study skills for students

7/27/2019 STUDY SKILLS FOR STUDENTS

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STUDY SKILLSFOR STUDENTS

So if education is so important why isn't ita subject at school?

In our first school we learned things without having to think about it too much - in a

way you were being prepared for work in a senior school. To cut a long story shortyou were gaining skills that would be useful.

In later grades the process continued but became more difficult - you had to startthinking for yourselves more and more.

When it comes to studying in High School, you will be expected to think for yourselfalmost all the time - your teachers will help you all the waay but YOU will have totake control of your own learning.

Strangely enough, very few schools teach you HOW to learn!

This guide has been designed to do just that. It should help you work out sensiblesolutions to any problems you may come across as you work towards thequalifications you will need.

Remember, everyone is different - no one approach will prove successful foreveryone. Each unit of this guide has been tried and tested - use the information tofind out what is best for YOU.

Click on the following links and start your real education now!

As this is a COMPLETE guide it's best to do this in order.

1. ARE YOU AN EFFECTIVE LEARNER?

This "question and answer" test may help you spot where you might start to improveyour study skills. Just answer YESor NO.

1. Do you plan, make a rough copy of, and check your homework or assignmentbefore copying it out neatly?

2. Do you voluntarily revise a subject even if exams or tests are not due forsome time?

3. If you are having problems with a subject, do you talk it over with your

teacher as soon as you can?4. Do you do complete your homework or assignment in advance of its deadline?


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5. Do you have a place at home where you can study withoutbeing distracted?

6. Do you take notice and act upon the comments andsuggestions your teacher might make about your work?

7. Do you keep a record of the "language" (terminology) used

in each subject, especially if that subject is science?8. Do you use the library, internet or other learning aids

regularly to help with your studies?

9. Have you always kept your exercise books or folders in good order and up todate?

10.Can you easily spot the main points of a topic when reading a text book andmake extra notes from them?

11.Do you plan your use of time by writing down what you have to do and bywhen?

12.Do you know ways of improving your memory when revising?13.Do you plan ahead for tests or examinations?

14.Are you able to forget about schoolwork once you have finished studying?

Read on to find out what your score means...

"YES" TO AT LEAST TEN QUESTIONS:

You are well on your way to becoming an effective learner. Use the rest of this guideto help you spot the weaknesses you may still have.

LESS THAN TEN "YES" ANSWERS?:

No problem - read this guide very carefully, follow the advice, and you, too, can bean effective learner!

2. ORGANISATION

"If I spent as much time doing the things I worry about getting done as Ispend worrying about doing them, I wouldn't have time to have anything toworry about."Beryl Phizer

Those people who find schoolwork easy are those who can organise their work:

They are able to work on their own;

they can fit their work to a flexible timetable;

they are willing to stick to it.

Wise use of time is the key to success - and not just in terms of schoolwork. Yourtime must be divided up in many other directions.

For example, how much time do you devote to the following?

Draw up a table like this, complete it, and see.


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ActivityHours per

week

School

Homework

Part-time jobs

Household chores

Sport

Relaxation

Sleep

Meals (including snacks!)

Other activities?

TOTAL

"So what was your total?....."

There are, of course, 168hours in a week! How is YOURtime divided between

importantand unimportant

usefuland useless

productive and unproductive

?

In fact, ALLof the activities listed above should be given time in a well-plannedtimetable. Move on to the next page now!

3. GETTING ORGANISED AND USING TIME AVAILABLE

MORE EFFICIENTLY

"Those who say it can't be done are usually interrupted bythose doing it."Anon.

When asked what they saw as the greatest time wasters, other people came up withthe following:

Watching television Idle waiting time (in queues, at home, etc.) Unnecessarily long telephone calls

Travelling time Meetings (clubs, etc.)


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Unexpected visitors Inability to say "no"

So how can time be saved and put to better use?

The first task is to find out where, when and why time is being wasted. Is there acommon factor?

Secondly, try out time-saving ideas such as:

Selective viewing or listening

Carrying key-fact note cards for revision in idle moments

Limiting time spent on the telephone or with visitors

Saying "NO" and meaning it!

How and what YOUdo is up to YOU

No-one else will do it for you

THINK CAREFULLY ANDBE HONEST WITH YOURSELF!

