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Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
Being an Effective Student: Study Skills
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Being an Effective Student: Study Skills

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Description of study techniques and how to study better.

Description of study techniques and how to study better.

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  • 1. Writing Assignments • Chapter 1 – Write a short paragraph about what your would like to learn in the course • Chapter 2 – Academic Biography – write a couple of paragraphs about your academic preparedness for college. Best or worst school experiences, anything about your schools you want to share. • Chapter 3 – Of the 4 main learning styles (Aural, Visual, Read/Write, or Kinesthetic - write about what learning style you think you are and how you study.
  • 2. Being an Effective Student Series Marcus Simmons Supportive Services Coordinator/Advisor – Itawamba Community College
  • 3. Being an Effective Student Series Note taking Time Management & Organizational Skills Effective Study Skills Taking Exams or Tests Marcus Simmons Supportive Services Coordinator/Advisor – Itawamba Community College
  • 4. Being an Effective Student Series This CD: Effective Study Skills Marcus Simmons Supportive Services Coordinator/Advisor – Itawamba Community College
  • 5. Effective Study Skills and Tips • Review – Do not study • Set a specific time and place to review each day • Use your textbook and SQ3R method (model attached) • Make note cards, study guides, and concept maps • Turn notes and textbook annotations into study guides • Use spare minutes in the day to review and study • If a commuter student – DO NOT leave for class until your studying is completed • Create Study groups • Take advantage of all study groups, review sessions, study guides, and instructor led study sessions • Use your knowledge of how you learn and study best to study and learn more effectively
  • 6. SQ3R – Survey, Question, Read, Recite, and Review This is an excellent method to use your notes Or your textbook to review and study for tests in any class.
  • 7. Survey • The title, headings, and subheadings • Captions under pictures, charts, graphs, and maps • Review questions or teacher made study guides • Introductory and concluding paragraphs • Summary
  • 8. Question • Turn the title, headings, and subheadings into questions • Read the questions at the end of the chapters or after each subheading • Ask yourself. “What did my instructor say about this chapter or heading?” • Ask yourself, “What do I already know about this subject?” Note: if it is helpful to you, write these questions for consideration.
  • 9. Read • Look for the answers to the questions you first created • Answer the questions at the end of the chapters or headings • Re-read the captions under the pictures, graphs, etc. • Note all of the underlines, italicized, bold printed words, or phrases • Study graphic aids • Reduce your reading speed for difficult sections • Stop and re-read parts that are not clear • Read only one section at a time and “RECITE” (next step) before reading on further
  • 10. Recite • Orally ask and answer questions or orally paraphrase what you have just read • Take notes from the text, but write them in your own words • Underline or highlight important points you read Special Note: Triple your learning by: Seeing saying, and hearing Quadruple your learning by: Seeing, saying, hearing, and writing
  • 11. • • • • Review DAY 1 – After you have read and recited the whole chapter, write questions for all main point you highlighted – If you took notes while reciting, make questions for those DAY 2 – Page through the text and your notes to acquaint yourself again with the material – Orally recite and answer the question from memory – Make flashcards – Develop mnemonic devices for recall later DAYS 3, 4, and 5 – Alternate between flashcards and notes and review WEEKEND – Create a study sheet for all of the material covered – Organize the materials
  • 12. SQ3R form Survey – Record important titles and subtitles in the section Question – Write- Who, what, when, where, and why Questions for the topics Read – Write answers to the questions above Recite – Record any key facts from the questions above Review – On paper write or re-write a summary of the information from the section in your own words.
  • 13. A.S.P.I.R.E System • • • • • • A – Approach/Attitude/Arrange – Make sure you approach your classes and studies with a positive attitude S – Select/Survey/Scan – Select a reasonable amount to study at one time – Survey the headings, graphs, and pre/post questions – Scan the text for key words P – Piece together the parts – Put aside your books and notes, and try to piece together all of the material orally or by writing I – Investigate/Inquire/Inspect – Investigate alternative sources of information (internet or library) – Inquire from professionals – Inspect what you did not understand R – Reexamine/Reflect/Relay – Reexamine the material, reflect on what it means, and relay the information to a classmate E – Evaluate/Examine/Explore – Evaluate your grades on tests and assignments – Examine the progress you are making – Explore options; tutoring, the Success Center, the Writing Center, etc…
  • 14. Flashcards • Flashcards can be used in many different ways: – Use them in small packs of 10 or less – Increase the level of difficulty – Use small cards 3x5 are the best • • • • • Use as a note taking strategy Use as a matching game Use for a quick review Use pictures or diagrams instead of words http://www.flashcardmachine.com/2661717/w96a
  • 15. INDEX Study System • Similar to the Flashcard method, the Index Study system is used for short answer or essay answer questions. – Place the question on one side of the card then write the answer completely on the other side.
  • 16. Memory Techniques • Acronyms – An invented or real word with each letter representing a word in a group that you need to remember. – MADS (Multiplication, Addition, Division, Subtraction) • Acrostics – A sentence created in which the first letter or each word is used to remember a word you need to learn. – Marcus And David Swim Subtraction) (Multiplication, Addition, Division, • Image Name Technique – Associate a picture with someone or something you need to remember. – David Letterman (picture an man delivering a letter)
  • 17. Conclusion Try the other of this series: • Time Management & Organizational Skills • Note Taking • Taking Exams or Tests Marcus Simmons Supportive Services Coordinator/Advisor Student Support Center – Room 123 E mgsimmons@iccms.edu
  • 18. Assignment • Create an Acronym for something you are currently studying – or • Create an Acrostic for something you are currently studying.
  • 19. References Developing your studying method. (n.d.) Certification Crazy. Retrieved January 6, 2006 from, http://www.certification-crazy.net/studyadvice%20method.htm Doyle, B. (2004). Effective study techniques. Retrieved January 6, 2006 from Arkansas State University web site: http://www.clt.astate.edu/bdoyle/effective_studytechniques.htm Ellis, D. (2006). Becoming a master student. (11th ed.). New York: Houghton Mifflin Company. Landsberger, J. (2005). The SQ3R reading method. Study Guides and Strategies. Retrieved February 10, 2006 from, http://www.studygs.net/texred2/htm Lorphevre, T. (2005). Core Skills Survival Guide. Retrieved February 10, 2006 from London South Bank University Core Skills Survival Guide web site: www.lsbu.ac.uk/caxton Note taking system. (n.d). Retrieved February 10, 2006 from California Polytechnic State University web site: http://www.sas.calpoly.edu/asc/ssl/html Richards, R. (2002). Memory strategies for students. LDOnLine. Retrieved October 4, 2005 from, www.ldonline.org/ld_indepth/teaching_techniques/memory_strategies.htm Seidman, A. (2005). Program justification. Learning Support Centers in Higher Education. Retrieved February 2, 2006 from, http://www.pvc.maricopa.edu/~lsche/resources/program_just.htm Test taking and anxiety. (2001). Retrieved January 6, 2006 from Pennsylvania State University Learning Center web site: http://www.ulrc.psu.edu/studyskills/test_taking.html

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