Study Skills

1
Study Skills

• Theoretical Underpinnings
• Study principlesCAL p. 268-272
• Dubert additions (largely from Pauk)
• Distributed instead of massed practice
• Manipulate the material
• New graphs, charts, summaries, visual aids
• Interest!
• Teachers can help, but students need to take
  responsibility
• Learn to hijack hour courses/assignments

2
Study Skill Tensions

• Explicit instruction vs. learned helplessness
• Transfer to new situations
• Overcoming student conservativeness
• Convincing kids of the power of front loading
  (preventative medicine model)

3
Some Study Skill Strategies

• Insert
• SQ3R (why its worth the time)
• Cornell Notetaking (notemaking)

4
Insert

• Book-mark
• Used in place of highlighting
• Erase as review
• Can be supplemented with sticky notes

• ? I agree
• X I disagree
• Thats important
• Thats new
• ! Wow
• ? I wonder
• ?? I dont understand

5
SQ3R

• Survey
• Question
• Read
• Recite
• Review

• Designed to turn passive readers into active
  readers.
• Without average reader looses 75 of information
  within 24 hours
• Takes a lot of guided practice for students to be
  convinced that this is worth the trouble.

6
Survey

• Page (flip) through the reading assignment
• Titles/subtitles
• Introduction Summary (or end of section
  activities)
• Illustrations, charts, graphs, examples
• Get macrostructure firmly in mind
• Establishes a Cognitive Framework facilitates
  comprehension/retention
• Efficient storage (in chunks)
• Reduces focus on trivial details
• Speeds up reading
• Can predict/anticipate (an essential
  comprehension skill
• Better Metacognitive monitoring

7
Question

• Review or Establish a Set of Questions to Guide
  Reading
• Book questions
• Teacher posed questions
• Student generated
• Helps with metacognition
• Am I getting it?
• At best, personalizes act of reading
• At worst, search destroy
• Essential for research projects
• Look for the information pertinent to your
  thesis/question

8
Read

• Sit on your highlighter
• READSmall chunks of text (5 minutes)
• Avoid short-term memory effect
• Read quickly (see flexible rates)

9
Recite

• RECITE aloud (tell yourself the main ideas
  important details)
• Gets another learning style in
• Prevents lazy brain
• Moves information into long-term memory

10
Review

• Check your recitation for errors/ omissions
• Here you can highlight!
• Take notes

11
SQ3R

• Better retention-less review
• Help students practice enough times so that they
  can learn the value
• Guided practice independent practice
• Lincoln Navigator vs. used station wagon
• Something is better than nothing
• Always survey before class!
• If nothing else read the summary

12
Cornell Notes

• Large left-margin
• Date topic on each page
• In right side take minimal notes (main ideas)
• Leave space between lines (paper is cheap!)
• After class use book, friends, teacher to fill in
  what you didnt write down
• After class do note shrink in left column-write
  main idea/key vocabulary

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Sample Cornell Notes

• 12-7-82
• ReviewPearl Harbor WW II
• Meeting at Versailles
• Big 4
• Whats wrong
• Germ/Aust-Hung-absent
• Russia-Revolution Anarchy
• What could Grms do?
• hope trust Wilson-have faith in 14 points
• Wilsons 14 points

14
Sample Cornell Notes

• 12-7-82
• Treat of Versailles
• ReviewPearl Harbor WW II-Not important now but
  will be
• Meeting at Versailles
• Big 4See yesterdays notes. Fr. Gr.B., US,
  Italy
• Whats wrong
• Germ/Aust-Hung-absent--How can peace be
  established if all fighters arent there?
• Russia-Revolution Anarchy
• Firstdidnt know what to ask. Big mistake, See
  WWII
• What could Grms do?They had been disarmed, lost
  positions, had no leverage
• hope trust Wilson-have faith in 14 points--The
  14 pts seemed fair. Wilson seemed sincere.
• Wilsons 14 points When he arrived he was
  revered by the common people.

• Reviewpolitics at Versailles
• Grm.Austria/Hungary--Role
• Russiarole
• German Problem what they could do
• Wilsons surprise

15
Teaching Cornell Notes

• This will take about 2 weeks
• Patience in strategy application
• Day 1-lecture model
• Day 2-model
• Day 3-guided practice
• You take notes on 2 transparencies
• Show without collecting student notes
• Day 4-independent practice
• You take notes make copies
• Students turn in notes
• You give feed back
• Days 5-10 fading/correction/small groups

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Classification/Question Charts
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Classification/Question ChartsShort Stories
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Classification/Question Charts-Novels
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Classification/Question Charts-Novels
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Classification Charts-History