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Study Skills CSK 101 How to optimize your brain and time Keys to Student Success.

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Presentation on theme: "Study Skills CSK 101 How to optimize your brain and time Keys to Student Success."— Presentation transcript:

1 Study Skills CSK 101 How to optimize your brain and time Keys to Student Success

2 Text Books  Cover  Title Note “taken from” Note “taken from”  Copyright/Publisher Material  Contents  Index Note extraction Note extraction

3 Why are you here?  Wealth? Associate degrees double high school diploma earnings  Job security? Associate degrees = ½ unemployment of high school diplomas  Respect? Respect is earned, a degree gets you an audience  Prestige? Prestige is earned, your education will teach you how  Easy Life? You probably will not be cleaning motel rooms

4 Who are you  Respiratory Therapy is composed of: Tinkerers Tinkerers Creative thinkers Creative thinkers Caring people Caring people Controlled rebels Controlled rebels People who ask why People who ask why

5 What do you want?  From: Life Life Career Career Family Family Friends Friends Society Society Pima Pima Your faculty Your faculty

6 When do you plan on getting it?  There is never “too late”  There is never “too soon”  There is only NOW

7 How are you going to get it?  Critical thinking Why is it this way? Why is it this way? Is this the only way? Is this the only way? Is that the ‘right answer’? Is that the ‘right answer’? Can I do it better? Can I do it better?

8 What stands in the way  I’m stupid  I have trouble understanding  I don’t have time  People interrupt me  I can’t …..

9 Horse Feathers!

10 Successful Intelligence  Analytical Who Who What What Why Why When When How How Information gathering Information gathering

11 Successful Intelligence  Creative Thinking How does this pertain to my needs? How does this pertain to my needs? How does it fit with what I already know? How does it fit with what I already know? Where does it fit in my mental rolodex? Where does it fit in my mental rolodex? Is it important to remember?Is it important to remember? Einstein’s parable Einstein’s parable

12 Successful Intelligence  Practical thinking How can I use this information? How can I use this information? Can I apply it to my current problem? Can I apply it to my current problem? Can I pass this on to my colleaguesCan I pass this on to my colleagues Teaching fifth graders Teaching fifth graders

13 Group Study  Collective reasoning Study Buddies

14 Motivation  Whatever you learn is yours No one can take it away No one can take it away It can be your secret to share as you want It can be your secret to share as you want  You can learn anything The longest journey starts with a single step The longest journey starts with a single step The harder you work at it, the easier it becomesThe harder you work at it, the easier it becomes The more you know, the easier life becomesThe more you know, the easier life becomes

15 Motivation  Set deadlines I will have accomplished … by … I will have accomplished … by …  Share deadlines Tell someone your goal Tell someone your goal Disappointing others is a bummerDisappointing others is a bummer  Enforce deadlines You said you were going to … You said you were going to …  Reward yourself Have a cookie because you did it Have a cookie because you did it

16 Motivation  Share your new knowledge Everyone draws a different conclusion Everyone draws a different conclusion What s/he learned might be what you need to complete your thoughtWhat s/he learned might be what you need to complete your thought You have the answer to your colleagues’ questionYou have the answer to your colleagues’ question Imparting that information feels good Imparting that information feels good

17 Learning is Mezssy

18 Messy learning  What you learned may be wrong Check your source Check your source Does it fit with what you already know? Does it fit with what you already know? Do you have to rethink your information?Do you have to rethink your information? Be truthful with yourself Be truthful with yourself ‘Right’ is a fuzzy concept ‘Right’ is a fuzzy concept Wrong is always wrong Wrong is always wrong

19 Learning management  It will always take longer than you think Murphy’s law and corollaries: Murphy’s law and corollaries: If it can break, it will … at the worst possible momentIf it can break, it will … at the worst possible moment It will always be overtime and cost more than budgetedIt will always be overtime and cost more than budgeted The reference is in the other bookThe reference is in the other book As you research the reference, there is always a snippet you can use As you research the reference, there is always a snippet you can use

20 Learning Management  This is your job Approach it as your most important task Approach it as your most important task  Do the job to your best ability Concentrate Concentrate A proper base of knowledge makes the next step easierA proper base of knowledge makes the next step easier  Take a break every hour Drink plenty of fluids Drink plenty of fluids While you are on break, your brain files the knowledge so you can use itWhile you are on break, your brain files the knowledge so you can use it

