Presentation on theme: "Ithaca College Seminar Common Hour Workshop Presented by the Academic Advising Center Test Preparation, Test Taking Strategies and More…."— Presentation transcript:
Ithaca College Seminar Common Hour Workshop Presented by the Academic Advising Center Test Preparation, Test Taking Strategies and More….
Academic Advising Center www.ithaca.edu/advising www.ithaca.edu/advising
Some courses only involve projects or papers Some courses will have a mid-term or final (more knowledge – more to study – each exam counts for a lot of your grade). Some courses will have 3 or 4 exams.. Your professor will usually provide information about the test format in class. Some professors give quizzes. May be annoying, but they do help you retain the information by forcing you to study frequently. All courses must have class during the final exam time slot – you may end up doing presentations rather than taking an exam. Some finals are just like a regular test. Some are cumulative or involve a take home exam. Look at the syllabus for the whole semester to identify weeks when you have multiple tests. Work backwards in terms of preparing for the exam Exams at Ithaca College
Knowing the kind of exam you will be taking and studying accordingly. Reviewing information frequently before the test Recognizing your own learning style – VARK – visual, auditory, read/write, kinesthetic Effective time management Asking faculty questions in class Forming study groups with classmates Using faculty office hours Test Preparation Involves:
Tips for Using Faculty Office Hours Don’t wait until you have a problem to use office hours. Make an appointment to guarantee that you will have time with the professor. If you have an appointment, be on time. Have a clear idea of why you are going to office hours. Avoid starting the conversation with, “I don’t understand anything.”
Using Faculty Office Hours Bring what you need to the meeting – notes, copy of an exam, copy of a paper Ask for clarification before you leave – or afterwards. Get referrals to other campus resources. Schedule a follow up meeting if needed.
Draw the objects that you just saw in the same pattern as they appeared on the screen..
Draw the objects that you just saw in the same pattern as they appeared on the screen.
Why was it easier to draw the second set of figures? Chunking You can better remember information if it is organized into patterns.
Group concepts that are alike Use color to highlight key information Use white space between groupings when making lists Techniques for organizing information
Terms you need to remember for psychology http://allpsych.com/dictionary/d.html Assimilation Incorporating objects, experiences, or information into existing schemas. Associations The phenomenon in learning that states we are better able to remember information if it is paired with something we are familiar with or otherwise stands out. Declarative Memory The part of long-term memory where factual information is stored, such as mathematical formulas, vocabulary, and life events. Episodic Memory Subcategory of Declarative memory where information regarding life events are stored. Intrinsic Motivation The motivation or desire to do something based on the enjoyment of the behavior itself rather than relying on or requiring external reinforcement. Extrinsic Motivation The desire or push to perform a certain behavior based on the potential external rewards that may be received as a result. Semantic Memory The part of declarative memory that stores general information such as names and facts. Short Term Memory The stage of memory where information is stored for up to 30 seconds prior to either being forgotten or transferred to long term memory. Long Term Memory Relatively permanent memory. Rehearsal Repeating information in order to improve our recall of this information. Retrieval The process of bringing material out of long term memory and into consciousness. Storage The process of saving information in long term memory
Short Term Memory 7 items plus or minus 2
Choose a small number of terms to study – rather than studying all the terms at once Short term memory Long term memory Rehearse Storage Retrieval Association Intrinsic Motivation Extrinsic Motivation
Look at the definitions for those terms http://allpsych.com/dictionary/d.html Associations The phenomenon in learning that states we are better able to remember information if it is paired with something we are familiar with or otherwise stands out. Intrinsic Motivation The motivation or desire to do something based on the enjoyment of the behavior itself rather than relying on or requiring external reinforcement. Extrinsic Motivation The desire or push to perform a certain behavior based on the potential external rewards that may be received as a result. Short Term Memory The stage of memory where information is stored for up to 30 seconds prior to either being forgotten or transferred to long term memory. Long Term Memory Relatively permanent memory. Rehearsal Repeating information in order to improve our recall of this information. Retrieval The process of bringing material out of long term memory and into consciousness. Storage The process of saving information in long term memory
Intrinsic Motivation: Desire to do something because of internal reward Extrinsic Motivation: Doing something because you will be rewarded by someone else Short Term Memory: The stage where information is stored for up to 30 seconds before it is either forgotten or moved to long term memory. Rehearsal: Repeating information in order to improve our recall of this information. Associations: Making a connection between new knowledge and a familiar object or concept Storage: The process of saving information in long term memory Long Term Memory: Relatively permanent memory. Retrieval: The process of bringing material out of long term memory so that it can be used. Change the definitions into language you understand
Items stay in your short term memory for a short time – 10 to 30 seconds depending on distractions. Phone number for Rogan’s. Ultimate goal is to get information into long term memory. Remember the number without having to look it up. You need to rehearse the information to move it into storage (long term memory) so that you can retrieve the information when you need it (like on a test). Practice so you can store it and remember it when you need it. I am hungry! I want pizza now! Making associations between classroom knowledge and objects that are already part of your world is one way to rehearse. What numbers are similar to the phone number? Birthdates? Ages? Addresses? It also helps if you are intrinsically motivated to do well (you WANT to learn the material) rather than extrinsically motivated (someone else is rewarding you with a grade). Put the information you need to know into a context. Apply it!
