Presentation on theme: "Robbie Ashworth, M.A.. Celebrating 30 years! Founded in 1981 with 3 dyslexic college students – Now serves over 200 college students & others with."— Presentation transcript:
Celebrating 30 years! Founded in 1981 with 3 dyslexic college students – Now serves over 200 college students & others with learning difficulties: Marshall University H.E.L.P. Community H.E.L.P. Medical H.E.L.P. Law H.E.L.P. Study & Organizational skills Test preparation and improved test taking strategies Memory improvement and strategies Diagnostic services for LD’s www.marshall.edu/help (304) 696-6252
Making the most of your memory and your study time
Make a Plan – daily, weekly, monthly review/study sessions: Use a planner to designate specific times for study and review – write it down Designate blocks no longer than 3 hours Try for a ten minute break after 50 minutes
Primacy Effect: We tend to remember more from the beginning of a learning session Recency Effect: We tend to remember more from the end of a learning session Allowing yourself short 10 minute breaks creates more primacy and recency moments
Three Hour Study Block Primacy Recency Beginnings (primacy) and endings (recency) are particularly memorable for our minds – without any extra effort on our part!
One Hour One Hour One Hour Multiply these effects by incorporating ten minute breaks in between each hour of study! For example... 10 min
One Hour One Hour One Hour Now you’ve taken a less productive three hours of continuous study, inserted ten minute breaks in between the hours, and increased primacy and recency moments three-fold! Study smarter not harder! 10 min
Plan to remember: Adopt an “I never forget” attitude Negative thoughts – “I can’t do this” – are self-defeating and self-fulfilling If you can find just one positive aspect about a subject, you can improve your understanding and memory!
Create an ideal study environment : Take an inventory of where you study: Location, location, location... Well lighted Distraction-free Organized with necessary materials at hand Comfortable chair Plenty of room on table/desk Others should understand you are not to be disturbed – Communicate!
Beware of distractions: Cell phone – turn it off or airplane mode Facebook – don’t log on Television – turn it off Music – instrumental may be okay Switching between one activity/task to another takes seconds; however, when you are trying to encode new information (a.k.a. learn) the ideal is for undivided attention You and you’re friends want one another to succeed, so update facebook and return those texts during 10 minute breaks
Often we need a reason to do things that call for struggle and sacrifice... The best motivation will always come from within – self-motivation, a drive to succeed Other motivating factors for success: Consider long/short term goals... Write them out!!! A particular grade on a test or in a class? A certain GPA for college admission? That warm, fuzzy feeling when you struggle and then succeed?
Getting the “big picture” before reading your textbook: Flip through the chapter, quickly... Read section headings, subheadings, and sub- subheadings... Read the explanations under charts and graphs Read the end of chapter summary and any questions at the end
Questions to ask yourself while previewing: What do I know about this topic already? ▪ Activates prior knowledge... Primes mind for new information How is the chapter organized? ▪ The mind likes order & structure when learning Hmmm, what’s this term mean? How’s it relate? ▪ Allow yourself to be curious, even if you’re not What’s the primary focus/emphasis of chapter? ▪ Allows you to anticipate content
While reading: Pay attention/focus – self-monitor After reading a small section, look away and tell yourself what you just read – summarize Understand how bold words connect with the examples given Use provided charts and graphs to clarify information – don’t skip them! Take notes as needed – this is extremely beneficial for many students
Do a self-test to gauge your recall: What do you recall? How well? ▪ Write the information down ▪ Explain it out loud – three minute lecture ▪ Lecture the cat, a plant, a parent... Do not review before a self-test – you simply prime memory, not a good gauge You want your mind to recall the information cold – deepen the retrieval pathways
Deep breathing exercises: Close eyes Take slow deep breaths Visualize tension leaving body with each exhale Repeat several times Tensing and relaxing muscles Start with your toes Move up your body tensing and relaxing each muscle group Visualize success – “You know this!”
Arrive on time to settle in and prepare Have necessary supplies: No. 2 pencil, calculator, paper, books, etc. Wear layered and comfortable clothing (Many standardized exams last longer than 3 hours) If you are not used to caffeine, stay away from it on test day!
Quickly skim the exam What are the most difficult sections? What are the easiest? Jot down anything you think you might forget Complete easier questions first Starts triggering memory cues Helps calm you down Gives you confidence
Read each statement very carefully If one part is false, the whole thing is false Underline negatives such as not Be careful of qualifiers: always, never, sometimes, usually – underline them Trust your instincts Never change an answer without a valid reason!
Read the question carefully Rephrase the question Eliminate answer choices – mark them out if you are allowed Relate each answer choice back to the question – do not compare answer choices Do not look for “patterns” in your bubble sheet
Watch for clues: 1. ________ is the reason that... 2.________ are the reasons that... Question 1 requires a singular response Question 2 requires a plural response Count the number of blanks Consider the length of the blank Use rest of the test for clues
Read the question carefully: What exactly is it asking – compare/contrast, explain, analyze? Quickly brainstorm ideas on paper Do a quick outline: Have you addressed ALL parts of the question in your outline If possible, write a practice essay ahead of time if you know the topic and/or question
Think of related information Start listing items on scrap paper Using your “mind’s eye” envision where the information is located in your textbook, notes, etc. Use other test questions to help cue your memory Leave no blanks unless you’re penalized for guessing
Determine what went right and what could use some improvement: How was your recall of information? Did everything run smoothly? Were all questions answered? How can you better prepare for next time? Did you run out of time? Strategize, strategize, strategize Constructive criticism only! Do not