1. Effective Study Skills
By Debra Fazio

2. For Effective Study Strategies you need to:
Be open-minded
Make learning meaningful
Have the desire to practice and improve your retention
Learn how to learn

3. Effective Study Strategies Need:
Open-Mindedness – keeping your mind free and clear of distractions
Meaningful learning– you must take responsibility for your learning
Practice – review your learning experiences often

4. Effective Study Strategies Need:
Concentration - can be increases by developing your study habits, using time efficiently, & become involved with the learning task quickly
Making sense – relate learning to real world or to our own experiences
Critical thinking – question, summarize, & redefine new concepts and ideas

5. Studying involves: Reading Textbooks Taking Notes Listening
How you go about studying
Concentration and Memory
Motivation

7. Reading Textbooks
Learn to Speed Read
Skim and Scan
SQ3R

8. Taking Notes Make notes brief Put notes in your own words
Outlines help organize major and minor thoughts
Use the Cornell Note taking method

9. Listening Be ready for the message Listen for the main ideas
Listen for new ideas
Understand what your hearing
Repeat mentally
Ask questions
Listen to the whole message
Respect all ideas
Decide what is important and what is not
Sort, organize, and categorize

10. How you Study Original learning Early review Intermediate review
Final review

11. Concentration and Memory
Have a routine study environment
Study as early in the day as possible
Deal with distracters and interferences
Set time goals
Take breaks

12. Motivation Set study goals Learn actively Plan out your study time
Work with study groups or with one other person

14. Myths about Studying Studying more/longer results in good grades.
There’s one study system everyone can use.
Knowing the course material is enough.
Cramming the night before will keep material fresh.
Writing has very little impact on learning.

16. Smart Students Are not the most talented or the hardest working
Know the rules of good grades
Learn more in less time, & get more satisfaction out of the learning process
Know you can teach yourself better than anyone else can

17. CyberLearning Process by which you take control of your own education
Begins w/ dialoging
Ask about purpose, prior knowledge, big picture, expert questions, summarize information, picture, & hooks for remembering

18. Five Rules to Improve your Grades
You must want to achieve better grades.
Identify your strengths and weaknesses.
Studying requires a daily commitment.
Get help early when you need it.
Set reasonable and achievable goals.

20. Five Tips from Students
Study in small chunks instead of one long period.
Review guide sheets and assignments from which test questions will be taken from.
Develop a system that works for you.
Learn what the professor/teacher expects.
Maintain a healthy brain (through physical exercise, mental exercise, good nutrition, and stress management).

21. GPA of Success Goal – reflects your wants and needs
Plan – route you plan to take to reach your goal. It should be effective and specific.
Action – brings your plan to life. Requires self-discipline & power over procrastination

23. Manage your Time You must develop time management skills!
If you want to enjoy your life, give time to your family &/or friends, & fulfill your responsibilities; you need to have control over your schedule.
Five – ten minutes each day, plug in your schedule.
You need a daily calendar and a paper to update your daily list.

24. Update Calendar Each Morning
Record all your to-dos & deadlines on your calendar.
Jot down new tasks & assignments on your list during the day.
Next morning transfer these new items from your list onto your calendar.
Then take a couple of minutes to plan your day.

25. Sample List Monday, February 15, 2010
Today’s Schedule Things to Remember
8-9:40 – Reading class - Open up 2 reading selections
10:30 – 12:30 Prepare - put Heather’s class on
PowerPoint calendar
1-1:35 – Ms. Calahan’s - call daughter’s coach
Class - make sure have tuna casserole
2:30 – 3 – check w/ family ingredients
Where everyone needs to be
3-5 – Work on Learning Styles
Paper
5-5:45 – prepare dinner

26. Study Plans A.S.P.I.R.E. SQ3R Mind-mapping 4Rs Mnemonics 3Rs
M.U.R.D.E.R.
Flash Cards
P.O.R.P.E.
Outlines
Dialogue w/ textbook
Study Groups

28. A.S.P.I.R.E.
Approach – positive attitude, avoiding distractions, & making time for study
Select – studying in reasonable chunks of time, selecting key materials to review
Piece together - summarize material you’re studying
Investigate – find alternative sources for information you don’t understand
Reflect – apply the concepts your learning to make them more interesting & easier to remember
Evaluate – examining your performance

29. Mind-mapping
Mind maps are created around a central word, idea, or theme
Create branches to other major concepts related to the central word
From there continue to create branches from every word or concept you add to the map

30. Mnemonics Techniques that help you remember things Memory hooks
Simply gimmicks
Come in handy when you have masses of information to memorize
They help you remember information, but they do not help you understand it.

31. Using Mnemonics Read out loud. Write it down. Create acronyms.
Create acrostics.
Use rhythms, rhymes, and jingles.
Make associations.
Create mental and key word images.
© 2005 Pearson Education, Inc. publishing as Longman Publishers.

