1. Study What’s that? Why? How?

2. School does not “do stuff” to you You do stuff to school – it is active You do stuff to school – it is active This is about who’s in control This is about who’s in control

3. The short version Work hard Work hard But, what if you are already doing that? But, what if you are already doing that?

4. Take the initiative Why do things happen in general? Why do things happen in general? Accident? Accident? Someone else does it Someone else does it Teacher Teacher Parent Parent Classmate Classmate You do it! You do it!

5. About accidents Nothing about learning that really counts in school happens by accident. Nothing about learning that really counts in school happens by accident. That just leaves you That just leaves you

6. Yes you! Your ability Your ability Your effort Your effort Your results Your results

7. And you’re here… To learn a bit about study To learn a bit about study In your own lunchtime! In your own lunchtime! That is step 1 That is step 1

8. More ability… Mostly means better results Mostly means better results Because of – Because of – Quicker uptake of new topics Quicker uptake of new topics Sound logic and problem solving Sound logic and problem solving Better memory Better memory Wider interests – reading/websites Wider interests – reading/websites Better reading, writing and number skills Better reading, writing and number skills

9. What’s bad about that? But, the down side is less “training effect” But, the down side is less “training effect” So, if you are getting good marks with less than full effort you might not be building your academic muscles and skills So, if you are getting good marks with less than full effort you might not be building your academic muscles and skills

10. “I’ve done OK up till now” Good, but… way too common is: Good, but… way too common is: “Sir, can you help me? I don’t know how to study.” “Sir, can you help me? I don’t know how to study.” Here are some stats… Here are some stats…

11. Effort vs year place examples Year 7 Year 7 Top 10 academic places in reports: Top 10 academic places in reports: Effort over 95 = 9 So high performers were hard workers. Effort over 95 = 9 So high performers were hard workers. Top 10 effort scores from reports: Top 10 effort scores from reports: Included academic places 14, 15, 16, 20, 36 And hardest workers were high performers. Included academic places 14, 15, 16, 20, 36 And hardest workers were high performers.

12. Effort vs year place Year 9 Year 9 Top 10 academic places in reports: Top 10 academic places in reports: Effort over 95 = 2 So effort has dropped for top performers. Effort over 95 = 2 So effort has dropped for top performers. Top 10 effort scores from reports: Top 10 effort scores from reports: Included academic places 11, 12, 17, 24, 33, 37, 49, 52 And effort is higher for some lower performers. Included academic places 11, 12, 17, 24, 33, 37, 49, 52 And effort is higher for some lower performers.

13. This means Boys with the best academic results were not working as hard as many boys gaining lower marks Boys with the best academic results were not working as hard as many boys gaining lower marks This was more prevalent in Y9 and 10 than Y7 This was more prevalent in Y9 and 10 than Y7 These kinds of scores are not uncommon These kinds of scores are not uncommon

14. So by Year 9… More able boys were doing less hard work More able boys were doing less hard work Unfortunately, this is also when the pace of work and difficulty of work both increase Unfortunately, this is also when the pace of work and difficulty of work both increase

15. Now, what do results mean? You demonstrating what you have learned You demonstrating what you have learned Provide for selection eg classes next year Provide for selection eg classes next year Demonstrating what skills and knowledge you have learned is a life-long activity in school, uni and work Demonstrating what skills and knowledge you have learned is a life-long activity in school, uni and work You need to be able to do it! No prizes for ability – getting results is important! You need to be able to do it! No prizes for ability – getting results is important!

16. Goals for Learning Where are you now? Where are you now? Where do you want to be? Where do you want to be? What do have to do to get there? What do have to do to get there?

17. Do you know your data % Weighting of tasks (in the booklet) % Weighting of tasks (in the booklet)

18. Read the “rules” for overall marks

20. Record your results For your results you should record: For your results you should record: Your mark in each task Your mark in each task Your place in task Your place in task Diary pages 8 & 9 Diary pages 8 & 9

22. Think about the big picture Your marks are part of a set of about 180 Your marks are part of a set of about 180 Often marks range from 40% to 100% Often marks range from 40% to 100% On average that means 3 boys per mark On average that means 3 boys per mark

23. But it can get closer than that 100 100 40 40 0 Fewer at the top Fewer at the bottom More in the middle

24. So in the middle There might be 5 or more students on a single mark There might be 5 or more students on a single mark An increase of say 5 marks might move your position 20 places! (It can be more) An increase of say 5 marks might move your position 20 places! (It can be more) On the year’s assessment that might be a move to the next class – all for 5 marks! On the year’s assessment that might be a move to the next class – all for 5 marks!

