The document provides information on strategies and approaches to enhance student learning. It discusses successful test taking strategies for objective and essay tests. It also discusses how teachers can help students manage resources to prepare for tests. The document then describes various study skills and strategies like understanding learning styles, time management, organizing assignments, effective note taking, reviewing material, and assessing progress. Specific tips are provided for visual and linguistic learners. The conclusion emphasizes the importance of developing good study habits through daily review rather than last minute cramming.

1. Created by: Deborah Wells
November 30, 2011
CI 551
Final Project

2. Central Question
What strategies and approaches to studying enhance student learning?
1. What are successful test taking strategies in general?
2. What are successful test taking strategies to prepare students for objective tests?
3. What are successful strategies to prepare students for essay tests?
4. How can a teacher assist students to manage resources to prepare for tests?

3. Improving your Study Skills
How can you improve your study skills? Start by asking yourself the question,
"Who am I?”
It may sound like a simple question but, according to some experts, knowing yourself –
sometimes called "intrapersonal intelligence" – is just as important to your success in
school as your ability in math or language.
Find your "study style"
Improve your study skills by defining your study preferences. Do you study best when
curled up on a comfy chair, or do you fall asleep? Do you like a bustling study
environment, or are you easily distracted? When do you study best – early morning,
during the day, or late at night? All these factors are important in determining the best
study routine for you.

4. Get Started
Strategies for success
The following five strategies can help you understand the strengths and weaknesses of your
study skills, and how you can get the most out of you study time.
Ask yourself: Am I the type who dives right in, or is getting started the most difficult part of any
task? An effective way of beginning an assignment is to break it into smaller parts. For example,
if you have four chapters to read, start with only one or two chapters in the first session.
Once you've broken the assignment down this way, your first task is more manageable and
you'll find it easier to begin. After that, schedule as many sessions as necessary to complete the
entire assignment. Knowing that part of the assignment is already completed will make it easier
for you overall.

5. Time Management
Do you use your time well? The key to time management is
planning. Map out study sessions in writing, so that you can see
how much needs to be accomplished in an allotted study time.
To manage your time successfully, you need to see the study plan
– much like a builder needs to see the blueprints for a building.
Using a calendar or a day planner can be helpful for this purpose.
In addition, schedule study sessions in time slots that fit your study
habits; for example, every day after school, or every evening after
dinner.

6. Organize Assignments
Are you the organized type? If not, you could
try using a color-coded folder for each area to
be studied (e.g., a red folder for English, a
green folder for social studies, etc.). All loose
notes and materials related to that subject
area should be placed in the folder regularly,
so that when it's time to study, you'll be
prepared.

7. Take Notes
Do you have trouble taking notes? Trying to write down a teacher's speech
word-for-word is nearly impossible and infinitely frustrating.
Instead, pick out key words and phrases; this will help you learn to
summarize your thoughts.
Think of each note-taking session as if you are creating the skeleton or the
frame of the area covered. The skeleton still needs to be "fleshed out",
however, in order to provide a full picture. You can do this by going back and
adding more details to your notes after each session.

8. Taking Notes
Notes are summaries of the main ideas and key details that the teacher
wants you to understand and remember. Effective note-taking organizes
these summaries so that they can easily be reviewed and practiced. Here
are a few key ingredients to effective note-taking:
1. Listen to or read the complete thought. Don’t write something down
until you understand it.
2. Learn the signals that your teacher and textbook use to stress main
ideas and key details. Some of these signals may be the following:
•repeating key points
•raising the voice to emphasize key points
•spelling key terms
•speaking slowly
•writing key points down
•using phrases such as “key to” “most importantly” “main idea” “in
conclusion”
•using transition words such as “first” “next” “finally”

9. Taking Notes (cont’d)
3. Don’t write down everything that the teacher or textbook says. Be
selective. If you already know it, don’t write it down.
4. Use your own “shorthand” symbols and abbreviations. Think text
messaging!
5. Ask questions about main ideas and key details that you don’t
understand.
6. Use a note-taking organizational pattern that fits with the
information being presented. A one-size-fits-all note-taking format is
not the best approach. Use different formats for different
organizational patterns and purposes.

10. Review Material
Do you avoid reviewing material until right before the test? This is a
bad idea. No other study skill is more important than reviewing,
which you should do at least three times before a test.
First, review as soon as possible after your first contact with the
subject matter – immediately after class or after school, for example.
This session will reinforce the material that is still fresh in your mind.
At regular intervals afterward – weekly, monthly, or whenever your
schedule permits – review the material again.
Then, immediately before a test, review the material once more.
Repeated contact with the material will help you know it inside and
out.