4. LONG-TERM PLANNING

"Long-term planning" could mean what you intend to do in a week's time to what youintend to do with the rest of your life!

Many people fail tests or exams because they start their revision too late rather thanbecause they lack ability. The reason for this seems to arise from the many other

pressures put upon you. Lessons, practical work, coursework, homework, friends,family, other responsibilities, etc., etc., all eat away at valuable time.

No wonder revision gets put off to just before a test or exam!

Strange as it may seem, careful planning of what you do and when you do it oftenuncovers huge amounts of free timeyou never knew you had! The most importantphrase to remember is:

ORGANISE EARLY - REVISE REGULARLY


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CONSTRUCTING YOUR TIMETABLE

There are 35 - 40 working weeks in a typical school year. Use this as a guide for yourrough timetable.

Fill in tasks as they are given.

For example:

You might include the week a test takes place, the deadline for a project, whenvacations are scheduled - it is entirely up to you!

Advantages

At-a-glance timing for every activity.

Busy periods show up clearly.

Lead-in time to deadlines can be shown by a long arrow.

Time limits for tasks can be set and adhered to.

This timetable should then be backed-up with a detailed daily plan which states what

you need to do day by day.DO NOT rely on memory for this!

There will alwaysbe something you have forgottento take you by surprise at the worst possible time.

...Be Prepared...


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DAILY TIMETABLING

Plan your activities for each day. Don't forget to include breaks, meals and leisureactivities. Be as accurate about time needed as you can.

For the evening, make up a timetable from the time you get home. Divide your timein slots of 15 minutes or so.

For example :

And so on....

Don't forget the weekend!Most of this will be taken up with other things but dotry spare some time preparing for the week ahead and/or revision for tests andexams.

Everyone is different.

The timetable must suit YOU and YOUR needs,NOT what someone else says you must do.

GET SETTLED - LOOK AT THE TASK - DIVIDE YOUR TIME

FIX TARGETS - SET DEADLINES

REWARD YOURSELF!!

and finally

NEVER FORGET WHAT YOUR TIMETABLE IS FOR!


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5. WORKING OUT PRIORITIES

Priorities can be divided up into:

URGENT- must be done now.

IMPORTANT- must be done soon.

UNIMPORTANT- must be done eventually.

There is, of course, a lot of overlap so you might also list the things you have to doonly in order of importance - the top one or two becoming urgent.

Keep a diary and a pencil handy to record things as they crop up.

You could also use a card index, or even a computerised database, whatever you feelyou can work with.

If you find that more than two items are urgent, then you are the victim ofbad planning - do it better next time!!

MOST OF ALL

BE FLEXIBLE - LEARN TO FIT THINGS IN

and

BE EQUIPPED - DIARY, TIMETABLES,CARD INDEX, ETC.

Another way of setting priorities is to use the 4D system:


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DUMPanything that does not need to be done at all...

DELAYwhat you can't dump...

DESIGNATEa time for what you can't delay...

and then.....DO IT!

6. LOOKING BACK ON WHAT YOU HAVE DONE

Keeping an eye on your own progress can tell you much more than any report made

by a teacher. This will help you see where you are having difficulty so that you candeal with it before it gets worse!

Try grading yourself (A, B, C, or whatever) on one or more of the following:

The grade or marks I obtained

My level of effort

The growth of my knowledge

My level of understanding

Keep a record of your own grading. It will help you plan your progress and allow youto set targets.

Where do you succeed?

Where do you fail?What are you going to do about it?

You could also plot your marks on a graph with marks on the vertical axis and schoolweek (1 to 40 or so) on the horizontal axis. You will then see immediately if you areheading up, down or staying the same.

NEVER REGARD "FAILURE" AS FINAL


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Turn it into a challenge and use every opportunity to put it right! Only small changesin effort or attitude are required to move between grades - preferably upward!!

7. SEVEN STEPS TO DEALING WITH PROBLEMS

If you follow this guide carefully the things you might see as difficulties now becomeenjoyable challenges.

1) WHAT EXACTLY IS THE PROBLEM?Make sure you know what it is!

2) WHAT END RESULT DO YOU HOPE TO ACHIEVE?Decide on what"success" means to you.

