© 2014 Wadsworth, Cengage Learning Menu Options: Lecture/ Discussion Chapter Exercises Audio...

© 2014 Wadsworth, Cengage Learning

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Studying


Kathleen Hart-AbelEDUC 1300


What are What are youyou most interested most interested in learning about?in learning about?

What are What are youyou most interested most interested in learning about?in learning about?

• How learning changes your brain

How learning changes your brain• How people are intelligent in different ways

How people are intelligent in different ways• How you learn through your senses

How you learn through your senses• What metacognition is and how it can help

What metacognition is and how it can help you you

• How to apply your learning style to your

How to apply your learning style to your study stylestudy style

• How to become an intentional learner and

How to become an intentional learner and make a master study plan

make a master study plan



1. You’re intrinsically motivated to learn material that is appropriately challenging.

2. You’re appropriately stressed, but generally relaxed.

3. You’re curious about what you’re learning and look forward to learning it.

Create the Best Conditions for LearningCreate the Best Conditions for LearningCreate the Best Conditions for LearningCreate the Best Conditions for Learning

“ ”It is not the answer that enlightens, but the question. Eugene Ionesco, Romanian and French playwright


4. You search for personal meaning and patterns.

5. Your emotions are involved, not just your mind.

6. You realize that as a learner, you use what you know to construct new knowledge.


“ ”It is what we think we know already that often prevents us from learning.Claude Bernard, French physiologist


7. You are given a degree of choice in what you learn, how you do it, and feedback on how you’re doing.


“ ”Personal participation is the universal principal of knowing. Michael Polanyi, Hungarian-British scholar

Exercise 3.1:Exercise 3.1:What is LearningWhat is Learning


Sharpen Your FocusSharpen Your FocusSharpen Your FocusSharpen Your Focus

Why do college students lose Focus?

Reason 3: They prefer to veg out.

Research shows that just twenty minutes of exercise can help calm you for as long as twenty-four hours. Vigorous exercise helps you get rid of excess adrenaline and pumps in endorphins that block pain and anxiety.

• Keep an exercise log for a week.

• Record your physical activities.

• Monitor your stress to see if exercise helps lower it. p. 52



• Barry Schwartz on the Paradox of Choice

• Tales of Mere Existence: Procrastionation

Avoid ProcrastinationAvoid ProcrastinationAvoid ProcrastinationAvoid Procrastination


Studying Intelligently



GeneralStrategiesGeneral

StrategiesStudy

StrategiesStudy

StrategiesExam

StrategiesExam

Strategies

Draw maps.Create charts.Develop graphs.Use symbols.Draw diagrams.Underline text.Make flow charts.Use highlighters.Write with different colors.Draw pictures.Use word imagery.Use spatial arrangements.Pay attention to teachers who are dramatic and dynamic.

Convert your lecture notes to a visual format.Study the placement of items, colors, and shapes in your textbook.Put complex concepts into flowcharts or graphs.Redraw ideas you create from memory.

Practice turning your visuals back into words.Practice writing out exam answers.Recall the pictures you made of the pages you studied.Use diagrams to answer exam questions, if your instructor will allow it.

VVISUALISUALVVISUALISUAL


Discuss topics with other students.Use a tape recorder so you can listen more than once.Attend as many class lectures as you can.Leave spaces in your lecture notes for later recall and filling in.Join a study group. Find ways to talk about and listen to conversations about the material.Describe the material to a student who wasn’t there.Make a point of remembering examples, stories, and jokes: things people use to explain things. Tune in to your teacher’s voice.

Read your notes aloud.Explain your notes to another auditory learner.Ask others to “hear” your understanding of the material.Talk about your learning to others or to yourself.Record your notes onto tapes or CDs or listen to your instructors’ Podcasts.Realize that your lecture notes may be incomplete. You may have become so involved in listening that you stopped writing. Fill your notes in later by talking with other students or getting material from the textbook.

Practice by speaking your answers aloud.Listen to your own voice as you answer questions.Opt for an oral exam if allowed.Imagine you are talking with the teacher as you answer questions.


StrategiesStudy

StrategiesStudy

StrategiesExam

StrategiesExam

Strategies

AAURALURALAAURALURAL


Make lists.Take lecture notes (almost verbatim)Journal about what you’re learning.Pay attention to headings.Read textbooks thoroughly.Compile/read glossaries.Write out definitions.Read/find quotations.Look up words in the dictionary.Pay attention to printed handouts.Read outside library materials.Read websites and webpages. Read manuals (for computers or labs).Listen to teachers and students who are articulate.

