DrBraveryCamel30
Rate yourself in terms of how frequently you use the following…
Rate yourself in terms of how frequently you use the following learning strategies:4 = always, 3 = sometimes, 2 = rarely, 1 = never
1. I avoid multitasking while studying. 4321
2. I try to make connections between what I’m currently studying and what I’ve previously learned.4321
3. Before I start memorizing unfamiliar terms, I first try to discover their meaning from their prefix, suffix, or word origin.4321
4. I pull together information from my class notes and readings that relate to the same concept and get it in the same place. 4321
5. I use as many senses as possible while studying (e.g., say it aloud, map it out, act it out).4321″
“You do not really understand something unless you can explain it to your grandmother.”Albert Einstein, the “father of modern physics”Most things used to be external to meout of lecture or textbook. It makes learning a lot more interesting and memorable when you can bring your experiences into it. It makes you want tolearn.”Returning adult student
Rate yourself in terms of how frequently you engage in the note-taking strategies listed below, using the following scale:4 = always, 3 = sometimes, 2 = rarely, 1 = never
1. I take notes aggressively in class.4321
2. I sit near the front of class.4321
3. I adopt an alert, active-listening posture when seated in class (e.g., I sit upright and lean forward). 4321
4. I take notes on what my instructors say, not just what they write on the board.4321
5. I pay special attention to information presented at the start and end of class.4321
6. I take notes in paragraph form. 4321
7. I review my notes immediately after class to check if they’re accurate and complete.4321
8. If I miss class, I get notes from a motivated classmate. 4321
Strategic Reading
Reading assignments in college are likely to be lengthier and more challenging than those assigned in high school and college students are expected to do the assigned reading without anyone checking to see if they have done it. Not surprisingly, research shows that college students who consistently complete their assigned readings earn higher course grades. Information contained in assigned readings ranks right behind information from lectures as a source of test questions on college exams. College students are likely to find questions on exams about information contained in reading assignments that their professors didn’t talk extensively about in class or didn’t even mention in class. Professors are also likely to expect students to relate or connect information covered in their lectures with information contained in the readings they’ve assigned. Furthermore, professors often deliver information in their lectures, with the expectation that students have completed the assigned reading on the topic they’re lecturing about. Consequently, if students do not complete assigned readings by their due date, they are likely to have more difficulty understanding class lectures. It’s important to remember that assigned reading is not optional; it’s required and should be done according to the schedule your instructor has established. By completing reading assignments in a timely manner, you will: (a) be better positioned to understand class lectures, (b) improve the quality of your participation in class, and (c) obtain information that may appear on exams not explicitly covered in class. Your reading comprehension and retention can be strengthened by using the following research-based strategies.””Employ your time in improving yourself by other men’s writing, so that you shall come easily by what others have labored for.”Socrates, classic Greek (Athenian) philosopher and founding father of Western philosophy
Rate yourself in terms of how frequently you engage in the reading strategies listed below, using the following scale:4 = always, 3 = sometimes, 2 = rarely, 1 = never
1. I read chapter outlines and summaries before I start reading the chapter content. 4 3 2 1
2. I preview chapter’s boldface headings and subheadings before I begin to read the chapter.
4 3 2 1
3. I adjust my reading speed to the type of subject I am reading. 4 3 2 1
4. I try to relate what I’m reading to what I already know. 4 3 2 1
5. I look up the meaning of unfamiliar words and unknown terms that I come across before I continue reading.
4 3 2 1
6. I take written notes on information I read. 4 3 2 1
7. I use the visual aids included in my textbooks. 4 3 2 1
8. I finish reading sessions by reviewing important information that I noted or highlighted. 4 3 2 1
Strategic Studying: Learning Deeply and Remembering Longer
Studying shouldn’t be short and fast sprint that takes place just before test time; it should be slower, long-distance run spread over an extended period. The studying done the night before an exam should be the last step in sequence of test-preparation steps that begins well before test time. These steps include: (a) taking accurate and complete notes in class, (b) completing assigned readings, and (c) seeking help from instructors, learning assistance professionals, or trusted peers to understand any concepts contained in lectures and readings unclear or confusing. Once these steps have been taken, you’re then positioned to study the information you’ve acquired and learn it deeply. Described below are comprehensive study strategies you can use to ensure that your learning is deep and durable (long-lasting).
Give Studying Undivided Attention
The human attention span has limited capacitywe have only so much of it available to us at any point in time and we can give it all or part to whatever task(s) we’re working on. As the phrase “paying attention” suggests, it’s like paying money; we don’t have unlimited amounts of it to spend. When studying, if some attention is spent on other activities simultaneously (e.g. watching TV or messaging friends), it’s deducted from the total amount of attention paid to studying. Thus, studying receives “divided” rather than “undivided” (full) attention.
In which learning-strategy area did you score lowest? Did this surprise you? Explain why or why not.
Do you think the area in which you scored lowest may be contributing to your lowest course grade at this point in the term or low grade earned in the past? Explain.
(A) Of the eight strategies within the self-assessment listed in the area that you scored lowest, which one could you put into practice immediately to improve your performance in course? Explain how it could improve your course outcome.
(B) What is the likelihood that you will put the preceding strategy into practice? Explain why or why not.
Do you think the area in which you scored lowest may contribute to your lowest course grade at this point in the term or low grade you earned in the past? Explain.
(A) Of the eight strategies within the self-assessment listed in the area that you scored lowest, which one could you put into practice immediately to improve performance in course? Explain how it could improve course outcome.
(B) What is the likelihood that you will put the preceding strategy into practice? Explain why or why not
