A Student Success OnLine Seminar Presented by R e a c h

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STUDYING SMARTER

• A Student Success On-Line Seminar
  Presented by R e a c h
• (Your success is our goal!)
• 2009

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LEARNING OUTCOMES

• At the end of this seminar the student will . . .
• Be able to apply the 5 Rs as a study strategy
• Distribute study for each course
• Incorporate organizational, reinforcement,
• and rehearsal strategies into
• distributed study
• Show greater effectiveness and
• efficiency
• Success is always within your reach if you
  extend your grasp.

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LEARNING AND MEMORY

• Consider the following
• WHAT IS MEMORY?
• HOW DO YOU DEFINE IT?

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LEARNING AND MEMORY. . .

• Learning depends upon memory
• In the absence of memory no learning can occur

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MEMORY 2 CATEGORIES

• Working memory
• --holds
• 6-9 pieces of information
• --for a
• limited time span temporary

• Long-term memory
• --holds
• unlimited information
• --for an
• unlimited time span permanent

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Learning and Memory
MEMORY 3 PROCESSES
3. RETRIEVAL (Getting info out of storage)
1. ENCODING (Taking info in)

• STORAGE
• (Filing info for future use)

Visual
Auditory
Tactile/ Kinesthetic
Working memory
Long-term memory
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Learning and Memory
In order for TRUE learning to occur,
information must get into long term memory.
HOW ?
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Through ORR

• ORGANIZE
• REINFORCE
• REHEARSE

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• ORGANIZE
• Weed out unnecessary words
• Label information
• Arrange in proper, logical sequence
• Make info easy to retrieve

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• REINFORCE
• Make associations
• Make connections
• Use other senses

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• REHEARSE
• Practice the information

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USE

• Concept maps
• Venn Diagrams
• Webs
• Charts
• Concept cards
• Other

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• Construct time lines
• Make informal outlines
• Summarize
• Create study guides

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Use an effective note-taking system
Why ?
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NOTE-TAKING . . .

• Helps you focus (on the lecture OR textbook
  material)
• Helps you see relationships among concepts
• Helps you prepare for tests
• Provides clues to what the professor/author sees
  as important
• Provides the raw material for critical thinking

YOU'RE WRITING YOUR OWN TEXTBOOK !
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ALTERNATIVE NOTE-TAKING

• Laptops Consider their advantages.
  Disadvantages?
• Audio RecordersWhat are their advantages?
  Disadvantages?

Which can make you more effective and efficient?
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When taking notes from a textbook

• Mark items likely to be on a test
• Use arrows to connect related ideas
• Number sequential points
• Summarize charts, graphs, and tables
• Annotate in the margin(s)

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Annotating

• A way to reduce and organize notes by weeding
  out, ordering,
• and labeling.
• Give attention to
• Names, dates, events
• Definitionscontent-specific terms
• Relationships cause/effect compare/contrast,
  etc.
• Theories, Hypotheses, Formulas, etc.
• Lists, characteristics, properties, functions
• Examples illustrating theories, experiments, etc.
• You can also use key word or question-type
  annotations.
• Nist, Sherrie and William Diehl. Developing
  Textbook Thinking, 5th ed. Boston Houghton
  Mifflin, 2002.

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Studying

• USE A SYSTEM
• DISTRIBUTE STUDY
• NETWORK WITH OTHERS

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The 5Rs an effective study system
TAKE NOTES
RECORD
WEED OUT SYNTHESIZE
REDUCE
TALK THROUGH INFOOUT LOUD!
RECITE
THINK ABOUT INFO MAKE CONNECTIONS
REFLECT
SELF-TEST PREPARE FOR EXAM
REVIEW
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R1 RECORD

• Lecture or Textbook
• Use narrative, outline, or combination
• Use abbreviations, symbols, numbers
• Get the whole storythe big picture
• Use headings to give notes a point of reference
• Summarize

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Record take notes

• Jot down the idea avoid sentences!
• Use headings/labels to give notes a point of
  reference
• Maintain order used by author/lecturer
• Capture the thought being communicated

USE YOUR NOTES !
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• Use abbreviations, symbols, diagrams, etc.
• Include examples
• Mark notes by asterisking, underlining, circling,
  bracketing, etc.

USE YOUR NOTES !
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R 2 R E D U C E

• Weed out unnecessary information
• Synthesize pull remaining ideas together
• (Use the margin of the text or paper to pull info
  together by annotatingnoting key info by
  reducing, labeling, and organizing.)

(Samples provided)
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R 3 R E C I T E
Def.

• To repeat before an audience to say out loud
• Read your annotationsout loud!
• WHY?
• Reciting helps secure information in long term
• memory
• Reciting brings another sense to the learning
• Reciting aids comprehension

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students make
A mistake
is treating information in isolation,
unrelated to anything else.
--SO--
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R 4 R E F L E C T

• Think critically about the information and make
  connections.
• Ask yourself . . .
• How does this information relate to previous
  lectures?
• What is the relationship?
• How does it connect with information in my
  Geography class? Political Science class?
• How does it fit in the big picture?

