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Robbie Ashworth, M.A..  Celebrating 30 years!  Founded in 1981 with 3 dyslexic college students –  Now serves over 200 college students & others with.

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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:

1 Robbie Ashworth, M.A.

2  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 (304) 696-6252

3 Making the most of your memory and your study time

4  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

5  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

6 Three Hour Study Block Primacy Recency Beginnings (primacy) and endings (recency) are particularly memorable for our minds – without any extra effort on our part!

7 One Hour One Hour One Hour Multiply these effects by incorporating ten minute breaks in between each hour of study! For example... 10 min

8 One Hour One Hour One Hour Primacy 10 min

9 One Hour One Hour One Hour Recency 10 min

10 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

11  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!

12  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!

13 -- Please, don’t hate me...


15  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

16 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?

17 A few techniques...

18  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

19  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

20  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

21  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

22 Recall and keeping your head

23  Physical symptoms:  Nausea  Headache  Tremors  Sweating  Worsening asthma  Mental Symptoms  Nervousness  Fear  Dread  Confusion  Panic

24  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!”

25  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!

26  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

27  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!

28  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

29  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

30  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

31  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

32 Analyze your process and reward yourself

33  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

34 Questions?

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