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This basic information may be all you need in order to be successful in your
studies. However, in conjunction with the Superior Study Skills & Habits audio
cassette, this is a very powerful program that can't be beat.
FREE Study Skill Tips
This information is divided into the
following 8 segments:
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Effective Hypnosis
Audio Cassettes
These audio's really work!
- Superior Study Skills & Habits
- Without any effort you'll find your desire and ability to study improve!
- Eliminate Exam Anxiety
- Take exams with confidence!
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This package provides basic information in each of these 8 areas. In each case,
suggestions for changes in study habits are given. Do not feel that you must try to change
everything at once. You are more likely to succeed if you make small changes and
experience positive results than if you try to change everything and set yourself up for
failure. A good place to start might be with a change that sounds most reasonable and
workable and by applying it to your most difficult subject. These ideals along with Superior Study and Exam Skills will take you to the top.
But before you even begin with this package, consider the most effective, efficient,
and, yes, obvious thing you can do to enhance your study skills.
- TRY
- attending all classes and labs (if you don't already manage to do so).
- WHY?
- You hear information from the person who will be testing you on it; you will take
much longer to gather it from other sources; classes offer an opportunity to ask questions
about difficult material; and you won't miss extra information (clues for tests and
assignments, for e.g.).
Learning and Remembering
Most students express a wish to be more efficient in their studies. Knowing how your
brain takes in and processes information, and then working with this system, will greatly
improve your efficiency.
- TRY
- taking a break of 10 minutes for every 50 minutes of work; this will help you retain
information.
- WHY?
- Because learning does not occur by simply stuffing material into short-term-memory.
Learning occurs when what you put into short-term-memory connects--integrates--with what
you already know (which is stored in long-term-memory). This connection occurs
naturally--and you experience the peak of your learning--when you stop inputting and relax
(although you may think about the connections that are occurring).
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- TRY
- reviewing your notes (by doing something with the material--reading, thinking,
writing, or talking about it) at the end of the day, giving 10 minutes for every hour of
new material you took in and want to retain.
- WHY?
- Because research (into something called the Curve of Forgetting) has shown that if
you don't recall or review or work with what you have learned on a given day, within 24
hours you will forget 50 - 80% of it.
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- TRY
- reviewing your notes (see above) at the end of the week, giving 5 minutes to each
hour of material for that week, then giving the same material 2-4 minutes of review at the
end of the month.
- WHY?
- Because the Curve of Forgetting indicates that these reviews are also required to be
able to remember and produce something. If you pay attention to the daily and weekly
reviews, the monthly ones may be taken care of in the course of studying for mid-terms.
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- TRY
- changing subjects or tasks every hour.
- WHY?
- Because the brain does not easily assimilate the same or similar material hour after
hour. This means that, when studying, you might read for an hour then do questions for an
hour. And you wouldn't follow French verbs with German verbs. This also means that
anything you want to learn and remember (like an assignment) should be started early and
done over many nights. (Besides helping your brain take in the material, this sets up a
routine of working with it more than once, which aids the review process that is essential
to learning.)
Time Management
Students, whether first year or graduate, typically complain about a) the size of
their workload and b) the amount of unstructured time. On the surface, these two issues
appear to go together, but it takes time management skills to resolve them.
- TRY
- keeping track of your time for one entire week. (Account for every 1/2 hour by
filling in your schedule every few hours.) Add up totals for sleep, studying, and
recreation.
- WHY?
- Because you need to know if you are putting in enough hours. Normal for sleep is
50-60hr. Normal for school work is 1hr homework for every hour in class plus overtime for
studying (this varies from one faculty and program to another, and mature and part-time
students may need twice these hours for homework, so check with your advisor). Normal for
recreation is 10-25hr, depending on your program.
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- TRY
- planning your schedule in advance, to whatever degree you are comfortable, adjusting
your hours to desired totals. Make clear contracts with yourself regarding time, place,
and study task.
