Studying

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					What you need to know about
      Studying
or…


“I studied for over an hour
  last night, but…”

I think I was abducted by aliens and my brain was
wiped clean.
Ms. Harrison’s Study Tips


   The following information is adapted from the
        Middle Tennessee State University
             “Study Skills Help Page”



     •   http://www.mtsu.edu/~studskl/index.html
Get on board!!! Studying will take you where
                you want to go!
                  Interest
 The brain prioritizes by
      meaning
      value
           and
      relevance
To have meaning, you must understand
 what you are learning.
                 Interest (cont.)
• In order to remember something
  thoroughly,

  – you must be interested in it
           and
  – think that it has value and relevance in your
    life.
        Intent to Remember

• Your attitude has much to do with whether you
  remember something or not.
• A key factor to remembering is having a positive
  attitude that you get it right the first time.
• Attention is not the same as learning, but little
  learning takes place without attention.
   Your schemas are
   important
Your understanding of new materials
 depends on what you already know that
 you can connect it to.

The more you increase your basic
 knowledge, the easier it is to build new
 knowledge on this background.
             Selectivity
You must determine what is most important
 and select those parts to begin the
 process of studying and learning.
                 Selectivity
• The mind can absorb only a certain
  amount of new material at a time.
  – Choose what's important.
  – Learn the important things and then build
    on that knowledge (build a SCHEMA!!).
• Make yourself the test maker
  – Constantly ask yourself,"If I were giving a test
    on this material, what would I ask?"
• Make flash cards
  – an excellent way to employ this principle.
    Meaningful Organization
 You can learn and remember better if you
  can group ideas into some sort of
  meaningful categories or groups.
       Meaningful Organization
We usually remember only five to seven items at a time.

Organize larger blocks of information in ways that are meaningful to you.
    – Organize 25 items into five groups of five and you will find it much easier to
      manage.
Sometimes categories are obvious. Greek, Roman, Egyptian; nouns, verbs,
  adjectives; kingdom, phylum ,class, order; or in the case of a grocery list:
  meats, vegetables, beverages. Here are some tips when the categories are
  not obvious:
    – Search the information for something that is personally meaningful to you.
    – Alphabetize the list.
    – Use a mnemonic device. Take the first letter of each item and spell a word or
      make a sentence. For example to remember the great lakes, remember
      HOMES: Huron, Ontario, Michigan, Erie, Superior.
    – If at all possible, do not have more than seven items in any one category.
               Recitation

Saying ideas aloud in your own words
 strengthens connections in your brain
 and gives you immediate feedback.

The more feedback you get, the faster
 and more accurate your learning.
                  Recitation

Recitation works for several reasons:
• First, when you know you are going to recite
  something in your own words, you pay more
  attention. It forces you to employ the principle of
  intent to remember.
• Second, you get immediate feedback. You know
  if you are able to explain something in your own
  words out loud. You understand it.
• Third, when you hear something, you have used
  an entirely different part of the brain.
     Some tips for recitation
• Make use of flashcards for anything you need
  to learn.
• When you finish reading a paragraph in your
  reading assignment, stop and recite. You will
  soon see that understanding what you read and
  explaining it out loud are very different. If you
  can explain something out loud, you are well on
  your way to learning it.
• Find a partner and ask each other questions and
  answer out loud
             Visualization
The brain’s quickest and probably the
 longest-lasting response is to images.

By making a mental picture, you use an
 entirely different part of the brain than you
 did by reading or listening.
       Mental Visualization
• Most of us remember what we see much
  longer (and better) than what we read or
  hear.
• Visualize everything!
                Mental Visualization
No matter how abstract, determine a way to visualize
each new concept :

       •Will it convert to a chart or graph?
       •Can I draw it out.
       •Can I make a mental video of the process? (If you used a mnemonic
       device to learn something, you might make a mental video of the
       word or sentence.)
       •Do I know what each person I am learning about looks like? ( If you
       can't find out, make it up!)


                           Senten
        1   2    3
cost
                           ce
time
               Association
Memory is increased when facts to be learned
 are consciously associated with something
 familiar to you.
Memory is essentially formed by making neural
 connections.
Begin by asking, “What is this like that I already
 know and understand?”
            Consolidation
Your brain must have time for new
 information to establish and solidify a
 neuronal pathway.

When you make a list or review your notes
 right after class, you are using the
 principle of consolidation.
            Consolidation
• New information takes time to soak in.
  Most people agree that short term memory
  will only hold five to seven bits of
  information. We are usually bombarded
  with much more information than we can
  remember. We must, therefore, allow time
  for consolidation to take place. In fact, we
  must cause consolidation to take place.
Here are a few ways to consolidate or
  allow information time to soak in.
•   Taking notes in class
•   Asking questions in class
•   Reviewing Notes
•   Stopping after each paragraph you read and
    writing a question in the margin which
    identifies what the paragraph is about
•   Visualizing
•   Reciting
•   Making flash cards
•   Designing practice tests
       Distributed Practice
• A series of shorter study sessions
  distributed over several days is
  preferable to fewer but longer study
  sessions.
         Distributed Practice


• We tend to remember things at the
  beginning of a list or study session and
  things at the end. By using distributed
  practice, we can optimize our learning.
             Distributed Practice
• Let's suppose that you remember what
  you learned in the first five minutes you
  study and you remember what you learned
  in the last five minutes. Which would be
  more effective?
         You study a whole straight hour.
         You study four different sessions of 15 minutes
          each.
•   Compute the amount you would likely learn using each method.
        Distributed Practice
• Distributed practice allows time for things
  to consolidate and for you to build your
  SCHEMAS!
• It also uses what we know about the
  nature of short-term memory.
  [Remember? Your short-term memory
  can only retain between 5 & 7 bits of
  information.]
        Distributed Practice
• This is an easy principle with which to
  experiment and for you to see the effects. Here
  are a few tips:
  – Take 10 minute breaks after each hour of study and
    review what you just learned before you begin again.
  – Have a scheduled time to study each subject.
  – Make use of daylight hours and time that you
    normally waste.
  – Use flash cards
  – Mark each paragraph of your text book (or notes) with
    a question or label. (This way you can read bits and
    pieces and put them together when you've finished.)
  – Study immediately before and after classes .
       So, put these to work!
• Interest – FIND something to make the material
  interesting
• Attitude – keep it positive
• Selectivity – identify what’s important
• Organization – Categorization makes it easier
• Recitation – Out loud!
• Visualization – Pictures are powerful
• Association – Connect (schema building)
• Consolidation – Make it happen
• Practice - Distributed Practice
Wow! There’s more to
studying than looking at
the text.

				
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