Classroom Study Skills
Andrea L Javier
Areas of Concentration
How to Become
Our training program focuses on three main areas
Before being taught any of this information, trainees will partake in an interactive, team-building
exercise known as “Human Handcuffs” or “Infinite Loops.” The purpose of this activity is to have
participants work together to figure out a way to free themselves without taking their hands out of
their handcuffs. Once this activity is completed, the instructor will explain how studying, like the
“Human Handcuffs” game, is a fairly simple task, but it can seem completed if you don’t know the
Instructions: Participants will be divided into pairs. Each person will receive a long piece of string,
which is looped on either end. The first person will put their hands through the loops. The second
person will then proceed to lace their “handcuffs” underneath and through the other person’s
handcuffs. Once that is done, the second person will place their hands into their string’s loops,
ultimately “handcuffing” them. Students must work together to set themselves free.
Information in Lectures
By John McNeill
Identifying Important Info. Cont.
• Learn to identify the visual cues or visual aids that an instructor or
professor gives during a lecture.
• Learn to identify the audio cues that an instructor or professor gives
during a lecture.
• Students will be able to identify and act on visual and audio cues
that an instructor gives during lectures.
Teaching Methods: Lecture/PowerPoint presentation (opens in new
window), discussion, and quiz. For an outline of the information and
activities in Part One, click here (opens in new window).
Identifying Info. in Lectures Activity
Information will be presented on how to identify
visual and audio cues, and then after the
information is presented, the instructor will use
PowerPoint slides with lecture excerpts and ask
students to identify important information via
class discussion. After the discussion is finished,
the correct answers to the scenarios will be
Info. in Lectures Activity Cont.
Visual Cue/Visual Aid Scenario 1:
Pamela (an instructor) writes several definitions on the board. She then includes several of these
definitions in her lecture to her class. She also tells her class that these definitions are not in the
textbook but students will still be responsible for knowing. Should you write these definitions down?
Visual Cues/ Aids Scenario 2:
Mr. Allen (professor) has presented a graph on an overhead projector. Throughout his lecture Mr.
Allen refers to this graph. Do you think this graph has important information pertaining to the lecture?
Audio Cues Scenario:
An instructor has repeated the words “nitrogen cycle” through the lecture. Is nitrogen cycle
Identifying Info. in Lectures Evaluation
Evaluation: After being taught this information, students will complete the test that is located below. The
test consists of short scenarios or lecture excerpts (not the ones presented in the presentation) from which
students will identify important information using the skills and information they should have acquired from
The instructor tells the class to look at an illustration in the textbook and during the lecture the instructor
constantly refers students back to the illustration. Does this illustration contain information important to the
The instructor asks the class how many hydrogen atoms it takes to make a water molecule. A student
answers, “Two.” He corrects the students and says, “One hydrogen atom.” Is it possible that this question or
some form of this question would be on an upcoming quiz or test?
3. During a lecture, the professor says that “completing journal entries is part of the first step of the
accounting process. If you pay attention to your business expenditures, you will realize that documentation
or journalizing is the beginning step in your businesses accounting process.” What information is important?
Paying attention to your expenditures
Journaling begins part of the first step of the accounting process
How to Become an
By Leanna Chadwell
Becoming an Effective Listener Cont.
• Recognize the differences between active vs. passive
• Identify external and internal factors that affect one’s ability
• Utilize effective listening techniques during a college-level
Outcome: Students will develop awareness about their personal
listening habits, as well as will regulate and improve their
listening skills in class by using effective listening techniques.
Teaching Methods: Video, group discussion. For Part Two’s
presentation outline, click here (opens in new window).
Becoming an Effective Listener Activity
Trainees will watch the seven minute video located below called “Vitamin
C and the Limeys.”
Afterwards, the instructor will go over each point on the outline (refer to
previous slide), which will be written down on a whiteboard. The
instructor will briefly explain the differences between actively and
passively listening. Then the instructor will go over each point of the
outline (refer to previous slide) and have students apply these concepts
to the video that they watched in a discussion-like format.
Effective Listening Evaluation
Evaluation: Students will be asked the following questions about the video that they watched; the
correct answers to these questions will be covered in the discussion.
Questions for Video:
1. What part of your body uses Vitamin C? (The answer is collagen.)
2. What group of people did the speaker use to test his lime and scurvy theory? (Nuns)
3. What is the name of the speaker of this video? (James Lind)
4. Did you find you remembered the speaker’s name because you saw it written while you were
5. Why didn’t the lime juice extract work to prevent scurvy? (Vitamin C degrades once it is exposed
to light and oxygen.)
6. When did people finally realize that scurvy was not a contagious disease? (1930s)
7. Imagine that this information was only presented orally. How would being able to see the speakers
help you retain the information better? Would being able to see the speakers have helped you retain
Taking Notes During
By Andrea Javier
Taking Notes During College Lectures Cont.
1. Take notes using a systematic note-taking strategy.
2. Organize complex information into manageable chunks through the
use of graphic organizers.
3. Become educated about the academic do’s and don’ts of college notetaking as per Ivy League schools such as Dartmouth and Harvard.
Outcome: Students will use systematic note-taking strategies and utilize
effective note-taking practices as a means for breaking down and
comprehending complex information in college lectures.
Method: Lecture/presentation, hands-on group activity, class discussion.
For Part Three’s presentation outline, click here (opens in new window).
Taking Notes Activity
After items A and B are covered, trainees will be divided
into five groups, which are based upon Harvard’s five
note-taking techniques. Each group will be given a
permanent marker and flip chart. Together, trainees will
practice using their assigned note-taking strategy for the
remainder of the training session, which includes
covering common student note-taking errors and notetaking tips. Students will present their flip charts to the
rest of the class. As a means for ending the training
session, students will also be asked to discuss what they
liked or disliked about each technique; trainees may also
provide other note-taking techniques that they personally
use, which were not covered in class.
Final Training Program Evaluation and Closing Activities
Evaluation: A formal evaluation is not necessary;
student errors will be identified by the
instructor/students during the class discussion.
Closing Activities: After all three parts of the
training program are completed, a few minutes
will be devoted to having a Q & A session. Lastly,
trainees will be asked to complete a
questionnaire evaluating the entire program.