32. M.U.R.D.E.R. Mood – right attitude &environment
Understanding – marking what you don’t understand so you can go back to it later
Recall – bring to mind key information
Digest – going back to the material you did not understand, & try to comprehend it
Expand - apply the concepts you’re learning to make them more interesting and easier to remember
Review – going over material until you are confident that you know it

33. P.O.R.P.E.
Predict – determine the most important concepts & formulate questions to deepen you understanding of the material
Organize – summarizing key information and outline answers to your predicted questions
Rehearse – reciting aloud key information & quizzing your memory of the material
Practice – answering predicted questions from memory
Evaluate – assessing answers to make sure they contain critical information and concrete examples

34. Dialogue With the Author
Create a dialogue with the author, even thought the author doesn’t talk back
Take an active role in your reading of the text
Question the author’s reasoning and information
May get answers to your questions several pages later
Makes learning interesting
Gets you thinking and keeps you focused

35. SQ3R Survey – gathering, skimming, and reviewing the information
Question – raising issues as you are surveying
Read – rereading material & looking for answers to the questions you raised previously
Recite – Rereading material & putting concepts into your own words
Review – going over material until you know it

36. 4Rs System
Reducing – organizing all course information & condensing it into small chunks
Reciting – speaking aloud about reduced material without looking at it – talking through ideas in your own words
Reflecting – thinking about what you learned and connecting it with what your prior knowledge
Reviewing – going through your notes, several more times, concentrating on areas of weakness, until you understand all the material

37. 3Rs System Read – read the material once
Recite – as much as you can remember
Review – read & skim material again to get key concepts and major details

38. Flash Cards Good for classes with a lot of terminology or vocabulary
Helpful for remembering material
Real strength of flash cards is testing yourself on the concepts
An alternative to words on one side and definitions on the other is questions on one side and answers on the other
Use them to quiz yourself

39. Study Groups Benefits See the material from different perspectives
Stay motivated because the group needs you
Commit more time to studying
Group discussions help you learn the material
Share class notes and other material
Pick up new study tips & habits

41. Review Sessions Professor held Chance to ask questions
Participate in discussions

43. Develop your own study plan
Action What it Entails ________________ _____________________ _____________________ _________________ _____________________

44. Learning Styles
Debra Fazio

45. What is a learning style?
the way you learn
the way you process information
individual-no right or wrong
Personality influences it
There are different learning styles
Your learning style can change over time
You may have a combination of learning styles

46. There are several different models developed by psychologists that help us understand how we learn.
Following are models to use to help us understand how you learn
It is important to understand your learning style because you will understand how you can best learn and relate to the world

47. Four Learning Style Theories
Gardner’s multiple intelligence
Fleming and Mills’ VARK Theory
Jung’s personality theory
Using Myers-Briggs Test 

48. Multiple Intelligences Theory
Howard Gardner developed his theory of Multiple Intelligences in 1983 in Gardner's book, Frames of Mind. Gardner utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect.

49. The Eight Intelligences
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Naturalistic
Musical Intelligence
Interpersonal
Intrapersonal

50. Verbal / Linguistic Learns best through Needs Hearing and seeing words
Speaking
Reading
Writing
Discussing and debating
Books
Tapes
Paper diaries
Writing tools
Dialogue
Discussion
Debated
Stories, etc.

51. Mathematical/ Logical
Learns best through
Needs
Working with relationships and patterns
Classifying
Categorizing
Working with the abstract
Things to think about and explore
Science materials
Manipulative
Trips to the planetarium and science museum, etc.

52. Visual / Spatial Needs Learns best through
Working with pictures and colors
Visualizing
Using the mind's eye
Drawing
LEGOs
Video
Movies
Slides
Art
Imagination games
Mazes
Puzzles
Illustrated book
Trips to art museums, etc.

53. Bodily / Kinesthetic Learns best through Needs Touching Moving
Knowledge through bodily sensations
Processing
Role-play
Drama
Things to build Movement
Sports and physical games
Tactile experiences
Hands-on learning, etc.

54. Naturalistic Learns best through Needs Working in nature
exploring living things
learning about plants and natural events
Order
same/different
connections to real life and science issues
patterns

55. Musical Learns best through Needs Rhythm Singing Melody
Listening to music and melodies
Sing-along time
Trips to concerts
Music playing at home and school
Musical instruments, etc.

56. Interpersonal Learns best through Needs Comparing Relating Sharing
Interviewing
Cooperating
Friends
Group games
Social gatherings
Community events
Clubs
Mentors/ apprenticeships, etc.

57. Intrapersonal Learns best through Needs Working alone Having space
Reflecting
Doing self-paced projects
Secret places
Time alone
Self-paced projects
Choices, etc.

