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Recall questions require students to freely generate answers through essays or long responses, while recognition questions involve selecting correct answers from multiple choices, true/false statements, or matching columns. Recognition questions involve identifying the right answer from distractors rather than generating the answer, and require considering all parts of multiple choice questions as well as avoiding qualifiers for true/false statements. Matching questions should be answered carefully from top left to avoid compounding wrong guesses.
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Active study is important for success in mathematics. Students should take responsibility for their learning by attending class, taking notes, doing homework, and asking questions. When studying math, it is important to do problems actively rather than just reading passively. Each math class builds on previous concepts, so students must keep up by attending class daily, reading, and doing homework to avoid falling behind. Getting help from the instructor, such as going to office hours, can also help students actively learn.
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The document provides guidance on effective note-taking techniques for academic purposes. It discusses four main purposes for note-taking: to provide a written record for review, force the listener to pay attention, require organization which involves active effort, and require condensing and rephrasing which aid understanding. It also offers suggestions for good note-taking such as labeling notes, using separate notebooks, writing legibly, and developing abbreviations.
Stages of stress applied to academic testing
The document outlines three stages of stress when preparing for and taking an academic test: 1) Stage 1 "Alarm" is characterized by initial anxiety and physical symptoms but a slight increase in concentration, logical thinking, and memory recall. 2) Stage 2 "Fear" sees additional physical symptoms and slight decreases in concentration, memory, and logical thinking - action should be taken. 3) Stage 3 is "Full Blown Test Anxiety" where intense feelings and physical symptoms greatly decrease concentration, logical thinking, and memory recall, making it seldom manageable during the test.
Keys to managing test anxiety
The document provides tips for managing test anxiety, including proper preparation weeks before the test through reviewing material regularly. The night before, one should conduct an organized final review without trying to learn new information. On the day of the test, one should maintain normal routines, arrive early, and sit in a low distraction area. During the test, one should work easiest sections first, monitor their stress levels, and use relaxation exercises to reduce stress and tension.
Reading and studying
The document discusses strategies for effective reading and studying. It recommends using prior knowledge, taking an active approach when reading textbooks by asking questions, and choosing an environment conducive to studying. The SQ3R method is described which involves surveying, questioning, reading, reciting and reviewing material. Marking and annotating texts, studying in groups, and employing critical thinking are also presented as beneficial study techniques.
Note taking
The document provides guidance on effective note-taking techniques. It discusses four purposes of note-taking: to provide a written record for review, force the listener to pay attention, require organization which aids understanding, and require condensing information. It then offers suggestions for good note-taking including labeling notes, using separate notebooks, writing legibly, and developing abbreviations. Finally, it describes different note-taking methods like outlining, T-notes, mapping, and charting.
Quantitative learning
This document discusses the importance and uses of math and science in everyday life and education. It provides examples of how arithmetic, algebra, geometry, calculus, statistics, and various sciences are applied. The document also offers tips for effectively studying math and science, including taking notes, doing practice problems, working with others, and managing test anxiety. Finally, it discusses the use of visual aids to clearly convey information.
Stages of stress applied to academic testing
The document outlines three stages of stress when preparing for and taking an academic test: 1) Alarm, where initial anxiety and physical symptoms occur along with slight increases in concentration, logical thinking, and memory recall; 2) Fear, where additional physical symptoms appear and abilities start decreasing slightly; 3) Full-blown test anxiety, where intense negative feelings and further physical symptoms emerge alongside a great decrease in concentration, logical thinking, and memory recall, making it seldom manageable during the test.
Keys to managing test anxiety
The document provides tips for managing test anxiety, including proper preparation weeks before the test through reviewing material regularly. The night before, one should conduct an organized final review without trying to learn new information. On the day of the test, one should maintain normal routines, arrive early, and sit in a low distraction area. During the test, one should work easiest sections first, monitor their stress levels, and use relaxation exercises to reduce stress and tension.
Reading and studying
The document discusses strategies for effective reading and studying. It recommends using prior knowledge, taking an active approach when reading textbooks by asking questions, and choosing an environment conducive to studying. The SQ3R method is described which involves surveying, questioning, reading, reciting and reviewing material. Marking and annotating texts, studying in groups, and employing critical thinking are also presented as beneficial study techniques.
Memory lecture powerpoint[1]
The document discusses three ways to counteract forgetting: intention to remember, meaningful organization, and recitation. It also outlines the three stages of memory as sensory, short-term, and long-term memory. Specific memory strategies recommended include having purpose and intent, understanding the material, reciting and rehearsing, focusing on important details, scheduling short study sessions, dividing material into sections, using flashcards or recordings, critical thinking, and mnemonic devices.
Smartgoals
The document provides time management quotes and information on setting SMART goals. It defines each element of a SMART goal - specific, measurable, attainable, realistic, and timely. Some key points summarized:
You have the same number of hours each day as famous and successful people. Don't say you don't have enough time for your goals.
SMART goals help you focus your efforts and clearly define what you want to achieve. Goals should be specific, with clear actions, reasons, and methods. They must also be measurable, attainable, realistic, and have a set timeframe. Setting achievable, concrete goals keeps you motivated to progress toward
Goal setting
The document discusses guidelines for effective goal setting. It recommends beginning with long-term life goals and working backwards, then establishing short-term goals that lead to the long-term goals. Short-term goals should be specific, measurable, and achievable within six months. Goals should be prioritized based on values, relationships, and time, and can be educational, career-related, or personal in nature. The document provides broad guidelines for writing goals and reviewing them regularly.
Listening and memory
This document discusses listening, memory, and strategies to improve both. It outlines the stages of listening as sensation, interpretation, and evaluation. Challenges to listening include distractions, shutting out messages, rushing to judgment, and disabilities. Becoming an active listener involves setting purposes, asking questions, and paying attention. Memory is improved by limiting and organizing information, using critical thinking, seeing the big picture, and using strategies like reciting, rehearsing, writing, breaking study into sessions, and creating groupings. Mnemonic devices like visual images, acronyms, and songs can also aid memory.
Time management
The document discusses strategies for effective time management. It recommends making schedules and to-do lists, prioritizing tasks, scheduling downtime, and being flexible. It notes reasons for procrastination like perfectionism and provides strategies to overcome it like breaking large tasks into smaller parts. Other time traps to avoid are taking on too much and letting social time interfere. Scheduling allows planning to make the best use of time and avoid overcommitting. Suggestions include reviewing goals, eliminating unnecessary tasks, taking advantage of natural cycles, learning to say no, and rewarding effective time management.
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Test taking
- 1. Recall VS. Recognition Subjective questions: essay or long answer Objective questions: true/false, multiple choice, matching
- 2. Essay Questions Skip the introduction Use pre-writing Avoid personal opinions
- 3. Multiple Choice Questions: Parts of the question Stem Options Decoys (Distractors) Answer like a true/false question
- 4. True/False Questions Beware of qualifiers Answer “true” ONLY if answer is 100% true! Questions are more often true than false. On average, true statements occur 51% of the time.
- 5. Matching Questions Answer top left first Answer those which you are sure of first Wrong answers multiply! This is one of the most dangerous question types to guess.