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Transcript of Study Skills
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Learning Center Face-to-face and online tutoring. Only tutor lab on campus to
provide tutoring in all subjects areas offered at the University.
Individual and group tutoring. Test preparation in the CLAST
Exam, GRE, and the Florida Teacher Certification Exam.
Located in Building 52, Room 151. Phone: 474-3176
Open Monday - Thursday 8:00 a.m. - 8:00 p.m. and Fridays 8:00 a.m. to 5:00 p.m.
www.uwf.edu/learningcenter email [email protected]
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Information Processing
Jenae Burkart
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Active Learning
MemoryTechniques
Note Taking
Reading
Critical Thinking
ParticipatingLearning
Style
InformationProcessing
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Information Processing
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Information Processing
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Memory Loss
EnvironmentSensoryRegister
Working Memory
(short term memory)
Long TermMemory
Retrieval
90% 81% 72% 63%
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Keys to Memory
You remember approx: 10% of what you read 20% of what you hear 30% of what you see 50% of what you hear and see together 70% of what you say 90% of what you do
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Memory Quiz Question
This is Jenny…
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Retention Utilize multiple parts of the brain.
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Retention Utilize multiple parts of the brain.
Information is easier to retrieve when it is stored in multiple parts of the brain.
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Mnemonics
Sentence Word Drawing Jingles/Rap
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Memory Quiz Question
Mitochondria is the power house of a cell.
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Facts for Auditory LearnersYou learn from hearing information through audio tapes, your own voice, or lectures.
Use your own voice to assist in the learning process. Read your notes or your textbook aloud to help you. Try to sit near the front of the room. It will be easier for
you to hear your instructor. When studying new information, create rhyming jingles. Read out loud and restate main ideas to yourself as you
read material. When reading or studying difficult material, summarize in
your own words what you have just read. When working with math, learn by saying the problems
aloud. Then explain the concepts to yourself aloud. Read an essay or paragraph you have written into a tape
recorder and then play it back. Then, revise your paper.
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Facts for Visual Learners You learn best by seeing information through print, graphics, videos, or charts.
Make lists, write notes, and draw pictures. Read the textbook before attending your lecture class. Try to visualize how the information looks like on your page. Preview your chapters by reading the headings, subheadings, and
outlines before reading the chapter. Underline and/or highlight them. Draw a diagram or picture. Make a list. Use mapping. Make a chart to
help you retain information. For vocabulary, use sight words, flashcards, and other visual aides. In math, write the problem, visualize the problem, and make mind
pictures or tally marks on scratch paper. Recopy notes. Use a computer so that you can see the words you are thinking.
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Facts for Kinesthetic Learners You learn best by doing. The more you are involved with the material, the easier it is for you to learn.
When possible, perform projects and experiments. Write information down on paper. Walk or ride a stationary bike as you learn or review material Take notes and go back over them. Make special marks for
important material/s that you will need to review. When working on difficult or confusing material, answer practice
questions in writing. Tap your finger or move your foot as you listen to a lecture. Draw a chart or diagram to help with difficult material. Make and use study cards In math, use objects, such as toothpicks or blocks, to solve
problems.
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Review Questions
What is Jenny’s phone number?
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Review Questions
What is mitochondria?
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Review Questions
What is mitochondria?
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Ways to Process Information into Long Term Memory
Attention Interest Selection Understanding Build background Organization
Recitation Notetaking Review Overlearning Sleeping over it
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Connect Information
Connection Scaffolding (add a step)
Build upon what you already know. Directions X+1=3 and x2 +1=3
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Tips on Retention
Study with others
Tell or teach someone else
867-5309867-5309867-5309
Repeat information *
Relate info to what you already know
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Information ProcessingProblems
Forgetting Disuse Don’t Need or defensive forgetting Too much information to process Blocking
Learning information incorrectly Changing Cues Interference: Ex1
2
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Weekly Flow Chart for Studying
Pre-read TextAnd develop questions
Go to class
Review and edit notes same day as lecture
Read text selectively
Take notes
Ask yourselfquestions
Ask questions of instructor
Do homework
Outline major concepts
Ask questions in class
Review and integrate
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Review Questions
What is Jenny’s phone number?
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THE END
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Note Taking
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Take Charge of Lectures
Commit to class
Concentrate Capture key
Ideas and listen actively
Connect ideas
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Model of Efficient Information Processing
1.Commit yourself to do your best work.
2.Concentrate to eliminate distractions and focus on the material.
3.Connect new ideas to what you already know.