21 Personal values  Ethics A personal set of standards for behavior A personal set of standards for behavior CheatingCheating You know you did it even if no one else does You know you did it even if no one else does It is not something you can call yours or use later It is not something you can call yours or use later StealingStealing Someone else’s property Someone else’s property Not usable openly Not usable openly Plagiarism Plagiarism

22 Personal Values  Morals A set of standards set by society A set of standards set by society Personal injuryPersonal injury AdulteryAdultery Cutting in lineCutting in line

23 Personal values  Where do they come from? Parents Parents Teachers Teachers Friends Friends Books Books Personal pride Personal pride Define prideDefine pride Value pride Value pride

24 Goal Setting  Long term Why am I here at school? Why am I here at school? What will I end up with? What will I end up with?  Short term What do I need to learn today? What do I need to learn today? Tomorrow?Tomorrow?  Immediate Where is the drinking fountain? Where is the drinking fountain?

25 Goal setting  The Plan How am I going to find the drinking fountain? How am I going to find the drinking fountain? When am I going to study? What do I need from study group? What do I need from study group? What do they need from me? Do we have the knowledge for the test? Do we have the knowledge for the test? What is my next class? What is my next class? How far from Graduation?

26 Goal setting  Maslow (1942) Priorities Priorities Physiologic: food, water, sex, sleep, shelterPhysiologic: food, water, sex, sleep, shelter Safety: Security of body, employment, moralsSafety: Security of body, employment, morals Belonging: love, friendsBelonging: love, friends Esteem: Basking in the glow of accomplishmentEsteem: Basking in the glow of accomplishment Self-actualization: acceptance of self, creativitySelf-actualization: acceptance of self, creativity Knowledge: the need to learn and understand fully (1970)Knowledge: the need to learn and understand fully (1970)

27 Goal setting  Plan Study time Study time Work time Work time Family time Family time Play time Play time Make the planMake the plan Examine the plan, is it feasible?Examine the plan, is it feasible? Carry out the planCarry out the plan If you deviate, examine the plan to decide if it is viableIf you deviate, examine the plan to decide if it is viable Stay on the planStay on the plan (critical thinking practice) (critical thinking practice)

28 Failure  Are you a bad person? Can you stand up and dust off? Can you stand up and dust off? Did you give it your best effort? Did you give it your best effort? You are the only judgeYou are the only judge How do you avoid a repeat? How do you avoid a repeat? Mistakes are humanMistakes are human Figure out why, avoid the same mistakeFigure out why, avoid the same mistake (critical thinking) (critical thinking)

29 Stress  Your mind and body thrives on stress Stretching your limits makes you stronger Stretching your limits makes you stronger Just a little more weight on the barJust a little more weight on the bar Just a few steps furtherJust a few steps further Just one more pageJust one more page

30 Deal with it  Take a deep breath Releases calming endorphins Releases calming endorphins  Nutrition Fuels your brain Fuels your brain Relieves need to satisfy lower cravings Relieves need to satisfy lower cravings  Exercise Burns off pent-up hormones Burns off pent-up hormones  Sleep Time to relax and organize Time to relax and organize

31 Exercise  Fill out wheel of life (10 Min)  Small group discussion [4-5 people 20 min]  Homework: Time table

32 Learning styles  Verbal Hear it Hear it  Visual See it See it  Manual (kinesthetic) Do it Do it  Logical Gather and organize Gather and organize

33 Exercise  Learning style assessment (15 min) P.68 P.68  Discussion Helps me tune my style Helps me tune my style

34 Personality  Pg  I tend to be a thinker Everyone is a mix Everyone is a mix  Suggested study teams Mix learning styles Mix learning styles

35 Improved Learning  Harley Davidson makes inferior motorcycles

36 Critical Thinking  Questioning Is that true? Is that true?  Analyzing Where did the information come from? Where did the information come from? Is it reliable? Is it reliable?  Strategizing How do I get more information for an informed decision? How do I get more information for an informed decision?

