1. Study Skill Strategies
Martha Williams, RN, MS
Martin County ATC

2. Objectives
Determine what type of learner you are by completing learning style inventory
Organize study materials by keeping a health sciences notebook. (handout with rubric)
Develop better listening skills
Write clear, concise lecture notes by learning a variety of methods (Cornell handout)
Utilize reading strategies for improving reading comprehension
Explore varying techniques for improving memory
Implement strategies for taking tests with various types of questions.
May 2010
Martha Williams, RN, MS

3. Introduction
Developing good study skills is vital to your success in this class.
If developed now, they will be invaluable to you as you make the transition from high school into college.
This lesson will assist you in developing the following skills:
Determining what type of learner you are
Organizing your time by preparing a study schedule
Following instructions
Becoming a better listener
Writing more useful lecture notes
Improving your reading skills
Developing strategies for successful test taking
May 2010
Martha Williams, RN, MS

4. Learning Style Inventory
Determine how you learn best through completing learning style inventory (administer inventory of choice-handout and on-line references)
May 2010
Martha Williams, RN, MS

5. Attitude (handout)
This survey on attitude is designed to help you know yourself better
There is no right or wrong answers, but you must be honest with yourself
To learn and apply quality study skills, it is essential to have a positive attitude
Your attitude and motivation will make all the difference
May 2010
Martha Williams, RN, MS

6. Time Control Do you have a large monthly calendar?
Write all important tests, deadlines, and activities on a large monthly calendar
Place in a conspicuous location
Use color to highlight important dates
May 2010
Martha Williams, RN, MS

7. Time Control Use daily planning sheet to prioritize time (handout)
Do you have a weekly study plan? (handout)
Use the blank weekly study plan to visualize and organize your time
Lightly pencil in your classes and block out times to eat, sleep, work, or study
May 2010
Martha Williams, RN, MS

8. Time Control
Do you plan for a least one hour of study for each class period?
By keeping a regular schedule, you study time will soon become habit forming
Do you plan for study breaks?
Remember to limit your straight study time to no longer than one hour
Take a 10 minute break between study periods to refresh yourself and rest your mind
May 2010
Martha Williams, RN, MS

9. 30 Minutes a Day ’30 Minutes a Day Bring Good Grades Your Way
By reducing and reviewing your notes the same day, you keep information in your head
It will only take about 5-10 minutes to go through your notes!
Do this three different times during the day=30 minutes!
May 2010
Martha Williams, RN, MS

10. Apply 30 Minutes Make and carry flashcards Study during commercials
Go to Class-your attendance is vital to your success
May 2010
Martha Williams, RN, MS

11. Time Control Do you preview text assignments?
Do you review class notes from the previous class before your study time?
May 2010
Martha Williams, RN, MS

12. Get Organized Keep a notebook (handout on requirements)
Use a 1 ½-2 inch binder to keep your notes, handouts, study guides, homework, etc. organized
Date each lecture and number all pages in sequence
May 2010
Martha Williams, RN, MS

13. Listening
Listening means paying attention to and making an effort to hear what the other person is saying.
Good listening skills require constant practice.
May 2010
Martha Williams, RN, MS

14. Listening Techniques
Diversified Health Occupations (6th edition) – page 208
Show interest and concern for what the speaker is saying
Be alert and maintain eye contact with the speaker
Avoid interrupting the speaker
May 2010
Martha Williams, RN, MS

15. Listening Techniques Pay attention to what the speaker is saying
Avoid thinking about how your are going to respond
Try to eliminate your own prejudices and see the other person’s point of view
Eliminate distractions by moving to a quiet area
Watch the speaker closely to observe actions that may contradict what the person is saying
May 2010
Martha Williams, RN, MS

16. Listening Techniques
Reflect statements back to the speaker to let them know they are being heard
Ask for clarification if you do not understand part of a message
May 2010
Martha Williams, RN, MS

17. Notetaking Four Systems
Cornell Format – we will look at in detail
Outline Format
Represent key ideas by Roman numerals
Other ideas relating to each key idea by uppercase letters, numbers and lowercase letters
Paragraph Format
Involves writing detailed paragraphs, with each containing a summary of a topic
List Format
Effective when taking notes on terms and definitions, sequences and facts
May 2010
Martha Williams, RN, MS

18. Cornell Notetaking Why should you take notes?
To minimize your “rate of forgetting”
Dr. Walter Pauk, Cornell University Reading Center
Don’t take notes = Forget 60 % in 14 days
Take some notes = Remember 60 %
Take organized notes and do something with them=
Remember % indefinitely!
Why should you
take notes?
May 2010
Martha Williams, RN, MS

19. Cornell Notetaking
Labeling
Dr. Pauk created the Cornell Notetaking System, which is used at Stanford, UCLA’s School of Engineering, most Law Schools, and of course, at Cornell University
The Cornell System requires you to review notes and think critically after learning has taken place
Questions
Notes
Reflection
May 2010
Martha Williams, RN, MS