3) COLLECT INFORMATIONWhat are the facts? Who / What can help?(Teachers, books, time, etc.)What are your priorities?

4) DECIDE WHAT HAS TO BE DONEHow will you achieve your aim?

5) PLAN AHEADWhen? How? Why?

6) ACTCarry out your plan.

7) REVIEWHave you achieved what you set out to do? (Yes or No)

Were you unsuccessful? (Go back to Number 1)

Did you fall short in any way? (Go back to Number 2)

Have you learned anything? (If not, why not...?)

What should you do next...?


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Go for it!8. SETTING UP YOUR STUDY AREA

Setting up a study area will help you get into the "study habit".

If you always work in this one place your brain will begin to switch into "study mode"

as soon as you sit down. In other words, you "activate" your ability to concentrate.

In an ideal world the study area would be:

QUIET

FREE OF DISTRACTIONS

COMFORTABLE

WELL LIT AND VENTILATED

In the real world the first two are difficult to achieve! There is no ideal place to study,only one in which youare able to study. This is a very individual place.

Firstly, decide what your study needs are.

Do you need silence or some background noise?Do you study best when sitting or lying down?

Do you prefer the room light or direct light from a table-lamp?The choices are entirely up to you.

Secondly, once you have decided upon your needs, claim your territory!

When setting up your workplace you will need to organise your materials so that theyare ALWAYSat hand. There is nothing worse than interrupting study to findsomething that should have been there already. You will definitely need a bookshelffor books and notes and a container or drawer for things such as stationery.

IF YOU MIGHT NEED IT, IT SHOULD BE THERE!!

It is also helpful to have a large noticeboard in front of your study area to pintimetables, short notes, "find-outs" and "must-do's". It will also be an ideal place toput memory aids so that they are always in sight.


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Finally, keep it tidy and organised!If you always have to search for materials youwill waste valuable time and your concentration will fade.

In fact, make it very clear to everyonewho may use that room that your study areais sacred - if something then goes missing or runs out then you only have yourself toblame.

KEEP IT EQUIPPED - KEEP IT TIDY - KEEP USING IT!

A few words about music...

It is perfectly OK to listen to music while you are studying. But choose carefully!

Educational psychologists have discovered that music with a rhythm of 60 beats perminuteactually helpsyou learn!!

However, most contemporary music has a rhythm of 100 - 140 beats per minutewhich lowersyour brain's ability to retain information.

Don't believe it? Try it...

For your information Classical Baroquemusic has the correct rhythm of 60 beatsper minute or so.

9. GETTING THE MOST OUT OF YOUR LEARNINGABILITY

"You cannot teach a man or woman anything; you can only helpthem to find it within themselves."

Galileo

"Just as eating against one's will is injurious to the health, sostudy without a liking for it spoils the memory, and it retains

nothing it takes in."Leonardo Da Vinci

The only way to make study work for you is to avoid BOREDOM- the worst enemyof learning.

From a very early age, we vary what we do to stop ourselves getting bored. We lookfor new tasks and seek new ways to do things. Sometimes even this fails and we fall

into the boredom-trap. We cannot be bothered to find ways to cure our boredombecause we are too bored.


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Over time we develop a concentration-span - the time between starting a task to thetime we find our minds wandering. This is because your brain deals with informationin a very special way.

The brain receives information from our senses. This is then passed on to our short-term memory where it is stored for a short time. From then on the information inshort-term memory must be passed on to long-term memory or we end up"forgetting" the information. Your brain's ability to do this depends on how you feel.

If you are bored, short term memory is lost very quickly and so can never be passed

on. You may be surprised to learn that it is not lost forever - it is stored away oftennever to be remembered again.

The best way to learn is to limit study periods to the length of our concentration-span. This gives the brain the best chance to store what we are studying in long-termmemory.

DETERMINING YOUR CONCENTRATION-SPAN

Go to your study area and get settled.

Read a large section of the text book belonging to your least favourite subject,preferably from part of the book which has not been covered before. Note thetime you start.

Make an effort to LEARNand RECALLthe information you read.

Note the time at which you find your mind beginning to wander, no matterhow little. This will be your minimum concentration-span.

Repeat the task with your favourite subject. This will be your maximumconcentration-span.

