rehearsal • Transfer info from STM to LTM by making info meaningful • Relating info to prior knowledge • Leads to much stronger LTM Strategies for Deep Processing • Generating questions • Practicing recall and application • Compare and contrast • Constructing concept maps Question Generation • Generate at least three questions over each lecture or each topic you read about • Aim for higher order questions • How, Why, What if… • Getting answers can help, but even asking the questions aids learning Practicing Recall and Application • Teach it to a classmate or friend (even a stuffed animal) in your own words • Apply concepts to a novel situation • Try to answer questions about the material from the book or from other sources Compare and Contrast • • • • How are concepts similar? How are they different? Find connections with previous learning Helps on multiple choice questions Generating Concept Maps • A concept map is a graphical, hierarchical, representation of knowledge. • Highlights the relationships and distinctions among concepts using nodes and links • The value is in the effort and reflection as much as the map itself (deep processing) WHERE DO I START? • Look at your syllabus and use the course goals as your initial concepts and then work your way out using the course learning objectives. If these concepts are not readily available go to office hours and ask the instructor to provide this information. As the semester proceeds continue to annotate the concept boxes with the date of the lecture when they are discussed. • Generate smaller maps that summarize a unit or a weeks worth of material. What were the concepts presented and how do they relate to each other? • When studying dissect the practice exams, look for the concepts in your map. Place a note by each problem indicating what part of the map they match. Me Personal Goals Student Engagement Activities Career Goals Academic Goals Me Lead Pharmaceutical Research Team Career Goals Academic Experiences Research Experiences Complete B.S. Degree in 4 years Decide on Major by semester 2 Apply for University scholarships Get to know faculty Apply for National scholarships Ask for letters of recommendation Industrial Complete Internship With Pharmaceutical Company Academic Undergraduate Research Starting semester 3 http://www.u.arizona.edu/~csander1/anderson_CHEMISTRY.jpg Concept Maps: are a graphical representation of your knowledge. Here are some vital points to keep in mind: Construct a concept map with reference to some particular question you want to answer so that there is some situation or event that you are trying to understand through the organization of concepts, items processes. STEM concept maps are represented in a hierarchical fashion with the most inclusive, the most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below The concepts are connected using cross-links. The cross links should graphically represent the relationships or links between concepts in different segments or domains of the concept map. The links should be labeled. A helpful feature in a concept map is to include specific examples of events or objects that help to clarify organization of this graphical representation How do I know if I am ready to take the exam??? Ask yourself the following questions: 1. What are the learning objectives for the material that will be covered in the test? 2. Can I create a concept map or representation that will demonstrate how these objectives are connected to specific concepts covered in the readings, lectures and homework? 3. Have I taken a practice test under realistic testing conditions (no books open and timed) 4. If practice exams are supplied have I dissected one of the exams? To dissect an exam look at each question through the eyes of the instructor and ask, “What concept(s) are being tested and why is it important?” 5. Have I addressed all my questions regarding the material to be covered on the exam? Creating Good Learning Habits: Study Sessions 1) Set a Goal (1-2 min) • Decide what you want to accomplish in your study session 2) Study with Focus (30-50 min) • Eliminate all distractions and temptations • Use deep processing 3) Reward Yourself (5 min) • Take a break– call a friend, play a short game, get a snack 4) Review (5 min) • Go over what you just studied • Recall without looking How good are you at multitasking? • Countdown from 10 to 0 out loud as quickly as you can • Say the alphabet from A to K out loud as quickly as you can • Now alternate the two: Start with 10 – A, and count down with numbers and up with letters, out loud as fast as you can, (10-A, 9-B, etc.) • SHUT OFF ALL DISTRACTIONS!!! Exam Wrappers A short exercise that helps you reflect on your performance. It contains at least 3 sections: 1. What did I do to prepare for the exam? (be honest!) 2. How did I do on my exam? 3. What will you do differently next time? http://www.cmu.edu/tea ching/designteach/teach /examwrappers/ http://www.cmu.edu/teachi ng/designteach/teach/exam wrappers/ Things you can do • Generate questions (deep) • Teach to someone else • Compare/contrast concepts • Create concept maps • Simulate exams (practice questions) • Remove distractions when studying Video Series: How to Get the Most Out of Studying http://www.samford.edu/how-to-study/
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