58. VARK
The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information
Fleming and Mills (1992) created four categories that seemed to reflect the experiences of their students

59. Visual rely on sight to take in information
They rarely forget a face, a scene, or a place
This preference includes information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words
Visual learners perceive the whole of a concept rather than just its individual parts
Visual learners are usually group-oriented, they respond well to environmental influences or social cues

60. Visual they work better in informal rather than formal situations.
Visual learners tend to be dependent learners.
They perceive the whole before the parts
They are global learners; they depend on the environment for learning cues or clues
Because visual learners are easily distracted, instructors need to consistently monitor the visual students in informal learning situations to keep them on task.
Cooperative learning situations will allow for interactive lessons which are beneficial to visual learners, especially where the learning experiences are open-ended, which visual learners prefer

61. Aural (A)
They are concerned with how concepts relate to pieces of information
They are very skilled oriented and they memorize well.
Auditory learners are independent workers
They listen to a running commentary within their heads which allows them to progress in their assignments
These students continually articulate the information in their heads to process it and successfully complete it

62. Bibliography
Hansen, Katharine; & Hansen, Randall S. Study Skills. New York: Alpha Books Print.
Kummerow, Jean M. and Quenk, Naomi L. Working with MBTI® Step II Results © 2004 by CPP, Inc
Learning Express. Test-Taking Power Strategies. New York: Learning Express LLC: New York, Print.
Newport, Cal. How to Become a Straight – A Student. New York: Broadway Books Print.
Robinson, Adam. What Smart Students Know. New York: Three Rivers Press, Print.
Smith, Brenda. Bridging the Gap. New York: Pearson Longman Print.

63. Digital or Read/Write (R)
This preference is for information displayed as words
many academics have a strong preference for this modality
Digital learners do well in the traditional educational setting because they enjoy the reading and lecture format

64. Kinesthetic (K) benefits most by doing
uses active involvement as the primary mode of learning
such an experience may invoke other modalities, the key is that the student is connected to reality through experience, example, demonstrations, practice or simulation

65. What is MBTI®
Developed by mother and daughter – Katherine Briggs and Isabel Myers
Based on Carl Jung’s theory of Psychological Type.
Over 50 years of research

66. What is MBTI® A framework for understanding healthy personality
No “good” or “bad,” better or worse personalities
Does not explain everything about people
Jean M. Kummerow and Naomi L. Quenk, Working with MBTI® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries.
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67. ITS MANY USES Self understanding and development Managing Training
Relationship/Team Building
Leadership Development

68. FOCUS ON PREFERENCES Are like “handedness”
Are not the same as skills or abilities
Are all accessible to everyone
Jean M. Kummerow and Naomi L. Quenk, Working with MBTI® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries.
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69. EXTRAVERSION INTROVERSION
MBTI® PREFERENCE
How do you prefer to be energised What kind of information do you prefer to pay attention to? How do you prefer to process information or make decisions What lifestyle do you prefer
EXTRAVERSION INTROVERSION
SENSING INTUITION
THINKING FEELING
JUDGING PERCEIVING

70. E – I PREFERENCE How do you prefer to be energised
Extroversion
Preference for drawing energy from the outside world of people, activities and things
Introversion
Preference for drawing energy from one’s internal world of ideas, emotions and impressions

71. S – I PREFERENCE What kind of information do you prefer to pay attention to
SENSING (S)
Preference for taking in information through the five senses and noticing what is actual
INTUITION (N)
Preference for taking information through a sixth sense and noting what might be

72. T-F PREFERENCE How do you prefer to make decisions
THINKING (T)
Preference for making decision by analysing the logical consequences of a choice or action – staying detached
FEELING (F)
Preference for making decisions by gauging the impact of actions on your personal convictions – being involved

73. J – P PREFERENCE What lifestyle do you prefer
JUDGING (J)
Preference for living a planned and organised life.
PERCEIVING (P)
preference for living a spontaneous and flexible life.

74. MYERS BRIGGS DESCRIPTIONS

75. Myers-Briggs Typology Inventory (MBTI)
United States Population Breakdown
ISTJ
11.6%
ISFJ
13.8%
INFJ
1.5%
INTJ
2.1%
ISTP
5.4%
ISFP
8.8%
INFP
4.3%
INTP
3.3%
ESTP
ESFP
8.5%
ENFP
8.1%
ENTP
3.2%
ESTJ
8.7%
ESFJ
12.3%
ENFJ
2.4%
ENTJ
1.8%

76. MBTI® STEP II
Shows the distinctive ways you express your MBTI Step I type
Helps clarify unclear preferences
Suggests ways to use all parts of your personality
Helps you better understand others
Jean M. Kummerow and Naomi L. Quenk, Working with MBTI® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries.
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77. Bibliography
Books
Bergreen, Gary. Copying with Study Strategies. New York: The Rosen Publishing Group, Print.
Fry, Ron. How to Study. New York: Delmar Cengage Learning, Print.
Gardner, John N.; and Barefoot, Betsy O. Step by Step to College and Career Success. 3rd Edition. Boston: Bedford/St. Martin’s, Print.
Geoffrion, Sondra. Get Smart Fast: A Handbook for Academic Success. Saratoga, CA: R & E Publishers, Print.

78. Bibliography
Hansen, Katharine; & Hansen, Randall S. Study Skills. New York: Alpha Books Print.
Kummerow, Jean M. and Quenk, Naomi L. Working with MBTI® Step II Results © 2004 by CPP, Inc
Learning Express. Test-Taking Power Strategies. New York: Learning Express LLC: New York, Print.
Newport, Cal. How to Become a Straight – A Student. New York: Broadway Books Print.
Robinson, Adam. What Smart Students Know. New York: Three Rivers Press, Print.
Smith, Brenda. Bridging the Gap. New York: Pearson Longman Print.