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R 5 R E V I E W

• Self test . . .
• What do I know well ?
• What do I need more work on ?
• Then . . .
• More study of what you dont know
• Maintenance of what you do know

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STUDYING SMARTER MEANS . . .
Distributing your study
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EVERY DAY
short study periods
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B E C A U S E
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CRAMMING IS
I N E F F E C T I V E !
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DISTRIBUTED STUDY

• 15 MINUTES PER DAY PER SUBJECT (MINIMUM)
• USE DIFFERENT STRATEGIES (See Rehearsal
  Strategies at the end of this
• presentation)
• ORGANIZE, REINFORCE, REHEARSE
• Make learning more permanent
• Address all senses of learning

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Network

• Find a study partner, OR
• Form a study group, OR
• Attend LA or SI sessions, OR
• Sign up for scheduled tutoring, OR
• Get help in the Math Resource Center, OR
• Seek assistance in the Computer Resource Center
• R E A C H services, free to all U of L
  students!

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EXAMPLES
Note taking w/annotations
Rehearsal Strategies
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Note Taking Example

• The Psychology of Memory
• Memory Processes
• How are you able
  to remember past experiences and
• events? Since you do not have a camera in
  your mind,
• Memory Processes how can you remember a
  picture? Since you do not record
• Human memory a music with
  your brain, how can you remember a song
• mystery once heard? Human memory is still a
  mysterious
• process that we know relatively little
  about. Logically,
• Remembering3 processes however, we know that
  remembering requires at least 3
• 1.Encoding getting info in processes
  getting information in the mind, retaining it,
• 2.Storage keeping info in and then
  getting it out. These processes are called
• 3.Retrieval getting info out (encoding),
  (storage), and (retrieval).

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Note taking (cont)

• Encoding
• Memories are not the same as real events I
  do not
• Memories information, have actual music in my
  mind my house is not
• not physical objects actually in my head.
  (Memories can be thought of as
• consisting of information rather than of
  physical
• objects) such as houses.
• Encoding changing Encoding is the process
  of changing physical scenes
• occurrences into form and events into the form
  of information that can be
• that can be stored stored in memory. This
  form of information used in
• --form kind of memory recording memories is the
  memory code. Thus the
• code process of encoding consists of
  changing the physical energy in the
  environment (for example, a sound) into
  memory codes.
• From Nist, Sherrie and William Diehl, Developing
  Textbook Thinking, 5th ed. Boston Houghton
  Mifflin, 2002.

def.
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CONCEPT MAPPING
Good study aid for ANY class b/c it cuts to the
chase !
FAST FOOD RESTAURANTS
McDonalds
Burger King
Dairy Queen
Big Mac
Whopper
Big Brazier
French Fries
Onion Rings
Fiesta Sundae
Apple Pie
Vanilla Shake
Notice the reduction of info as well as the
logical organization. Improves efficiency/effectiv
eness.
Chocolate Shake
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Concept Mapping - 2
AMERICAN VALUES
NEGATIVE
POSITIVE
WORK ETHIC
PRAGMATISM
WASTEFULNESS
INDIFFERENCE TO SOCIAL NEEDS
ACTIVISM
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Concept Cards
Good study aids for ANY class !
Selective promotes sale of brand name
products Ex. Bayer aspirin Primary demand
promotes product, not a specific brand Ex.
Florida oranges Institutional promotes good
will toward advertiser Ex. Oil co. advertises
what its doing to keep prices down
Types of Advertising
Front Back
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Charting(From Shepherd, James F. College Study
Skills, 5th ed., Houghton Mifflin, 1994.)
Great organizational tool for any class.
Psychosexual Stages According to Freud
Age Characteristics
Oral Stage Anal Stage Phallic
Stage Latency Period Genital Stage
Birth to 1 yr. Pleasure from mouth
sucking, eating, biting,
chewing 1 yr. to 3 yrs. Pleasure from
holding letting go of body waste 3 yrs to 6
yrs. Pleasure from ones own
primary sex organs 6 yrs to about Child
denies attraction for 11 yrs. parent of opposite
sex iden- tifies w/parent of same
sex Adolescence Awakening of sexuality desire
for heterosexual love
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Timeline (From Shepherd, James F. College Study
Skills, 5th ed. Boston Houghton Mifflin, 1994.)
Great for classes w/historical focus.

• Major Inventions 1875-1895

1875 Telephone Phonograph Cash register 1880
Hearing aid Electric fan Rayon 1885
Motorcycle Contact lenses 1891
Submarine Movie machine 1895 Safety razor
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QUESTION/ANSWER TECHNIQUE (From Nist and Diehl,
Developing Textbook Thinking, 5th ed. Boston
Houghton Mifflin, 2002.)

• Questions Answers
• Define the tip-of-the tongue 1. Knowing
  that you know phenomenon.
• Why does this occur?
  something (e.g., a persons name phenomenon
  or the 1st letter of the
  thing youre trying to recall) but
  being unable to retrieve it. Tip-of-the
  tongue occurs because you cant locate
  the information because of the way it
  has been filed.
• 2. Describe Lashleys rat experiments.
  
  
• What was the purpose of the experi-
• ments and what were his findings?

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Link to the test