Write out your lecture notes again and again.Read your notes (silently) again and again.Put ideas and principles into different words.Translate diagrams, graphs, etc. into text.Rearrange words and “play” with wording.Turn diagrams and charts into words.

Write out potential exam answers.Practice creating and taking exams.Type out your answers to potential test questions.Organize your notes into lists or bullets.Write practice paragraphs: particularly beginnings and endings.

RREAD/WRITEEAD/WRITERREAD/WRITEEAD/WRITE


StrategiesStudy

StrategiesStudy

StrategiesExam

StrategiesExam

Strategies


Go on field trips.Find real examples of abstract concepts.Apply information.View exhibits, samples, and photos.Use hands-on approaches, computers for example.Take advantage of labs.Engage in service-learning related to the course.Listen to teachers who give real-life examples.Don’t forget that you need to do things in order to remember them.Use all your senses.

Recall experiments, field trips, etc.Remember the real things that happened.Talk over your notes with another “K” person.Use photos and pictures that make ideas come to life.Go back to the lab, your lab manual, or your notes that include real examples.Remember that your lecture notes will have gaps if topics weren’t concrete or relevant for you.Use case studies to help you learn abstract principles.

Role-play the exam situation in your room (or the actual classroom).Put plenty of examples into your answers.Write practice answers and sample paragraphs.Give yourself practice tests.

KKINESTHETICINESTHETICKKINESTHETICINESTHETIC


StrategiesStudy

StrategiesStudy

StrategiesExam

StrategiesExam

Strategies


1. Remember that VARK preferences are not necessarily strengths.

2. If you have a strong preference for a particular modality, practice multiple suggestions listed for that modality.

3. An estimated 60 percent of people are multimodal.

4. If you are multimodal, it may be necessary to use several of your modalities to boost your confidence in learning.

5. You may want to save experimenting with modalities you don’t prefer until after college.

Using Your Sensory PreferencesUsing Your Sensory PreferencesUsing Your Sensory PreferencesUsing Your Sensory Preferences



Using Using Your Your

PersonalityPersonality

Using Using Your Your

PersonalityPersonality

• Translate for Maximum Comfort.• Your instructor may have a different learning style• Adapt course material to what works best for you

• Make Strategic Choices.• Don’t use your style as an excuse• Become more versatile

• Take Full Advantage.• Make the most of your time in college• Pursue new learning opportunities

“ ”Each person is an exception to the rule. Carl Jung, psychiatrist



Learning Disability? Learning Disability? Five Ways to Help YourselfFive Ways to Help Yourself

Learning Disability? Learning Disability? Five Ways to Help YourselfFive Ways to Help Yourself

p. 67


Meta-what? Meta-what? Metacognition, Reading and Studying Metacognition, Reading and Studying

Meta-what? Meta-what? Metacognition, Reading and Studying Metacognition, Reading and Studying

Meta = About

Cognition = Thinking and Learning

Metacognition = Thinking about Thinking and Learning about Learning

Metacognition:

• Knowing about yourself as a learner.• Identifying learning goals and progress.• Using your self-awareness to learn at your best.

Exercise 3.4:Exercise 3.4:How to StudyHow to Study


How Do You Know When You’re Done? How Do You Know When You’re Done? How Do You Know When You’re Done? How Do You Know When You’re Done?

Look at the range of students’ answers:

• I just do.

• I trust in God.

• My eyelids get too heavy.

• I’ve been at it for a long time.

• My mom tells me to go to bed.

• I understand everything.

• I can write everything down without looking at the textbook or my notes.

• I’ve created a practice quiz for myself and get all the answers right.

• When my wife or girlfriend drills me and I know all the answers.

• When I can teach my husband everything I’ve learned.

• When I’ve highlighted, recopied my notes, made flash cards, written

sample questions, tested myself, etc.


Apply Your Learning StyleApply Your Learning Styleto Your Study Styleto Your Study Style

Apply Your Learning StyleApply Your Learning Styleto Your Study Styleto Your Study Style

Visual:Convert your lecture notes to a visual styleTurn visuals back into words to prepare for testsPut complex concepts into flowcharts and graphs

Aural:Read your notes aloudListen to your own voice as you answer test questionsAsk others to “hear” you understanding the materialRead/Write:Write out your lecture notes again and againTranslate diagrams into textWrite out potential exam answersKinesthetic:Recall experiments, field trips, etcUse case studies to learn abstract principalsGive yourself practice tests


Make a Master Study Plan Make a Master Study Plan Make a Master Study Plan Make a Master Study Plan

1. Make sure you understand your

assignments.