You will probably find that your concentration-span varies between ten and twentyminutes depending on the subject, how you feel, the amount of rest you have taken,and your eating habits.

Now that you know what your own brain can cope with you can sort out your readingand revision to suit.

NEVERstudy beyond your concentration-span. You may still be reading butyour brain will be losing most of the information it takes in. This makes it pointless to


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go on. You may satisfy your need to feel as if you are working hard, but the amountyou actually remember will get less and less.

MAXIMISING RECALL

After studying for the time you found was best, you must then take a rest for about

five minutes. Do something else not connected with your work. Listen to music, have

a snack, refresh yourself - but don't stop thinking about what you were reading.

This may be an unusual thing to do in the middle of a study session, but your brainneeds that time to sort out the information in your short-term memory. At the end of

the rest period, the information you were reading will be much clearer than it was tobegin with.

Short-term memory lasts between 12 to 48 hours. If you stopped at this point youwould be able to recall only about 10-20% of the information you read.

To get the information into long-term memory you must REVIEW.

REVIEWING YOUR CHOSENSTUDY TOPIC

After your five-minute rest, read the same information again. Concentrate only onthose points that are most important.

Then take another five-minute break and re-read once more, fitting all the bits ofinformation together.

Both of these reviews would be made even better by note-taking in whatever wayyou find easy and helpful. Make sure that the notes you make are well organised!

ONE WEEKand TWO WEEKSlater review the topic again using your notes. By now

you should have found that there has been a huge improvement in your ability toremember, understand and use that information.

Finally, you must REVISE. This is simply a way of drawing loose ends together withthe same study method but this time using your notes only.

If you use the above methods while you are still following a course of study, your

final revision will be made much easier. Some students who have used thesemethods early find that very little final revision is necessary. They became so good atremembering the work during the course of the year that they didn't need to do anymore!

The Read / Review / Review Graph


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IMPROVING YOUR MEMORY

Study is like building a jigsaw :

Lay out the pieces

Sort out the edges

Build inwards towards the most difficult parts

Put in the final pieces

Stand back and appreciate!

In learning, the pieces of knowledge you have can be swapped between severaljigsaws in your mind - but there is no pattern which you can follow.

By making patterns yourself all the pieces fall into place. Soon, that wonderful feelingof excitement hits you when you look down and see how the jigsaw fits together.

If you make patterns within your work then several pieces can be missing from the

middle, but by looking at their neighbours a guess can be made as to what themissing pieces should be. In other words - you do not have to know everything!

By improving your reading and note-taking skills you can speed up the building of thejigsaw and increase your ability to remember the pattern.

BETTER READING(THE "Q-S-R" TECHNIQUE)

Q:QUICKLYread the page or chapter you wish to study.

S:SCANeach page at a time noting key words or sections as you read throughfairly quickly.


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R:READthe page or chapter carefully and thoughtfully, making more notes as yougo if you like. Concentrate on the key words or sections you highlighted, using themas trigger points for recall.

NOTE TAKING

The purpose of notes is not to copy out great chunks of information from books. They

should only act as a trigger to help you remember what you have read. Key wordsare more easily remembered than long sentences!

Notes should be short, to the point, well-organised and easily read. The exact style isup to you and you only. Some tried and tested methods are given in the next section.

SUGGESTED METHODS OF NOTE TAKING

SERIAL NOTES

This is a simple note-making style and is best for making notes during lessons. Don'twrite everything you hear or read but select out the most important points.Concentrate only on those pointers that will help you recall the lesson content.Improve upon them laterwhen time allows.

Use lots of headings, sub-headings, numbered points, "bullets", etc.

For example:

Heading

Sub-Heading 1

Note 1.1Note 1.2

Sub-note 1

Sub-note 2

Sub-Heading 2Note 2.1Note 2.2

Or:

and so on

MIND-MAPS(based on the work ofTony Buzan)

Useful for making short notes for revision. Stretch points outwards from a main pointor key word. These are best drawn from notes made during lessons which have then
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been added to with further information from text books. Software is also available tomake drawing and revising a Mind Map easy - go towww.mindmapper.com

KEY-WORD INDEXING

This requires the use of index cards which can be purchased at any stationers. As yourevise notes write down key-words in two categories: HEADERSand LINKEDWORDS.