37 Creative Thinking  Is there a different answer?  What are potential different answers? brainstorm brainstorm  How might I find the answer? Books Books Asking questions Asking questions Try out different bikes Try out different bikes

38 Practical Thinking  Compare Your experience and knowledge Your experience and knowledge  Gather Information from all sources Information from all sources  Research Your findings Your findings  Conclude True statement, based on your information True statement, based on your information

39 Follow-up  Keep an open mind You may not have gotten all the facts You may not have gotten all the facts Add and analyze new informationAdd and analyze new information

40 Reading to learn  Get comfortable Pleasant surroundings Pleasant surroundings White noiseWhite noise  Get relaxed DrinkDrink Light snackLight snack Deep breathDeep breath  Take the time There are no more pressing matters There are no more pressing matters

41 Reading to learn  Dictionary Do not skip words you don’t know Do not skip words you don’t know Look them up and understandLook them up and understand  Thesaurus What words would you substitute to make meaning clearer What words would you substitute to make meaning clearer

42 Reading to learn  Understand one concept before moving to the next.  Does the writer communicate the information well? Understandable? Understandable? Using big words when small words will doUsing big words when small words will do Organized? Organized? Does the writer build on concepts?Does the writer build on concepts?

43 Pathophysiology  We were talking about reading Stay on task Stay on task

44 Reading to Learn  Practice reading Be well informed Be well informed Read for pleasureRead for pleasure Read for general informationRead for general information Extract information that pertains to your career Extract information that pertains to your career

45 Reading textbooks  Do not assume The writer is always correct The writer is always correct You can skip You can skip You might be able to skimYou might be able to skim  Understand before moving on It may take 2 or 3 times It may take 2 or 3 times Take a break between re-readsTake a break between re-reads Often you missed an important word Often you missed an important word  Move your lips when you read Often hearing the words associates them with something you already know Often hearing the words associates them with something you already know Enunciate clearly when your lips moveEnunciate clearly when your lips move

46 The 5 th grade test  You do not fully understand until you can explain it to a 5 th grader You may have to look at another source You may have to look at another source Different people use different wordsDifferent people use different words

47 Reading to learn  SQ3R Survey Survey Read quicklyRead quickly Do not hang on every word Do not hang on every word Question Question Did you miss something?Did you miss something? Read Read Thoroughly to find the answerThoroughly to find the answer Recite Recite To yourselfTo yourself Review Review With your study buddyWith your study buddy

48 Read to learn  Scribble questions Difficult concepts deserve a review Difficult concepts deserve a review  Avoid over-highlighting You may just end up with yellow pages You may just end up with yellow pages

49 Summaries and exercises  Always read summaries Is something mentioned you did not see? Is something mentioned you did not see? Did the author present evidence to convince you? Did the author present evidence to convince you?  Exercises Answer at least every third question Answer at least every third question Many authors are overly impressed with themselves and become bombasticMany authors are overly impressed with themselves and become bombastic

50 Study groups  Show up having read the assignment Reading and studying alone prepare you to optimize your group time Reading and studying alone prepare you to optimize your group time  Challenge concepts to your colleagues Did you see…? Did you see…? Are you convinced?Are you convinced? Did you understand?Did you understand? The value of diverse learning styles The value of diverse learning styles

51 Study groups  Meet often Not necessarily in person Not necessarily in person Always directly after classAlways directly after class  Participate You are not the only one having trouble You are not the only one having trouble Everyone grasps a slightly different pieceEveryone grasps a slightly different piece

52 Active listening  Book pg163 Look at the speaker Look at the speaker Listen to body language as wellListen to body language as well

53 Active listening  How does it fit with what you already know? Concepts stick better when mixed with prior knowledge Concepts stick better when mixed with prior knowledge  Mentally critique the delivery You may be next You may be next In critiquing, you are thinking criticallyIn critiquing, you are thinking critically

54 Active listening  Prepare questions The question you need clarified may be on a test. The question you need clarified may be on a test.

55 Notes  Always be prepared Plenty of paper Plenty of paper Extra writing utensilsExtra writing utensils Fresh batteries Fresh batteries Technology dependenceTechnology dependence  Note taking can be distracting What system? next slide What system? next slide How to spell How to spell Wududeesay?Wududeesay?