- WHY?
- Because you will work best with a clear sense of purpose.
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- TRY
- writing everything down--long term goals (course requirements) on a calendar, short
term goals (weekly requirements) on your schedule or "goals" sheet, daily goals
(errands) on a "to do" list.
- WHY?
- Because time management is about goals--clarifying them (on paper, leaving
short-term-memory free for learning), setting them, assessing them, developing methods for
meeting them, and rewarding them.
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- TRY
- doing some work on a task the day that it is assigned, then developing a plan for
finishing it by dividing the task into at least 5 "chunks" of work with
established deadlines and rewards.
- WHY?
- Because all of these activities help with motivation. First minute motivation is a
powerful tool; after using it to gain momentum, set deadlines--with rewards--and chip away
at the task to get it done.
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- TRY
- doing your most difficult work during hours when you feel best. (Save pleasant tasks
for less productive times of the day.)
- WHY?
- Because this will make you more efficient. Most of us have high energy time each day,
with two periods of medium and one of low energy. Find these times for yourself and work
with them--doing difficult work during high time and easier work during lower times.
Listening and Note-taking
While it is expected that students come to university with the ability to take a
good set of notes, this is not always the case. High school may not have demanded it, so
good listening and note-taking skills may need to be developed.
- TRY
- being a positive, active listener.
- HOW?
- Sit down front and do not read or talk. Pay particular attention during the second 20
minutes (when you tend to lose it) and to the last minutes when a summary might be given
or conclusions drawn.
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- TRY
- being a positive, active learner.
- HOW?
- Come to class with an interest in the material and with questions to be answered. You
can develop these by thinking about and anticipating the lecture and by pre-reading the
text (This latter is especially helpful if you find yourself having difficulty keeping up
with the material.)
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- TRY
- getting accurate notes, with special attention to the main ideas.
- HOW?
- There may be an overhead; if so, get that material down. In addition, look for points
of emphasis-- from the professor's verbal language, body language, or careful reading of
his notes. If you still feel you're missing the main points, try showing your notes to a
classmate or to the professor.
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- TRY
- leaving lots of space between ideas.
- WHY?
- Because you want lots of room to continue to add notes in your own words; this will
help you learn the material on a deeper level by integrating it with what you already
know. Also, the extra space will make it easier for you to find material when you are
studying.
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- TRY
- going over new notes--10 minutes for each class--within 24 hours.
- WHY?
- Because you lose 50 - 80% of the material if you don't. (For a further explanation of
this idea, see 1) of this series).
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- TRY
- setting your notes up so you can study effectively from them.
- HOW?
- Leave wide left margins; here you will write questions from which to study your
notes. Leave the back of the page blank, so you can fold the page, cover the notes, and
answer the questions when studying.
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Reading
Many students open their books, read until they finish (lose interest, or fall
asleep), and are convinced that their concentration, comprehension, and speed are poorer
than everyone else's. Students need to recognize that reading may be the most demanding
work they do here and that nearly everyone reports difficulty with the volume of reading
required.
- TRY
- getting into the material more often but for shorter periods of time.
- WHY?
- Because some students may only read for 20 minutes without losing concentration.
Also, learning is improved by changing tasks each hour, spreading the work over time, and
dipping into it more frequently. (For further explanation of these ideas, see 1) of this
series.)
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- TRY
- reading groups of words at a time and without mouthing them.
- WHY?
- Because your brain can read faster than your mouth and more than one word at a time.
(A single word has little meaning anyway.) Speed and comprehension will increase if you
read in meaningful phrases.
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- TRY
- establishing a context by beginning with an overview of the material; this will
improve comprehension and retention.
- HOW?
- Read the introduction, headings, charts, graphs, diagrams, conclusion, and summary,
then take a minute to think about the material before beginning to read in depth.
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- TRY
- reading with a purpose: to answer questions and to note the answers (the most
important points) where they occur.