Use the HEADERSas titles for the index cards, and beneath this write a list of the

LINKED WORDS. When revising a topic have the index cards in front of you. Withpractice, just the thought of a HEADERword will trigger recall of most, if not all, ofthe rest. For example:

BRAINSTORMING

Brainstorming is best used when revising in groups (but can be used by someoneworking alone) and combines all of the above techniques.

This is especially good for working out what to put in an essay or extendedassignment. Think of everythingyou can to do with a topic, no matter how odd orunusual. Note down the words and/or ideas, discuss how important they are. From

that discussion develop a pattern that makes sense of the things mentioned bygetting rid of those that stray from the point.
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10."LUCKY MASCOTS"

Lucky mascots can serve a very useful purpose besides sitting on a desk and getting

in the way. They can act as memory aids provided that they are used in a sensibleway and the method is taken seriously!

Select as many small mascots, charms, souvenirs, etc., as you have subjects. Theseitems might include decorated pens, charms from a bracelet, small toys, wrist bandsand so on. Large items are a distraction and will not be allowed in the exam room.

Link each item with a particular subject and always have it nearby, or even in yourhand, while you are doing homework, revising, making notes or testing yourself. Thepen option is best if you are easily embarrassed by small cuddly toys on your desk!

Your brain will begin to link the learning and memory of each subject with the item

chosen. This means that when you are in an exam, touching or handling your chosen"lucky mascot" for that subject will allow the link to "resurface" helping your brain toselect the right information held in your memory.

Do Lucky Mascots work?

OK, it does sound strange - but many people who have tried the luckymascot technique confirm that if you do take it seriously it does work. Andwhat have you got to lose?

If mascots are not to your liking, try rubbing a different scent onto yourwrists for each subject, the smell being the trigger for recall. A number of

cosmetic shops (for example, The Body Shop) stock a very wide range ofdifferent scented oils that could be diluted and used.

CHEWING (of gum, etc.)

WARNING:Sugary items chewed during revision may achievethe exact oppositeof what you might expect.

Eating sugary things causes your blood sugar level to rise suddenly. Your brainassociates this with you just having had a large meal. In response your brain makesyou feel dull and sleepy. During revision or even during an exam this spells disaster!

Avoid eating or chewing confectionery of any kind during an examination. If youmust, and if it is allowed, use sugar-free products.

Better still, have a starchy meal (rice, noodles, bread, potato) an hour or so beforerevising or before your exam. This will stop you feeling hungry and provide a steadysupply of blood sugar to the brain. Your brain will respond by working at its best.

NEVERMISS A MEAL BEFORE AN EXAM.

YOU MUSTHAVE AN ENERGY SUPPLY.


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11. Recommended LinksAnd Finally...

I hope that this guide is or has been of some help to

you.

If you have any observations or comments or if you have

a particular study problem that you need help with get intouch with me at the e-mail address given in therecommended links below. If you never ask, you'll neverknow

Recommended links

The Schoolzone:One of the best education sites on the net - just about everything you might everneed!!

Support 4 LearningA very comprehensive list of other study skills sites and related material.

BBC LearningAnother massive collection of learning resources.

Control of the study environment

1. Set aside a fixed place for study and nothing but study. Do you have a placefor study you can call your own? As long as you are going to study, you may aswell use the best possible environment. Of course, it should be reasonably quietand relatively free of distractions like radio, TV, and people. But that is notabsolutely necessary. Several surveys suggest that 80% of a student's study isdone in his or her own room, not in a library or study hall. A place where you are

use to studying and to doing nothing else is the best of all possible worlds. After awhile, study becomes the appropriate behavior in that particular environment.Then, whenever you sit down in that particular niche in the world you'll feel likegoing right to work. Look at it this way; when you come into a classroom, you sitdown and go to work by paying attention to the instructor. Your attitude andattention and behavior are automatic because in the past, the room has beenassociated with attentive listening and not much else. If you can arrange thesame kind of situation for the place where; you study, you will find it easier to sitdown and start studying.