56 Notes  Multiple systems Fishbone Fishbone Outline Outline Cornell Cornell Think links Think links Recorders Recorders Some lecturers object Some lecturers object One system does not fit allOne system does not fit all

57 Notes  Review during breaks or directly after lecture Opportunity to clarify Opportunity to clarify Fellow studentsFellow students InstructorInstructor

58 Notes  Review Alone Alone ?what did I mean by that?what did I mean by that At study group At study group When he said ___, what did he meanWhen he said ___, what did he mean Does this make sense?Does this make sense? Imprinting Imprinting

59 Memory  Short term Fleeting unless connected to existing knowledge Fleeting unless connected to existing knowledge Or else your brain explodesOr else your brain explodes  Long term Imprinted by critical thinking Imprinted by critical thinking What is critical thinking?What is critical thinking?

60 Memory  Short term Fleeting unless connected to existing knowledge Fleeting unless connected to existing knowledge Or else your brain explodesOr else your brain explodes  Long term Imprinted by critical thinking Imprinted by critical thinking What is critical thinking?What is critical thinking? Who, what, when, why, how? Who, what, when, why, how? Do facts back it up? Do facts back it up? Do I need more information? Do I need more information?

61 Memory  Always question ‘facts’ When you doubt and question, the mere act imprints on your memory When you doubt and question, the mere act imprints on your memory Associate with previously accepted factsAssociate with previously accepted facts

62 Tests  ‘Cramming’ Does not work Does not work Cramming works on instant or short term memoryCramming works on instant or short term memory It makes your mind tiredIt makes your mind tired Review notes or book on subjectReview notes or book on subject  Relax A good night sleep or quick nap opens mental files A good night sleep or quick nap opens mental files  Avoid caffeine Caffeine makes your mind race Caffeine makes your mind race Finding the mental files becomes difficult Finding the mental files becomes difficult

63 Tests  Topic What subject? What subject? Choose review materialsChoose review materials  Type Multiple guessMultiple guess Fill in the blankFill in the blank EssayEssay Your tests will be a combinationYour tests will be a combination  Material LectureLecture Reading, textbook or outside researchReading, textbook or outside research Yours will be all of the aboveYours will be all of the above

64 Tests  Review your self quizzes What prompted you to write them likely prompts usWhat prompted you to write them likely prompts us  Make sure you have the answers to your quizzes As you answer them, you scan pertinent informationAs you answer them, you scan pertinent information  Review previous tests in the same course You learn styles ?Does this guy like trick questionsYou learn styles ?Does this guy like trick questions Questions from previous tests are often repeatedQuestions from previous tests are often repeated

65 Tests  Schedule adequate time You will have questions not previously consideredYou will have questions not previously considered  Try to study in small groups Your peers have a slightly different perspectiveYour peers have a slightly different perspective Share your thoughts and notesShare your thoughts and notes Avoid group thinkAvoid group think  Scan end-of-chapter summaries These are practice for your brain and bring out unanswered questionsThese are practice for your brain and bring out unanswered questions

66 Tests  The instructor viewpoint Did I teach it adequately? Did I teach it adequately? Did I cover important points in my test? Did I cover important points in my test? What am I going to find I missed? What am I going to find I missed? How much am I going to have to review?How much am I going to have to review?

67 Test taking  Bring all the allowable accessories Pens (2), pencils (2), good eraser, calculator, highlighterPens (2), pencils (2), good eraser, calculator, highlighter  Bring your books You will have questions at the endYou will have questions at the end Simply knowing you can find the answer afterward brings comfortSimply knowing you can find the answer afterward brings comfort  Stay on schedule Don’t rush, don’t dawdleDon’t rush, don’t dawdle Skip questions you can’t figure out quickly, highlight themSkip questions you can’t figure out quickly, highlight them The answer is often hidden in other questionsThe answer is often hidden in other questions If you finish early, keep your test, and relaxIf you finish early, keep your test, and relax You may want to re-address an answerYou may want to re-address an answer

68 Test taking  Guessing is okay Odds are, it is correct, based on your knowledgeOdds are, it is correct, based on your knowledge  Partial answers are okay on the first pass The word you fumbling will often show up laterThe word you fumbling will often show up later The concept will come to youThe concept will come to you Often partial credit is awardedOften partial credit is awarded

69 Test taking  Multiple guess Some of the answers are patently bogus (distracters)Some of the answers are patently bogus (distracters)  Fill in the blank Fill in what you knowFill in what you know Highlight what you don’tHighlight what you don’t  Essay Write a quick outline to organizeWrite a quick outline to organize

70 Tests  You don’t ‘fail’ tests They are an opportunity to focus your research They are an opportunity to focus your research


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