- HOW?
- Establish a list of questions--from questions at the end of the chapter or by turning
the headings into questions--and read to answer these. Put ticks in the margins when you
think you've found answers. (It's better not to take notes, highlight, or underline at
this point; you won't know which are the most important points until you are finished.)
Take one more run through, focusing on the ticks in the margin and now deciding which are
the most important points; now you can make an informed judgement, so it's appropriate to
highlight, underline, or take notes.
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- TRY
- setting your text up so you can study effectively from it.
- HOW?
- Write your questions in the margins, opposite the answers. Regularly review the
material by covering the page and answering the questions.
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Concentration and
Distraction
Most students report dissatisfaction with their ability to concentrate: they may
have trouble getting down to work in the first place or feel that they never work as
efficiently as they would like. While it is impossible to concentrate 100% of the time, it
is possible to minimize external distractions and to begin to work on internal ones.
- TRY
- seriously examining your place of study. (Make what changes you can, or consider the
cafeteria, library, or an empty classroom.)
- HOW?
- Does it have adequate lighting? (A light bulb in your face can cause eye strain.)
- Does it have adequate ventilation? (Lack of circulating air can make you sleepy.)
- Does it offer space and comfort? (You need a clear desk for writing and a comfortable
chair for reading.)
- Is it too warm or too cool? (Both extremes of temperature can make you sleepy.)
- Are there too many line-of-sight distractions? (Some students cannot work with a bed
or pictures from home in view.)
- On the other hand, does it feel like a sterile prison? (Some students work more
efficiently with their doors open.)
- Are there too many audio distractions? (Some music may be fine, but loud rock with
lyrics is "stupefying.")
- Do friends find and distract you easily? (Hide, or learn to say "No, I'm
studying," either by pre-established signals or by sheer force of will.)
This is all very personal and individual; find out what works for you.
- TRY
- establishing a regular routine of eating, sleeping, and exercise.
- WHY?
- Because the ability to concentrate depends on adequate sleep, decent nutrition, and
the increase in well-being that comes with exercise.
- TRY
- bringing interest in the material and a sense of purpose to the task.
- WHY?
- Because human beings are bored by what is not relevant to them. Therefore, you may
need to create relevance--by talking to others or by relating the material to what
interests you. In addition, it helps to always sit down to work with a clearly defined
purpose and task.
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- TRY
- establishing rewards for accomplishments.
- WHY?
- Because human beings work best with positive reinforcement.
- TRY
- starting a WORRY BOOK if frequent worrying undermines you.
- WHY?
Because worrying deals with issues of the past or
future, and studying requires that you be clearly focused on the present. Writing your
worries down initially helps to diminish them somewhat; setting aside time and problem
solving around what you have written helps further.
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Preparing for Exams
Students know that they need to study and that they should probably start well in
advance of the exam. But because high school may not have demanded much in the way of
studying, students find they really don't know how to study early and properly.
- TRY
- not cramming! (See next section for exceptions.)
- WHY?
- Because short-term-memory hasn't enough space for all you need to know. Also,
cramming stupefies long-term-memory (where well-learned material lives), and it can set
you up for panic and "blanking."
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- TRY
- starting well in advance, breaking your studying into chunks, and reviewing often.
- HOW?
- 1. A week or more before the exam, do an initial overview (a 2-4hr quick review of
the material); this will help to motivate you and to determine the structure of the
course, what your material is, and the volume to be covered.
- 2. Develop and follow a plan for getting yourself through this volume of material,
starting (if possible) with your most difficult stuff.
- 3. At the beginning of each study period, do a 10min review of the previous period's
material.
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- TRY
- studying "from the top down."
- WHY?
- Because it is easier to understand and retain material that is well-organized.
Therefore, start with a good grasp of the course's main ideas, then follow with the
sub-topics and supporting details.
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- TRY
- studying by jogging your memory.
- WHY?