11. A.S.P.I.R.E
A Study Skill
A: Approach/attitude/arrange
Approach your studies with a positive attitude
Arrange your schedule to eliminate distractions
S: Select/survey/scan
Select a reasonable chunk of material to study
Survey the headings, graphics, pre- and post questions to get an overview
Scan the text for keywords and vocabulary: mark what you don’t understand
P: Piece together the parts:
Put aside your books and notes
Piece together what you've studied,either alone, with a study pal or group:
summarize what you understand.
I: Investigate/inquire/inspect:
Investigate alternative sources of information you can refer to:
other text books, websites, experts, tutors, etc.
Inquire from support professionals (academic support, librarians, tutors,
teachers, experts,) and other resources for assistance
Inspect what you did not understand.

12. A.S.P.I.R.E
(cont’d)
R: Reexamine/reflect/relay
Reexamine the content | Reflect on the material | Relay understanding
Reexamine:
What questions are there yet to ask? Is there something I am missing?
Reflect:
How can I apply this to my project? Is there a new application for it?
Relay:
Can I explain this to my fellow students? Will they understand it better if I
do?
E: Evaluate/examine/explore:
Evaluate your grades on tests and tasks: look for a pattern
Examine your progress: toward achieving your goals
Explore options: with a teacher, support professional, tutor, parent if you
are not satisfied.

13. Ever Feel Like This?

14. Multiple Intelligence Theory
• According to Howard Gardner, human beings
have nine different kinds of intelligence that
reflect different ways of interacting with the
world. Each person has a unique combination,
or profile. Although we each have all nine
intelligences, no two individuals have them in
the same exact configuration -- similar to our
fingerprints.

15. The Visual Learner
Recognizing your preferred learning style is key in finding out how best to study and revise.
A few simple changes to your studying routine that fits with they way you learn can make an
enormous difference to your rate of success.
Visual learners learn things they see: they prefer written reports, like pictures and
diagrams, take copious amounts of notes and make endless lists. If you recognize yourself
here, then these study tips will help.
If you're still not sure of your learning style, take a look at the article called ‘What’s Your
Learning Style?’ that can be found on this site.

16. Study Tips
Visual Learner
 In class, sit near the front so you have a clear view of the teacher or lecturer. Facial
expressions are very important to visual learners, and any visual aids used in the lesson will
also be vital to remembering. Do approach your teacher at the end of the lesson if there is
anything you are unclear about; simply having a one-to-one conversation, and therefore a
clearer view of their face and expressions, may be the switch you need to understand.
 Take lots of notes and write down any explanations. You will not retain anything you
hear for long without writing it down.
 Look carefully at any pictures or diagrams shown to you, and copy them if there is time.
After class, make yourself some flashcards, use graph paper to make diagrams and use
different color highlighters to color-code your notes. This process of reproducing the
information you are given will help to imprint it on the memory.
 Organize your work, rewrite, and reorganize; continually looking at and reproducing the
work, as well as making it neat and tidy, will help reinforce the points you are trying to
learn.

17. Linguistic Learner
Study Tips
Take a lot of notes.
Read through the information plenty of times.
Look through dictionaries, encyclopedias and the internet to find out
more about a term or topic they don't understand.
Write a story to help them remember.
When studying graphs or charts, they should put them into words first
to help them understand better

18. Study Tips for Visual Learner
(cont’d)
Make mind-maps, flow diagrams and time-lines – depending on the subject you are studying –
to help make the information more visually pleasing. Also, re-creating the material in a variety of
different visual formats helps to assimilate and process new ideas and facts.
Do participate in class discussions, as your tendency is to switch off during verbal interaction.
By forcing yourself to take part, you will be less likely to miss any important information – which
you will then, of course, write down!
Try and visualize pictures to go with information you are trying to remember. This can be
especially useful in learning foreign language vocabulary. For example, I still picture a cat eating
a cake every time I say the Spanish for word cat – gato (gateau).
Find a suitable place to study. As you need to focus solely on visual information in front of you,
try your best to shut out any other form of stimulation. A library cubicle is ideal as it is quiet and
no other visual distractions will catch your attention. Do not study with music or the TV on in
the background. If necessary, use noise-reducing earplugs to cut out any outside noise.

19. Test taking tips
Study Tips
Tests are a way for you and your teacher to
measure how well you have learned the
material covered by the class. Think of them as
a challenge! Here are some tips for studying
for tests.

20. Before the Test
Be sure to find out the following details ahead of time.
• what material the test will cover
• what type of test it will be (multiple choice, true false, short answer, essay)
• how the test will be graded
• how much the test will count toward the final grade
•Study in a place that is free of distractions. Have ready all the things you will need, such as
paper, pens, or a calculator.
•Study at a time when you are alert and not hungry or sleepy.
•Don't wait until the last minute to study! Short daily study sessions are better than one long
session the night before the test.