2. Before you begin an assignment, write down on a sheet of paper the time you

expect to finish. Keep a record of your goal setting. This one step will not take anytime at all. However, it can be extremely effective. It may put just the slightest bit
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of pressure on you, enough so that your study behavior will become instantlymore efficient. Keep the goal sheets as a record of your study efficiency. Trysetting slightly higher goals in successive evenings. Don't try to make fantasticincreases in rate. Just increase the goal a bit at a time.

3. Strengthen your ability to concentrate by selecting a social symbol that isrelated to study. Select one particular article of clothing, like a scarf or hat, or anew little figurine or totem. Just before you start to study, put on the cap, or setyour little idol on the desk. The ceremony will aid concentration in two ways. Firstof all, it will be a signal to other people that you are working, and they shouldkindly not disturb you. Second, going through a short, regular ritual will help youget down to work, but be sure you don't use the cap or your idol when your arewriting letters or daydreaming or just horsing around. Keep them just for studying.If your charm gets associated with anything besides books, get a new one. Youmust be very careful that it doesn't become a symbol for daydreaming.

4. If your mind wanders, stand up and face away from your books. Don't sit atyour desk staring into a book and mumbling about your poor will power. If you do,your book soon becomes associated with daydreaming and guilt. If you mustdaydream, and we all do it occasionally, get up and turn around. Don't leave theroom, Just stand by your desk, daydreaming while you face away from yourassignment. The physical act of standing up helps bring your thinking back to thejob. Try it! You'll find that soon just telling yourself, "I should stand up now," will beenough to get you back on the track.

5. Stop at the end of each page, and count 10 slowly when you are reading. Thisis an idea that may increase your study time, and it will be quite useful you if youfind you can't concentrate and your mind is wandering. If someone were to askyou, "What have you read about?" and the only answer you could give is, "Aboutthirty minutes," then you need to apply this technique. But remember, it is onlyuseful if you can't concentrate -- as a sort of emergency procedure.

6. Set aside a certain time to begin studying. Certain behavior usually is habitualat certain times of the day. If you examine your day carefully, you'll find that youtend to do certain things at predictable times. There may be changes from day today, but, generally parts of your behavior are habitual and time controlled. If youwould be honest with yourself, you'd realize that time controlled behavior is fairly

easy to start. The point is that if you can make studying - or at least some of yourstudying - habitual it will be a lot easier to start. And if the behavior is started at ahabitual time, you will find that it is easier to start. And if the behavior is started ata habitual time, you will find that it is easier to get going without daydreaming ortalking about other things.

7. Don't start any unfinished business just before the time to start studying. Mostpeople tend to think about jobs they haven't finished or obligations they have tofulfill much more than things that they have done and gotten out of the way.Uncompleted activities tend to be remembered much longer than completedones. If we apply that idea to the habit of daydreaming, you might suspect that

uncompleted activities and obligations would be more likely to crop up as asource of daydreaming than completed ones. Therefore, when you know you're


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about to start studying because it's the time you select to begin, don't get involvedin long discussions. Try to be habitual with the time you start, and be careful whatyou do before you start studying. This can be one way to improve your ability toconcentrate.

8. Set small, short-range goals for yourself. Divide your assignment intosubsections. Set a time when you will have finished the first page of theassignment, etc. If you are doing math, set a time goal for the solution of eachproblem. In other words, divide your assignments into small units. Set time goalsfor each one. You will find that this is a way to increase your ability to studywithout daydreaming.

9. Keep a reminder pad. Another trick that helps increase your ability toconcentrate is to keep pencil and paper by your notebook. If while you're studyingyou happen to think about something that needs to be done, jot it down. Havingwritten it down you can go back to studying. You'll know that if you look at the pad

later, you will be reminded of the things you have to do. It's worrying aboutforgetting the things you have to do that might be interfering with your studying.

10. Relax completely before you start to study. One approach to concentration isto ask yourself, "Do study and bookwork scare me?" If you have to do somethingunpleasant, something that you know you may do badly, how do you react?Probably you put it off as long as possible, find yourself daydreaming, and wouldwelcome reasons to stop studying. If you do react this way, you might be said tosuffer from learned book-anxiety. The key to breaking this book-anxiety daydreamseries is learning how to relax. When you are physically, deeply, and completelyrelaxed, it is almost impossible to feel any anxiety. Associate the book withrelaxation, not with tension and anxiety. When you study, study; when you worry,worry. Don't do both at the same time.

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