EDR 210 report on study skills

1. STUDY SKILLS
Katrine Mendoza
Eunice Rivera
EDR 210

2. “All wish to know, but
none wish to pay the
fee.” – Juvenal
• What do you wish to know?
• How will you be able to know it?
• Do you have the means to learn
what you want to know?

3. Study
Came from Latin word studēre, to
devote oneself
Time + Effort = Study

4. Studying is...
• silkfllu
SKILLFUL

5. Studying is...
• inentioaln
INTENTIONAL

6. Studying is...
• idinvidlauzedi
INDIVIDUALIZED

7. Studying is...
• fles-gulerrytoa
SELF-REGULATORY

8. Study Skills
• techniques and strategies that help a
person read or listen for specific
purposes with the intent to
remember
-Harris and Hodges (1995)

9. Pattern of Development
from 1900-1969

10. Moore, Readance, and Rickleman
(1983) found out that study skill was
an important issue in the early
1900s.
• Supervised Study (Hall-Quest, 1916)
• Directing study of high school pupils
(Woodring & Flemming, 1935)

11. • Study skills such as
library skills and
note taking should
be taught as early
as possible in the
elementary grades
(Huey 1968).
• In high school, students should be given free
reign to read widely on subjects of interest.
This is preferable to a focused and analytical
study of a few texts and authors (Huey 1968).

12. • Gray (1919) was very interested in
the relationship between study and
reading. Pupils should be trained to
study effectively as they read (Gray
1937).
• Strang (1928, 1937, 1962) published
several texts and articles in the
1920s-1960s about improving
reading and study in high school.

13. Robinson’s introduction of the study
strategy SQ3R (1946) is historical
because it was designed to put
readers in charge of their own study
of content material.
Research declined markedly in the
1950s-1960s.

14. Pattern of Development
from 1970s to the New
Millenia

18. Cont. of metacognition

20. Why are study skills
important?
• Study skill intervention programs do
work (Hattie, Biggs, & Purdie 1996).
• Students who use a range of study skills
achieve greater success in school (Purdie
& Hattie 1999)
• Good habits lead to academic success
(Jones, Slate & Marini 1995)

21. • One’s will to learn is
very important in
creating a successful
learning atmosphere.
Teaching study skills
gives students the
MEANS to learn, and
doing so might also
give them the WILL to
learn (Corno et al.
1982)

22. Unfortunately…
• Not all learners want to spend time
• Some find studying difficult
• Many do not know how to be
productive learners

23. Unfortunately...
• Most teachers do not seem to know
about or value study strategies and
are unsure how to integrate study
skills with content (Jackson &
Cunningham 1994).

24. The American School Counselor
Association(2000) found out that
• 70% of teachers say their students
have poor study skills
• 60% of guidance counselors say
students are not prepared
adequately to do homework
assignments

25. • Around 50% of schools do not offer
study skill courses
• Of those that do, only 11% require
students to take the course
• Even though many counselors feel it
is most effective for students to
study in a group, 57% of students do
their homework at home; only 9%
study in a group

26. 4 Key Components that teachers
should keep in mind when
teaching study skills
1. Learners construct knowledge for themselves
rather than waiting for the teacher to give
them knowledge piecemeal.

27. 1. New
learning
builds on
prior
knowledge

28. 1. Learning is enhanced by social
interaction

29. 1. Authentic learning promotes
meaningful learning.

30. What does good performance mean?
Effective Studier Ineffective Studier
(assume an active role) (assume a passive role)
-use “tricks of the trade” to understand -rely on others to regulate their studying
and retain text information
-overview before reading -do not monitor understanding of content
-look for important information and pay -not aware of the purpose of studying
greater attention to it
-relate important points to one another -reveals challenges in personal
organization
-activate and use prior knowledge -show little evidence of looking back
-change strategies when understanding is -tend to utilize same, often ineffective,
not good study approach for all learning tasks
-monitor understanding and take action -do not employ “fix-up” strategies to
to correct or “fix up” inaccuracies in remedy comprehension problems
comprehension

31. Categories of Study Skills
Domains of self study (McMurry, 1909)
• Setting specific purposes for study
• Identifying supplemental information
• Organizing ideas
• Judging the worth of material
• Memorizing
• Keeping an open attitude
• Relying on self-direction in learning

32. Categories of Study Skills
Dechant, 1970
2. Dictionary
a. Definition
b. Alphabetizing
c. Syllabication
d. Accent and guide words
e. Use of thumb index
f. Pronunciation key
g. Diacritical marks
3. Location and reference skills
a. Locating specific information in a textbook
b. Locating material in the index
c. Ability to interpret cross references and to
use the table of contents, glossary and
footnotes
4. Use of graphics

33. Categories of Study Skills
1. Use of library sources: card catalog, indexes
2. Organization
a. Selecting main ideas
b. Ability to follow directions
c. Arranging events and items in sequence
d. Putting together ideas from various sources
e. Summarizing
f. Outlining
g. Note taking
h. Ability to retain and apply what has been read
i. Ability to use study methods
j. Ability to read in specific content areas

34. Categories of Study Skills
• Moore, Readance and Rickelman (1983)
Study skills included organizing skills (note taking, underlining, outlining and
summarizing)
• Blai (1993)
Crucial to effective studying: comprehension of main ideas, self-monitoring,
physical setting, organization, goal setting and pacing
• Gettinger and Seibert (2002)
4 Clusters of study skills:
1. Repetition-based
2. Procedural
3. Cognitive-based
4. Metacognitive-based

35. Teaching Strategies that will help
foster study skills
A. Listening
– Listen-Read-Discuss (Alvermann, 1987)
– Student Listening Activity (Choate and Rakes, 1987)
B. Previewing
C. Visual learning
1. Reading visuals on the Internet
2. Reading Pictures and Maps
• Mnemonics

36. Nata de coco Cherry Peach
Pear Pineapple Grapes
Cheese Banana Condensed Milk
Cream Apple Buco
Spoon Knife Bowl
Fiesta Birthday Christmas

37. Teaching Strategies that will help
foster study skills
D. Mnemonics
1. Acronyms
2. Acrostics
3. Associations
4. Method of Loci
5. Chunking
B. Rapid Reading
C. Organizing Information
1. Outlining
2. Note taking

38. Mnemonics on the Order of
Adjectives

39. Developing Metacognition
1. Direct Instruction
– mirrors to the students their thought patterns and processing;
enables them to systematize their thinking
2. Cooperative Learning
– helps students develop team work abilities and take more risks in
their comprehension
4. KWL chart
– used to tap into the prior knowledge of the reader particularly for
expository text

40. KWL Chart

41. Developing Metacognition
4. SQ4R
a. Surveying text
b. Formulating Questions
based on the survey
c. Reading
d. Recording
e. Reciting
f. Reflecting, which are all
based on the questions
5. Think Aloud Strategy

42. Developing Metacognition
1. Graphic Organizers,
e.g. Schematic Map
– enables the readers to
make free associations about a
word/topic

43. Concept Map

44. Prediction

48. Evaluating Study Skills Practice
1. Standardized tests
2. Using teacher-made informal reading tests
3. Using checklists
4. Using interest inventories
5. Observations by the teacher
6. Obtaining special information about the
students
7. Teaching and testing

49. Study Skills Assessment Inventory

50. Study Skills for Younger Students

51. Workshop
In 10 minutes, using the book given to you,
b.Choose the focus/topic that you can tap using
that material
c. Choose at least 2 study skill strategies that can
be developed using the material
d.Choose a metacognitive teaching strategy that
can be used for the material