2. Schedule yourself to be three places at once.

3. Talk through your learning challenges.

4. Be a stickler.

5. Take study breaks.

6. Mix it up.

7. Estimate how long it takes.


Make a Master Study Plan Make a Master Study Plan Make a Master Study Plan Make a Master Study Plan

8. Vary your study techniques by course content.

9. Study earlier, rather than later.

10. Create artificial deadlines for yourself.

11. Treat school as a job.


When the Heat Is On… When the Heat Is On… When the Heat Is On… When the Heat Is On…

1. Triage.

2. Use every spare moment

to study.

3. Give it the old one-two-

three-four punch.

4. Get a grip on your gaps.

5. Cram, but only as the

very last resort.© 2014 Wadsworth, Cengage Learning


A Final Word About Studying A Final Word About Studying A Final Word About Studying A Final Word About Studying

“Never regard study as a duty, but as the enviable opportunity

to learn . . .”

-Albert Einstein

“Never regard study as a duty, but as the enviable opportunity

to learn . . .”

-Albert Einstein



Your Personality and Your Learning Style


For review, what is your personality type?

• Extravert or Introvert?

• Sensing or Intuitive?

• Thinking or Feeling?

• Judging or Perceptive?


Learning Strategies for Different Personality

Types


Extraverts

• Learn best when in action

• Value physical activity

• Like to study with others


Extravert• Learn by talking.

• Discuss what you have learned with others.

• Like variety and action. Take frequent breaks and do something active.


Caution!

• Extraverts can get so distracted by activity and socialization that the studying does not get done.


Introverts

• Learn best by pausing to think

• Value reading

• Prefer to study individually

• Need quiet for concentration


Introvert• Find a quiet place to study by

yourself.

• Plan to study for longer periods of time so you can concentrate.

• Find places with minimal distractions such as the library.

• Turn off the phone.


Caution!

This type may miss out on sharing ideas with others and the fun and social life of college.


Sensing • Seeks specific information

• Memorizes facts

• Values what is practical

• Follows instructions

• Likes hands-on experience

• Wants clear assignments


Sensing

• Good at mastering facts and details.

• Think about practical applications to motivate yourself.

• Ask, “How can I use this.”


Caution!

This type may miss the big picture or general outline by focusing too much on the facts and details. Make a general outline to see the relationship and meaning of the facts.


INtuitive• Seeks quick insights

• Uses imagination to go beyond the facts

• Values what is original

• Likes theories

• Reads between the lines

• Independent thinkers


INtuitive• Good at learning concepts and

theories

• Ask yourself, “What is the main point?”


Caution!

• Since this type focuses on general concepts and theories, they are likely to miss the details and facts. To learn the details, organize them into broad categories that have meaning for you.


Thinking• Wants objective material to study

• Logic guides learning

• Likes to critique new ideas

• Finds flaws in an argument

• Learns by challenge and debate

• Wants logical presentations


Thinking• Thinking types are good at logic.

• Ask yourself, “What do I think of these ideas?”

• Debate or discuss your ideas with others.

• Allow time to think and reflect on your studies.


Caution!

• These types construct logical arguments and defend them. They may need to learn to respect the ideas of others, especially feeling types.


Feeling• Wants to be able to relate to the

material personally• Personal values are important• Likes to please instructors• Learns by being supported and

appreciated• Wants faculty who establish personal

rapport with students


Feeling• Search for personal meaning to

motivate yourself.

• Help others to learn.

• Whenever possible, choose classes that relate to your personal interests.

• Find a comfortable environment for learning.


Caution!

• This type may neglect studies because of time spent in helping others.

• They may find it difficult to pay attention to material that is not personally meaningful.


Judging• Find ways to organize the

material to learn it easier.

• If possible, select instructors who present material in an organized way.

• Set goals and use a schedule to motivate yourself.

• Use a daily planner or to-do list.


Caution!

• This type tends to be structured and controlled which can limit creativity.

• They may be in conflict with others who are less organized.

• They may be overachievers who get stressed easily.


Perceptive• Good at looking at the possibilities

and keeping the options open.• Allow time to be thorough and

complete your work.• Have fun while learning.• Study in groups with a mixture of

perceptive and judging types.


Caution!

• This type may work on too many projects at once.

• Work on managing your time to meet deadlines.


Personality

ANOTHER LOOK


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