Time Management

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Time Management Study Skills

• Time Management
• Scheduling Study Time
• Avoiding Procrastination
• Managing Group Projects
• Study Skills
• Learning Styles
• Note Taking
• Studying

By Martin Golson, Austin Peay State University
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Scheduling Study Time

• Use daylight hours Research indicates that you
  gain as much from 60 minutes of study during
  daytime as you do from 90 minutes at night.
• Use free periods during the day Most students
  fail to utilize the time available between
  classes. Use this time to review notes of prepare
  for the next class.
• Allocate sufficient time for study As a
  starting point, allow 2 hours of study for each
  hour in class. Adjust the time allowed as
  necessary.

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Scheduling Study Time (cont.)

• Have an agenda for each study period Have a
  specific goal for the study session.
• Allow break time Most students achieve best
  results by studying for 45-50 minutes and then
  taking a 10-15 minute break.
• Allow time for sleep and recreation Students
  need sufficient rest to learn and retain
  information.
• Start lengthy projects, such as term papers,
  ahead of time.

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Scheduling Study Time (cont.)

• Create a prioritized to do list Insure the
  priority tasks are accomplished first
• Allow time to review and edit notes after class
  This should be accomplished as soon after the
  class as possible
• Study at the same time every day It is easier
  to maintain a systematic schedule
• Leave time open for unscheduled activities
  There will always be unexpected tasks to
  accomplish. By leaving time open, these tasks
  should not cause major disruption

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Avoiding Procrastination

• Rational self-talk
• Positive self-statements
• Dont catastrophe
• Design clear goals
• Set priorities
• Divide the task
• Get organized
• Take a stand
• Use prompts
• Reward yourself

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Managing Group Projects

• Set a goal as a group to be in control of the
  learning process
• Used the attached chart to plan the process

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Learning Styles

• Different people have different ways that they
  learn best. There is no right way to learn
• Tutors should help students recognize their
  learning style and select learning strategies
  which support their style of learning
• The learning styles include
• Visual/verbal learning
• Visual/nonverbal learning
• Tactile/Kinesthetic learning
• Auditory/verbal learning

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Note Taking

• Effective note taking procedures
• Note taking systems
• Concept diagram
• Outline
• Cornell

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Studying

• SQ3R
• Survey Read the chapter overview and look at
  the section headings.
• Question Write questions down about the
  material based on the section headings.
• Read Read the material, seeking answers to the
  questions you created. Do not highlight the text
  on the first reading.
• Recite Ask yourself the questions you raised
  and recite the answers out loud. Write your
  answers in brief notes.
• Review Select methods of reviewing material
  based on your learning style

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Studying (cont)

• Review Techniques
• Review and recite notes
• Make flash cards (question or word on one side,
  answer on the other)
• Make a practice quiz use your reading and
  lecture notes
• Create an outline of the material
• Make an audio cassette and listen to it
• Evaluate and explore the key concepts
• Answer the texts and/or professors review
  questions
• Do and review homework assignments

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What Now?

• Congratulations You have completed this module.
  When you are satisfied that you know the
  material, proceed to the quiz associated with
  this module.

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Rational Self-Talk

• List your excuses for not doing the task
• Create a list of realistic thoughts which
  counter the excuses
• Use your new list to motivate yourself to begin
  the task at hand

Back
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Positive Self-Statements

• Create a list of motivational statements and use
  them whenever you feel the urge to procrastinate
  (i.e. I can do this or Theres no time like
  the present)

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Dont Catastrophe

• Avoid jumping to the conclusion that you are
  bound to fail at the task. Instead, focus on what
  you can do to achieve your goal.

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Design Clear Goals

• Set specific goals to accomplish
• Establish time table for accomplishing the goals
• Insure the goals are realistic

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Set Priorities

• Write a list of everything which must be
  accomplished
• Assign a priority number to each task based on
  its relative importance (Do not simply say that
  everything is urgent)
• Place goofing off at the bottom of the list
• Start with the most urgent task

Back
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Divide the Task

• Break the project into small, manageable
  components
• Start with one of the smaller tasks, just to get
  the project started

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Get Organized

• Get your materials ready
• Set the dates and times you will work on the
  task in your pocket organizer
• Mark off the tasks as you complete them

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Take a Stand

• Commit yourself to the task
• Tell a friend or family member about your
  commitment
• Ask them to encourage you on the task

Back
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Use Prompts

• Write reminder notes to yourself and post them
  in conspicuous places (TV, mirror, car, or
  refrigerator)

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Reward Yourself

• Offer yourself an incentive for accomplishing
  the task (i.e. Once I finish the rough draft, I
  am going to get a pizza)
• Celebrate accomplishing the task

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Managing Group Projects
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Managing Group Projects (cont)
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Managing Group Projects (cont)
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Managing Group Projects (cont)
Back
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The Visual/Verbal Learner
Back
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The Visual/Nonverbal Learner
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The Tactile/Kinesthetic Learner
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The Auditory/Verbal Learner
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Note Taking Procedures

• Sit near the front of the class to reduce
  distractions
• Listen actively think before you write
• Do not attempt to write everything down get
  the key concepts and procedures
• Raise questions if appropriate
• Leave space between concepts
• Pay attention to verbal and nonverbal cues which
  indicate key points
• Copy everything which is written on the board
  (if the professor takes the time to write it, you
  may see it again)
• Write legibly
• Draw pictures and diagrams
• Abbreviate

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Concept Diagram

• Use a separate page for each main idea
• Draw links between related concepts and diagrams
  to show relationships
• Useful for visual learners

Main Idea
Point 2
Point 1
Additional Information
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Outline

• Indent supporting concepts or ideas under the
  major idea
• Leave space between major ideas in case the
  professor comes back to the concept
• Best for professors who use a well organized
  structure in their lectures

• Main Idea
• Supporting Concept 1
• Supporting Concept 2
• Sub-concept 1
• Sub-concept 2

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Cornell System

• Line off areas before class
• Note taking area use this space to record
  lecture as fully as possible
• Cue column After the lecture, use this space to
  highlight main ideas and clarify notes
• Summary After the lecture, use this space to
  summarize the contents of the page

Note taking area
Cue column
Summary
Back