- Because real understanding comes not when we stuff information in but when we draw it
out. Exams require this same drawing out of information. So this should be the focus of
studying: answering questions, solving problems, writing essays, defining, explaining, and
applying terms, and working through past exams.
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- TRY
- taking in no new material the night before an exam.
- WHY?
- Because you want to build confidence by reinforcing what you know rather than running
the risk of scaring yourself by discovering some-thing you don't know. Also, you want to
avoid a temptation to cram.
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Cramming
Although you've been told to avoid cramming (studying the night
before), there are times when you're left with no other choice. So here is information on
how to cram.
- 1. For students who have worked hard all term but now have three exams in five
days so only an evening to review already learned material:
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- TRY
- writing out a course summary.
- WHY?
- Because reviewing the structure of the course will help you remember, comprehend, and
retain the material.
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- TRY
- to work through notes and assignments but just skim the text.
- WHY?
- Because this is the best way to set priorities for the time that you have.
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- TRY
- to stay calm and confident!
- HOW?
- By taking breaks in your studying, by getting at least 6hrs sleep, and by reminding
yourself that working hard all term really will pay off!
- 2. For students who've slacked off and are now in justifiable panic:
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- TRY
- gathering information about what's likely to be on the exam.
- HOW?
- Find out which chapters in the text were covered; get a set of course notes, copy and
return them; ask the TA what topics were emphasized.
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- TRY
- finding the following from information gathered: principal themes, sub-topics, and
major illustrations. Now memorize them!
- HOW?
- Repetition is the key to memorization; so is using ever trick you can -- word
association, rhymes, enumeration, sentences from acronyms.
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- TRY
- being selective. After memorizing major themes, decide what supporting material to
concentrate on. You're more likely to remember a narrow range of material covered in
depth.
- HOW?
- Skim the text if there is only one, or skim only chapters that seem emphasized from
your information gathering. If there are many texts, pick two to concentrate on. Take time
to review what you've covered.
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- TRY
- to be kind to yourself.
- HOW?
- Get at least 6hrs sleep. Finally, record the pain of this experience (in a letter or
a tape to be addressed next term) so you won't repeat it!
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Writing Exams
- TRY
- getting appropriate rest, exercise, and nutrition.
- WHY?
- Because these things matter and will affect your performance.
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- TRY
- arriving just on time and leaving without commiserating.
- WHY?
- Because there is wide-spread and contagious panic before an exam, and uninformed,
post-exam second-guessing can be upsetting.
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- TRY
- using a crib sheet to help you, even though none is allowed.
- HOW?
- Make a crib sheet of all the material you are certain will help; take it to the exam;
throw it out before you sit down; then recopy it from memory, somewhere on the exam
booklet, as soon as you can.
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- TRY
- reading all questions (except multiple choice) before beginning, noting anything
important that occurs to you as you do so.
- WHY?
- Because weighing questions in terms of marks and time allows you to pace yourself
accordingly; ranking then working on questions in order of difficulty helps you warm up on
the easier questions (while your sub-conscious works on the harder ones); and writing
ideas down ensures that you won't forget them or over-stress short-term-memory.
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- TRY
- answering the questions as asked.
- WHY?
- Because everyone makes the mistake of miss-reading questions. And if a question is
similar to an assignment, it may take you 4 readings to see it accurately. Therefore,
circle key terms of procedure and direction.
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- TRY
- being an active reader in a multiple choice exam.
- HOW?
- Anticipate the answer to the question, then go looking for it.
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- TRY
- showing you understand the question, know the relevant material, and can present it
in an organized manner.
- WHY?
- Because whether the question is essay or problem solving, this is what the professor
wants. Re-state the question before answering. Organize your work (by establishing knowns
and unknowns if problem solving or by writing an outline if answering an essay question).
Present all relevant material or steps, never assuming something is too simple. Submit
your rough work if you don't finish.
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06/08/98
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