20. Class Notes Topic Questions, Subtitles, Headings, Etc.
First & Last Name
Class Title
Period
Date
Topic
Questions,
Subtitles,
Headings,
Etc.
Class Notes
2 1/2”
3 to 4 sentence summary across
the bottom of the last page of the day’s notes
May 2010
Martha Williams, RN, MS

21. Subject: Why take Cornell notes? Date P R O C E S M a i n I d e s( o u t p ) M a i n I d e s
How can
Cornell notes
help me
organize my
ideas?
Which side for
diagrams?
Why use
concept maps?
What are the
benefits to me?
Can
be used to provide an outline of chapter or lecture.
Organized by main ideas and details.
Can be as detailed as necessary.
Sequential --
take notes as they are given by instructor or
text in an orderly fashion.
After class, write a summary of what you learned to
clarify and reinforce learning and to assist retention.
Can be used as study tool:
1. Define terms or explain concepts listed on left side.
2. Identify the concept or term on the right side.
Can be used to provide a "big picture" of the chapter or
lecture.
Organized by main ideas and sub-topics
Limited in how much detail you can represent.
Simultaneous -
you can use this method for instructors
who jump around from topic to topic.
After class, you can add questions to the left side
Can be used as a study tool
to get a quick overview
and to determine whether you need more information or
need to concentrate your study on specific topics.
May 2010
Martha Williams, RN, MS

22. Summary added AFTER questions are finished
Summary is added at the end of ALL note pages on the subject (not page)
Summary added AFTER questions
are finished
Summary should answer the problem stated in the subject.
May 2010
Martha Williams, RN, MS

23. Cornell Notetaking When should you take notes?
Notes are a record of your learning, so take them when:
You listen to a lecture
You read a text
You watch a film
You work in a group on an activity
You need to recall information about what happened to you in a class, meeting, or activity--which means always!
When should you
take notes?
May 2010
Martha Williams, RN, MS

24. Cornell Notetaking
They are divided into two parts: questions and notes
There is a reflection at the end
There is room for a topic
They are labeled with name, date, class, period or other information
What do you notice that is different about Cornell Notes?
May 2010
Martha Williams, RN, MS

25. Cornell Notetaking What types of questions should I place on the
Questions which are answered in the notes on the right
Questions you still need the answer to--ask a friend or the teacher after class
Questions the teacher might ask on a test
Higher level thinking questions
What types of
questions should
I place on the
left side?
May 2010
Martha Williams, RN, MS

26. Cornell Notetaking What else could I place on the left side?
Key terms, vocabulary words, or dates
Diagrams or figures
Reference pages in a text
Steps in a solution process
Notes to myself about actions I need to take
What else could
I place on the
left side?
May 2010
Martha Williams, RN, MS

27. Cornell Notetaking What are some good tips for taking the notes on the
Write only what is most important:
listen for repetition, change in pace or volume, numbering, explicit clues (“this is important,” or “on the test”);
watch for gestures, or clues to organization;
look for material being written down by instructor or shared in a visual manner
What are some
good tips for
taking the
notes on the
right?
May 2010
Martha Williams, RN, MS

28. Cornell Notetaking What are some good tips for taking the notes on the
Write in your own words (paraphrase)
Write using abbreviations (check a dictionary for these and create your own)
Draw a figure or diagram
Leave space where you think you might need to “fill in” info later
Use bullets, arrows, and indenting to list key ideas
Write legibly
What are some
good tips for
taking the
notes on the
right?
May 2010
Martha Williams, RN, MS

29. Cornell Notetaking What are some good tips for taking the notes on the
Actively listen
Use SLANT
Maintain eye contact with the speaker, group, or presentation source
Nod your head at appropriate times
Frown when you do not understand
Ask relevant questions
Answer questions posed by the instructor
Make a written record
What are some
good tips for
taking the
notes on the
right?
May 2010
Martha Williams, RN, MS

30. Cornell Notetaking Set up your page Take notes What are the
Draw your margins
Label clearly
Take notes
Use your best strategies
Actively listen, analyze, ask questions
Review, revise, reflect
Look over notes and highlight, edit, or add info
Write your questions and reflection
What are the
steps to taking
Cornell Notes?
May 2010
Martha Williams, RN, MS

31. Effective Notetaking
Always read your assignment before you come to class
Otherwise the lecture may sound as if it is in Greek
Be prepared
Identify some serious students and get to know them
Get phone numbers in case you have questions or need help during the semester
Copy everything the instructor writes on the board
Especially examples, solutions, outlines, & definitions
May 2010
Martha Williams, RN, MS

32. Take Notes on all: Definitions Lists Formulas or solutions
When in doubt, write it down
In discussion in classes, jot notes on important points
Such as conclusions reached during discussion
May 2010
Martha Williams, RN, MS