Rehearsal helps you to move information into long term memory REMEMBER…….
How do you rehearse? Flash cards Write down the information (note taking in class, rewriting your notes) Saying the information out loud Quizzing yourself (one sided notes) or having someone quiz you Reviewing the information frequently – a few minutes every day (ideally the same day as lecture)
Expanded flash cards -- matrix Short term memory I enjoy learning new things. Connecting new knowledge to familiar concepts or pictures so you can better remember it. Correctly answering questions on a test because I have the knowledge stored and can remember it when I need it. Expanded Flash Cards – The Matrix
Expanded flash cards – The matrix Short term memory The stage where information is stored for up to 30 secs. Before being forgotten or transferred to long term memory. Looking up the number for Rogan’s and typing it into my cell phone. Intrinsic motivationThe motivation or desire to do something based on the enjoyment of the behavior itself. I enjoy learning new things. AssociationConnecting new knowledge to familiar concepts or pictures so you can better remember it. The phone number for Rogan’s is only one digit off my mother’s phone number. RetrievalThe process of bringing material out of long term memory and into consciousness. Correctly answering questions on a test because I have the knowledge stored.
Timeline of Memory Research Ebbinghaus “On Memory” Studied how long it took him to memorize lists George Miller Short term memory Magical Number Seven plus or minus two Shiffrin “Modal model” Information goes from short term to long term memory Baddeley & Hitch Concept of working memory. Three components: Central executive Phonological loop Visuo-spatial sketchpad 1885 1956 1960s 1974
Test Anxiety! Excessive worrying days before the test Negative self thoughts before and during the test Physical symptoms – nausea, appetite changes, severe headaches Not trusting your knowledge or the answers you chose Blanking during the test – lack of recall But remembering the information after the test
Student Disability Services (SDS) Location 110 Towers Concourse Office Hours Monday thru Friday 8:30am to 5pm Contact Info Phone: (607) 274-1005 http://www.ithaca.edu/sds http://www.ithaca.edu/sds Where to go at IC for help with test anxiety
Located on the Lower Level of the Hammond Health Center. Private stairway entrance on the west side of the building, off of the Campus Center parking lot. Students needing an elevator can access CAPS offices through the Health Center. Business Hours: 8:30 a.m. to 5:00 p.m. Monday through Friday. Phone: 607-274-3136 http://www.ithaca.edu/sacl/counseling/ http://www.ithaca.edu/sacl/counseling/ Counseling and Psychological Services (CAPS)
Be prepared and rested. Cramming does not help your success on the test – or help with test anxiety Get to the test room early to get yourself settled. Ignore the “chatter” of others who are cramming. YOU are prepared. Have a positive attitude going in. Focus on what you DO know instead of what you don’t. How to deal with Test Anxiety – applicable to most testing situations
Read the test directions carefully. Do a brain dump. If permitted, jot down memory aids, formulas, or information you want to remember on the back of the test when you get it from your instructor. Look at the whole exam to get a sense of the questions and how much each section is worth. Plan accordingly. More tips for Test Taking and Test Anxiety
If permitted, mark up the exam. Put a “?” next to questions that are confusing and come back to them later. Stay relaxed. Every time you get anxious or worried, stop and take a deep breath. Shrug or roll your shoulders. Take your time completing the exam. Don’t rush because others finish earlier. Review the test if you have time to check for mistakes. More tips…..