25. Time A finite resource A finite resource How much (exactly) do you have each week or each day? How much (exactly) do you have each week or each day? If three tasks are all due in three weeks do you have three weeks or one week for each? If three tasks are all due in three weeks do you have three weeks or one week for each? See the planners on the web site for ideas. See the planners on the web site for ideas.

27. Diminishing returns Easy to work more on what is well known, simple or enjoyed Easy to work more on what is well known, simple or enjoyed Will that time gain proportionate marks? Will that time gain proportionate marks? Like exercise – the real benefits come with blood, sweat and tears – effort, anyway. Like exercise – the real benefits come with blood, sweat and tears – effort, anyway. Put the time into the hard stuff and be realistic in your expectations Put the time into the hard stuff and be realistic in your expectations

28. Study Two key parts – memory and understanding Two key parts – memory and understanding You need memory to have the facts so you can put them in an answer You need memory to have the facts so you can put them in an answer You need understanding so can link the facts up in explanations or calculations You need understanding so can link the facts up in explanations or calculations Sorry, no, the Internet is little help for either! Sorry, no, the Internet is little help for either!

29. Write it down You cannot beat your own notes re-written as a memory aid You cannot beat your own notes re-written as a memory aid You may need someone to explain things over again to help gain an understanding You may need someone to explain things over again to help gain an understanding That someone could be a teacher, tutor, friend or – what about the author of the text book That someone could be a teacher, tutor, friend or – what about the author of the text book Read it! Read it!

30. Summarise the summary Get a separate note book Get a separate note book Set it out in topics for the subject Set it out in topics for the subject Record facts, skills, examples of key questions with working out or explanations Record facts, skills, examples of key questions with working out or explanations This takes a long time This takes a long time Start now Start now

32. Memory – words or pictures? Just writing it down helps Just writing it down helps Think about using Think about using Pictures – a pie chart might be easier than a table Pictures – a pie chart might be easier than a table

33. Memory - chunking 0416289205 0416289205 Or Or 0416289 205 0416289 205

34. Memory - associations Better still – can you add meaning to the numbers? Better still – can you add meaning to the numbers? 0416289 205 0416289 205 (Well, those things work for me) A small Ford V 8 engine size A Peugeot model number

35. Mnemonics Another type of association Another type of association SA TC “All Stations To Central” (All, Sin, Cos, Tan) “All Stations To Central” (All, Sin, Cos, Tan)

36. Summaries You must be able to write a good summary You must be able to write a good summary The critical points from a text or web page often need to be found then included in your own work The critical points from a text or web page often need to be found then included in your own work With proper acknowledgement With proper acknowledgement

37. Summaries – in brief Books are set out logically – use the contents and index to find work on your topic Books are set out logically – use the contents and index to find work on your topic Read the introduction to a section for an overview Read the introduction to a section for an overview The final paragraph also often holds a summary The final paragraph also often holds a summary Follow sub-headings to target material Follow sub-headings to target material Record work in dot points Record work in dot points

38. Past exam papers Hard to go past these! Hard to go past these! Want an idea of what kind of thing you are up against? Want an idea of what kind of thing you are up against? Your teacher may be able to give you copies Your teacher may be able to give you copies Many are on the Intranet Many are on the Intranet HSC exams and comments are on the Internet HSC exams and comments are on the Internet

40. Resources Teacher – you are not in this alone. Talk to your teacher to get advice Teacher – you are not in this alone. Talk to your teacher to get advice Text book – a simple idea… read it – all of it! Text book – a simple idea… read it – all of it! Friends – open up the idea that you are doing your work Friends – open up the idea that you are doing your work Everyone has the same goal – good marks – so share your efforts, ideas, pressures and successes to ease the loneliness of your pursuit of academic achievement. Everyone has the same goal – good marks – so share your efforts, ideas, pressures and successes to ease the loneliness of your pursuit of academic achievement.

41. Try other books and sites

42. Too much? Too big? You won’t generate the complete set of study notes for the end of term tests straight away. You won’t generate the complete set of study notes for the end of term tests straight away. But you can certainly make a start on your weakest areas But you can certainly make a start on your weakest areas Then you can build on it for next term and next year Then you can build on it for next term and next year

43. And… See me or your tutor See me or your tutor njg@kings.edu.au njg@kings.edu.au njg@kings.edu.au