33. Notes Repetition is a clue that an important point is being made
Gestures may indicate a major point
Stay involved with class discussion.
Ask questions, especially when things are unclear
Use symbols, diagrams, or drawings to simplify ideas
Listen for signals from your instructor about what is important
Voice changes usually indicate important points
May 2010
Martha Williams, RN, MS

34. Make it Easy Abbreviate, Omit, Invent and Simplify
Distribute handout (abbreviations for notetaking)
May 2010
Martha Williams, RN, MS

35. Improving Reading Skills
Not everyone is blessed with good reading ability
Reading can be developed with practice
We will discuss a five step strategy that will improve your reading skills by becoming a more critical reader
SQ3R
May 2010
Martha Williams, RN, MS

36. S - Survey
Spend no more than 10 minutes to take a “sneak preview” of the reading you have been assigned
Previewing provides an overview of the way the chapter is organized
Smart travelers use a roadmap
May 2010
Martha Williams, RN, MS

37. S - Survey You should examine the title of each chapter
Note heading and subheading and the relationship between the important headings in each chapter
Glance at diagrams, graphs or visuals
Quickly skim the introductory and concluding sections of each chapter
Notice any study questions at end of chapter
May 2010
Martha Williams, RN, MS

38. Q - Question Begin with the first section of a chapter
Always read with the intent to answer a question
Use words such as who, what, when and where, or how
Turn each heading into a question
May 2010
Martha Williams, RN, MS

39. R #1- Read and Underline
Read each section with the question you developed in mind
After each section, go back to the beginning and underline, highlight, or mark material
Read a paragraph or a section of the text and go back and underline only main points
Do not underline the first time you read material
May 2010
Martha Williams, RN, MS

40. Read and Underline
Vertical lines -- place vertical lines in the margin to emphasize main points of several lines
Asterisks -- use asterisks for main points and for other important points or ideas that may be important
Definitions and examples -- underline all definitions. Write definition in margin. Put ( ) around examples
May 2010
Martha Williams, RN, MS

41. Read and Underline Don’t highlight everything-just key points
Circle or boxes - some circle or box important concepts, ideas or subheadings
May 2010
Martha Williams, RN, MS

42. R #2-Recite and Write Study Notes
Once you have formed questions on your reading and found the answers, now you are ready to recite the answers
Recite the answers out loud or to yourself
Write brief study notes
Write a sentence summary of the main idea in each paragraph if the material is extremely difficult for you
May 2010
Martha Williams, RN, MS

43. R #3-Review the Entire Chapter
Reread each heading
Review the underlined and highlighted material
Answer the questions you formed on each session
May 2010
Martha Williams, RN, MS

44. Memory Training
Human beings are capable of extraordinary feats of memory
You are not born with it but develop it through the use of various techniques, and considerable practice
These memory steps if learned and practiced, can make your studying easier
May 2010
Martha Williams, RN, MS

45. Memory Training - #1 A. Spread your memory work over several sessions
Shorter periods of memory work, not more than two hours each, are far superior to six hours of frantic cramming
May 2010
Martha Williams, RN, MS

46. Memory Training #2 Recite material aloud
When you study or memorize, recite the answers to your study questions so you can hear them
Question yourself aloud and answer yourself
Quiz each other
May 2010
Martha Williams, RN, MS

47. Memory Training #3 Expect to remember Your attitude is the secret
Believe in yourself and in your ability to learn
Elephants never forget
May 2010
Martha Williams, RN, MS

48. Memory Training #4 Organize the material
People who recall long lists of numbers often can do so because they have found a pattern or relationship
May 2010
Martha Williams, RN, MS

49. Memory Training #5 Test and retest yourself Memorize the first item
Go on to the second item and memorize it
Now repeat the first item and the second by memory
When you know those two, go to the third
Memorize the third item and repeat items one, two, and three
May 2010
Martha Williams, RN, MS

50. Memory Training #6 Overlearn
Review material that you have learned several times
When finals come around your will have mastered material
May 2010
Martha Williams, RN, MS

51. Memory Training #7 O-Overlearn
S-Spread your memory work over several sessions
T-Test and retest yourself
E-Expect to remember
R-Recall-use hooks, catchwords and silly sentences
Use hooks, catchwords, and silly sentence
Study before you sleep
ROOSTER-catchword for remembering how to train our memory
R-Recite material aloud
O-Organize your material into a meaningful pattern
May 2010
Martha Williams, RN, MS

52. Taking Exams Look over the entire test
Know how much each question is worth and budget your time accordingly
Check the clock every 10 minutes to insure you will not be caught off guard and run out of time
Answer the easiest questions first
Put a check by those that are harder and return to those questions last
May 2010
Martha Williams, RN, MS

53. Taking Exams
Place another line through the check when you complete the harder questions
Underline key words in the question
Make special note of negative words like “not”
Ask for clarification
May 2010
Martha Williams, RN, MS