4.Capture critical information.
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Commit to the Work Involved
Be psychologically ready to learn. Arrive a few minutes early and review
your notes and previous reading assignment.
Identify areas that are difficult to understand.
Develop questions that will help you clarify challenging aspects of the material.
Be on time: instructors often review during the first few minutes of class.
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Capture Key Ideas and Listen Actively
Identify key words, themes, and main points
Recognize organization patterns in the lecture
Relate details to the main point Listen for clues
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Identify Key Words, Themes and Main Points
Often these are the ideas that the instructor repeats, highlights, or illustrates with examples.
Usually courses have their own set of unique and topic-specific terms.
Be sure to listen for new words and phrases and learn their meaning in the context of the information being presented.
Try to identify the broader picture or context to which the material relates—even if your instructor doesn’t specifically present it to you.
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Listen for Clues
Note when a topic comes up more than once. Transition speech signals the change of topics
or emergence of new key points: “compare and contrast” “specific dates” “in addition” “this will be on the next exam”
Lists usually signify important material that is easy to test.
Instructors are most likely to test on ideas they consider exciting, so listen for special enthusiasm.
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Connect Ideas
Paraphrase what you hear Relate key ideas to what you
already know Make a note of unknown words Get involved
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Develop Your Style
Successful students take good notes. A successful note-taking strategy reflects:
the complexity of the course content the lecturer’s style your own learning preferences
Use any strategy that will help the key ideas stand out for you.
Don’t take down every word in a lecture.
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Choose the Right Note-Taking Method
The Cornell System Outlining Summary Method Concept Maps Fishbone Diagram
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The Cornell System
Divide your notepaper by drawing a vertical line 2 inches from the left margin.
On the right side, take your notes from class. On the left side, write
key words questions comments examples
These will make your work easier to review later Test yourself by identifying the lecture material on
the right , prompted by your comments on the left.
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The Cornell Method
The Cornell Method
Divide your notepaper by drawing a vertical line 2 inches from the left margin.
On the right side, take your notes from class.
On the left side, write key words questions comments examples
These will make your work easier to review later
Test yourself by identifying the lecture material on the right , prompted by your comments on the left.
Ways to Prepare for lecture:
sleepeat properlyread aheadpractice connections
The Cornell Method
Ways to Prepare for lecture:
* This one is hard
for me
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Outlining
This is easy to do with a well-organized lecture, otherwise you may have to work a little harder.
Use headings and subheadings followed by course material.
Your results will be neat, easy to follow notes, providing a clear picture of the information.
Outline Method
A. Use headings and sub- headings
a. letters 2. numbers * figuresB. Can be difficult with fast talking professorsC. Good for organizing notes for studying for test
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Summary Method
Monitor the lecture for critical ideas.
Pause to create your own summary of what has been presented.
This method will force you to determine what is important and how information is related to the topics presented.
This is an especially effective method for dealing with a disorganized lecture.
Summary Method
Just write… listen for outstanding points or topics. Can always go back and organize later. Or use this method to summarize previous notes and readings into one summary.
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The Concept MapProvide visual cues about how ideas are related. It is very effective to do after class in order to rewrite your lecture notes in a more visual format.
Good listeners in lecture
Get rest
Avoid distractionTake
notes
Sit near front
SummarizeEat Breakfast
Legible
Regular sleep
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Fishbone Diagram
The problem or outcome is printed in the head of the “fish”.
Identify the primary factors and connect them like ribs to the backbone of the fish
Elaborate each rib with the details related to each primary factor.
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Master Note-Taking Strategies
Identify the Session Clearly
Reduce to Key Ideas Take Notes from All
Relevant Input Don’t Erase Mistakes Use Abbreviations Review Your Notes
Often
Tape Lectures Organize Your
Materials for Easy Retrieval
Request Feedback About Your Notes
Evaluate Your Note-Taking Strategy
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Other Note-Taking Tips
Use shorthand. Write your notes in your own
words. Put a star by things that you
don’t understand. Think and record information
in pictures. Explain yourself later. Periodically evaluate the
quality of your notes.
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Short-Term Memory: Listening and Forgetting
Most forgetting takes place 24 hours after you see or hear something!
If you don’t review after class, you might have forgotten up to 70% of the material.
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Tips Read ahead in text before class. Take notes on text before class and write
down questions. Re-read notes from previous class. Be ready for the message. Listen to main concepts. Listen for new ideas. Repeat mentally. Ask questions. Sort, organize and categorize as you take
notes.
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Questions???