Are not easier than short answer or essay exams There are often many questions that test broad knowledge of material In some courses the questions will be factual – asking you to understand names and dates In other courses the questions will be designed to get you to apply the knowledge Answers are often similar and could all appear to be correct! Take your time in reading. This is where application and preparation make a difference. Multiple Choice Exams
Begin studying early. As you learned today, it is hard to retain details (facts and dates) Pay attention to terms in the textbook and concepts and events that are emphasized in class Make lists and tables in order to study -- matrix Make associations – use mnemonics Create a timeline – find a white board in a classroom Preparing for Multiple Choice Exams
Taking Multiple Choice Exams Attempt to answer the questions without looking at the options – cover up the answers with your hand. Answer the questions you know first. When guessing, do not change answers. Absolute words like “always” and “never” are less likely to be correct than conditional words such as “usually” or “probably.” If the first option is a correct one, look at the last option to make sure it is not an “all of the above” option. If options appear similar, chances are one of them is the correct response. Answer all questions.
Matching Exam Questions Determine the pattern of what is expected to be matched. Are you matching people with quotes? Are you matching words with definitions? Answer the questions you know first – there are often clues that can help you answer more difficult questions. Choose the longest column to read first – working backwards from the lengthier material saves time. With each answer, cross out the items used from both columns.
Before the exam: Focus on main ideas, key terms, steps in an argument, stages in a process, etc. rather than names/dates. Before the exam: Anticipate exam questions and practice writing your answers. Rewrite notes. Compare and contrast. During the exam: Take time to structure your answer, even if you are in a hurry. Bullet points. Outline. During the exam: Take time at the end to reread the exam. Short Answer or Essay Exam Questions
Time to practice what you learned! Table Leaders – open the Test Taking Task folder and distribute a copy of the quiz to each person at your table. You have 5 minutes to complete this test. They will be collected at the end.
Ithaca Seminar Exam for Test Taking Preparation Workshop Write your last name and the name of your Ithaca Seminar instructor (not your workshop instructor) in the top right corner of this quiz. You must answer ONLY enough questions to total 80 points. There will be no extra credit points for answering more questions. In fact, if you answer all of the questions you will have those points taken off your score. You must answer Question 11!
11.List the 8 psychology terms related to memory that you learned in today’s workshop. (20 points) Short term memory Long term memory Rehearse Storage Retrieval Association Intrinsic Motivation Extrinsic Motivation
13. Short answer (20 points). Compare and contrast your classroom/academic experience at Ithaca College to that of high school.
12. Draw the pattern of squares, circles and triangles that you were shown at the start of the workshop. This is the second slide with the organized display! (20 points)
Multiple Choice Questions (5 points each). Circle the correct answer. 1. Which of the following people played Batman in a movie? a. Christian Bale b. George Clooney c. Michael Keaton d. All of the above
Multiple Choice Questions (5 points each). Circle the correct answer. 2. Which strategy is effective when answering multiple choice questions a. When guessing it is good to keep changing your answer until you feel it is correct. b. Try to first answer the question without looking at the answers provided. c. When guessing, always pick the first answer. d. Only answer the questions that you know.
3. Which of the following is not a real life actor on a Disney show? a. Miley Cyrus b. Hannah Montana c. Selena Gomez d. Annette Funicello
4. What is one way that you can rehearse knowledge and material before an exam? (10 points) Flash cards Rewriting notes Reading the notes out loud Reviewing notes after class Self quizzing Reading notes and highlighting questions Creating a matrix or timeline
True or False? 5. Every student has an assigned faculty advisor, but can also see an academic advisor as well. True! 6.Asking your instructor to clarify a question during the exam is not allowed False!
Matching questions (5 points each) ______ 5. A technique for studying terms, definitions and applications in a grid format that allows you to move forward and backward in your learning. _____ 6. Attaching an image or a familiar object to a new piece of information in order to remember it is an example of what? _____ 7. Identities; Inquiry; Imagination and Innovation; Power and Justice; World of Systems; Quest for a Sustainable Future; Mind, Body, Spirit _____ 8. An office located in the Hammond Health Center where you can talk to someone about stress, personal issues, and test anxiety _____ 9. Wanting to learn something because you are interested in the topic is an example of what? _____ 10. What is the name of Kanye West’s and Kim Kardashian’s baby? A. CAPS B. Matrix C. West D. Extrinsic Motivation E. Association F. The ICC Perspectives G. Intrinsic Motivation H. The ICC Themes North
Getting help with understanding the course material Tutoring – Academic Enrichment Services www.ithaca.edu/ae s www.ithaca.edu/ae s Drop-in tutoring – Math Dept. and Anatomy & Physiology laboratory and Business Honor Society Writing Center – Smiddy Hall. https://ithaca.mywconline.com/ https://ithaca.mywconline.com/
Be sure to access information from all of the workshops on the Academic Advising Center’s Website http://www.ithaca.edu/advising/www.ithaca.edu/advising