21. Before the Test (cont’d)
•Set a goal for each study period. If you are being tested on three chapters, set up four study
sessions, one for each chapter and one for a review of the main ideas in all three chapters.
•Repetition is key! Read and reread your class notes and the relevant chapters in the textbook.
•While you are reviewing your notes, cover them up periodically and summarize them out loud.
Pretend that you are explaining the material to someone else.
•Create your own study aids.
Make an outline from your notes of just the main ideas.
Make a timeline of important dates or the order of events.
Make flashcards for studying vocabulary or events and important dates.
Make up your own quiz or test based on your notes and have a friend, parent or sibling
test you.
http://www.easynotecards.com/

22. Before the Test (Cont’d)
•Do any practice exams or study sheets provided by the teacher. These will
help you focus your study session and give you confidence.
•Get help from the teacher if you do not understand something.

23. During the Test
• Read the instructions carefully. Ask the teacher if you are unsure about anything.
• Read the entire test through before starting. This will help you pace yourself.
• Answer the easiest questions first.
• Leave the most time for questions that have the highest point value or require a lot of
writing.
• Do only what you are required to do. Don't waste time doing things that you will not
receive credit for, such as copying test questions onto your paper.
• Write clearly.
• Leave time to check over your answers.

24. Testing and Time Limits
When taking the test, time limits tend to effect the outcomes on both
males and females. One study showed that while it is possible that
time limits can affect the scores of all test takers, some have
suggested that such limits differentially affect female and minority
test takers. Some claim that the “fast-paced or speeded nature” of the
SAT puts female test takers at a disadvantage on certain test sections
because they approach problem-solving differently than their male
counterparts-female test takers, they say, are more likely to work
problems out completely, to consider more than one possible answer
and to check their work.

25. Affects Time has on Standardized
Test Results
Sample Sizes, Means, and Standard Deviations for Research
GRE Quantitative Scores
Timing condition
Statistic Standard (45 min.) Extended (68 min.) Difference
N 3,904 3,749
M 664 671 7
SD 125 121
Table 2
Sample Sizes, Means, and Standard Deviations for Research
GRE Verbal Scores
Timing condition
Statistic Standard (30 min.) Extended (45 min.) Difference
N 4,197 4,098
M 454 461 7
SD 122 120

26. After the Test
• When the test is returned, read the teacher's
comments carefully and try to learn from your
mistakes.
• Save tests for later review for end-of-term
tests.

27. How to Answer Multiple Choice
Questions
Emphasize that multiple choice tests are not multiple choice
guess tests. Teach students to choose not Guess on multiple
choices. (This requires problem solving skills.)
When offered “multiple choices” anticipate the most correct
answer before reading available choices.
Then look for the best answer among those provided. If all
the choices appear to be correct, select most correct answer
by eliminating wrong answers.
Develop reasons why the other answers are wrong. (Again,
students should mark and return to these most difficult
questions after answering the more obvious questions.)
Teacher might effectively demonstrate or model the
technique using examples

28. Answering Essay Questions
The principal strength seems to be that essay tests can tap higher
mental processes such as creativity, critical thinking and evaluative
skills. The usual recommendation of test experts is to use essay tests
to supplement objective tests and only when higher mental processes
are to be measured.
When students answer essay questions, the administrator/teacher is
measuring the ability of the student to come up with reasoned
opinion based on data available to him or her.

29. Conclusion
There are many components that go into test preparation.
Studying doesn’t begin the night before the test. Many students
think they can cram four weeks of information into one night.
Granted, some students can, but on average it is not effective for
most students. Studying begins with a positive attitude and a plan
of action. Taking notes throughout the unit of study and reviewing
material daily throughout the unit.
The night before the test should be a simple review and clearing
your mind for the test the next day. Not all students study the
same way that is why it is important to learn early in school “how”
one studies best and develop excellent study habits.

30. Bibliography
Aspire. Retrieved from http://www.studygs.net/aspire.htm
Bridgeman, B., McBride, A., & Monaghan, W. (2004). Testing and Time Limits. ETS R&D Connections. Educational Testing Services, 6.
Easy Note Cards; Study Smarter (n.d.) Retrieved from http://www.easynotecards.com/
Howard Gardner’s Multiple Intelligence Theory.
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
Pennington, M. (2010, August 15). Free resources for teaching study skills. Retrieved from
http://penningtonpublishing.com/blog/study_skills/free-resources-for-teaching-study-skills/
Rubenzer, R. (2002). Scoring best on all life's tests--by using your "whole brain.". Gifted Child Quarterly, 23(1), 78-100.
Study tips for Visual Learners. Retrieved From
http://edufire.com/content/articles/86-study-tips-for-visual-learners
Study tips for Linguistic Learners. Retrieved from
http://www.parent24.com/School_7-12/development_behaviour/Study-tips-for-linguistic-learners-20090506