College Success

Learning Style

Vark V-isual A-udtiory R-ead/Write K-inesthetic

Three things about Short term memory

1) Hold information for 30 seconds or less 2) Only grabs 5-9 chunks at a time 3) Either lose or transfer information

3 Techniques For Concentration

1) Summarize what the speaker has said 2) Try to guess where the speaker is going next 3) Question the tuth and validity of speaker's words

What constitutes as a heart healthy gpa

2.0

Minimum GPA for hope is

3.0 (Doesn't round)

Memory aids

Acronyms: 1st letter used to form (G.U.I.D.E) Acrostics: Put sentence into phases Every Good Boy Does Fine Rhyme and Song Visualization Academic Writing: Any kind of college paper Kinds of papers in college: Topic writing Approach Key Word: Summarize, define, classify, analyze, compare/contrast, argue, synthesize (Put together)

What are 4 specific aids to improving your memory?

Acrostics, Rhythm, visual aid, acronym

3 L's Learning Cycle

Adult learning is different from learning in primary and secondary school. In high school, teachers often take much of the responsibility for how students learn—encouraging learning with class discussions, repeating key material, creating study guides, and looking over students' shoulders to make sure no one falls behind. In college, most of the responsibility for learning falls on the student. You're free to fail—or succeed—as you choose. This applies as well to how well you learn. Learning an academic subject means really understanding it, being able to think about it in meaningful ways and to apply that understanding in new situations. This is very different from simply memorizing something and repeating it back on a test. Academic learning occurs most effectively in a cycle of four steps: Prepare- One student rolls out of bed a few minutes before class and dashes across campus and grabs the last seat in the hall just as the instructor begins a lecture; it takes him a few minutes to find the right notebook in his backpack, and then he can't find a pencil. He's thinking about how he should've set his alarm a little earlier so he'd have had time to grab a cup of coffee, since he's having trouble waking up. Finally he settles in his seat and starts listening, but now he can't figure out what the instructor is talking about. He starts jotting down phrases in his notes anyway, thinking he'll figure it out later. Another student looks over his notes from the previous class and quickly glances back at passages he'd highlighted in the textbook reading. He arrives at class a few minutes early, sits up front where he can hear well, and has his notebook open and pencil out. While waiting for the instructor to arrive, he talks to another student about her ideas for the paper due next week in this class. It's obvious which of these students will learn more during today's class lecture. One has prepared and the other has not, and they will experience a huge difference in their understanding of today's topic. Preparing to learn is the first step for learning. The same is true when you sit down to read your textbook, to study for an exam, or to work on an out-of-class project. Partly you are putting yourself in the right mind-set to learn. But when you review yesterday's notes to prepare for today's class, you are also solidifying yesterday's learning (Mindset to learn) Capture- "Capturing" refers to taking notes. No matter how good your memory, you need to take good notes in college simply because there is so much to learn. Just hearing something once is seldom enough. You have to go back over the material again, sometimes several times again, thinking about it and seeing how it all fits together. The more effective your note-taking skills, the better your learning abilities. Take notes also when reading your textbooks. You'll learn methods for taking good notes in later chapters. (Process of note taking) Absorb- "Absorbing" refers to the actual taking in of new ideas, information, or experience. This is what happens at the moment a student listens to a class lecture or reads a textbook. In high school, this is sometimes the only learning step taken by some students. They listened to what the instructor said and "regurgitated" it back on the test. But this won't work in college because learning now requires understanding the topic, not just repeating facts or information. In coming chapters you'll get tips for improving in this step. (In take of new information) Review- The step of reviewing—your class notes, your textbook reading and notes, and any other course materials possibly including recordings, online media, podcasts, and so on—is the next step for solidifying your learning and reaching a real understanding of the topic. Reviewing is also a way to prepare for new information and ideas. That's why this is a learning cycle: the end of the process loops back to the beginning as you prepare for additional learning. Reviewing is also the step in which you discover whether you really understand the material. If you do not understand something fully, you may need to reread a section of the book, talk it over with a friend in the class, or go see your instructor. (What you/ is process working) ( Potatoes cook after raising)

Two types of GPA? When does School check?

Academic and Financial and every 30, 60, 90 hours.

The academic year goes from

August to June

College classes have a tendency to focus more on what, in relation to what?

Learning depending on the student. Critical thinking or higher order thinking

3 common mistakes in logic

Begging Use of fallacy Acqueiesce to authority

List the ways to take notes

Cornell- The Cornell method can include any of the methods above and provides a useful format for calling out key concepts, prioritizing ideas, and organizing review work. Most colleges recommend using some form of the Cornell method. Outline- A good method to use when material presented by the instructor is well organized. Easy to use when taking notes on your computer. List- This method is what most students use as a fallback if they haven't learned other methods. This method typically requires a lot of writing, and you may find that you are not keeping up with the professor. It is not easy for students to prioritize ideas in this method. Concept Maps: Great method to show relationships among ideas. Also good if the instructor tends to hop from one idea to another and back. (Paragraph)

The forgetting curve

Lose in 24 hours

9. Instructors tend to prefer essay exams because they promote a. Mind maps c. higher-order critical thinking b. Memorization d. none of the above

c. higher-order critical thinking

4. Developing a visual guide to a chapter is known as a. Illustrating c. mapping b. Chunking d. outlining

c. mapping

G.U.I.D.E (Effective communication)

G-Get your audiences attention U- You I- Idea D-Develop E- Exit (works in written/verbal)

What is ISS

Intense Study Sessions: Goal/Purpose: (1-2 minutes) Study with focus (Learning Style): (30-50 minutes), Interact with material Reward yourself: (10-15 minutes): Take a break Review: Did you reach your goal ( George's shoes really roar)

Blooms Taxonomy Learning Levels

In the 1950s, Benjamin Bloom developed a classification of thinking skills that is still helpful today; it is known as Bloom's taxonomy. He lists six types of thinking skills, ranked in order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. The Types of Thinking Skills below outline each skill and what is involved in that type of thinking, as updated by Lorin Anderson and David Krothwohl [1]. Create-Adapt, animate, blog, combine, compose, construct, create, design, develop, devise, film, formulate, integrate, invent, make, model, modify, organize, perform, plan, podcast, produce, program, propose, rearrange, remix, revise, rewrite, structure (Putting elements together to form a whole.) Evaluate- Appraise, argue, assess, beta test, choose, collaborate, compare, contrast, conclude, critique, criticize, decide, defend, "friend/de-friend," evaluate, judge, justify, network, post, predict, prioritize, prove, rank, rate, review, select, support (Making judgements) Analyze- Analyze, break down, characterize, classify, compare, contrast, debate, deduce, diagram, differentiate, discriminate, distinguish, examine, infer, link, outline, relate, research, reverse-engineer, separate, subdivide, tag (Breaking material in constituent parts) Apply- Apply, articulate, change, chart, choose, collect, compute, control, demonstrate, determine, do, download, dramatize, imitate, implement, interview, install (as in software), participate, prepare, produce, provide, report, role-play, run (software), select, share, show, solve, transfer, use (Carrying out or using a procedure) Understand- Blog, conclude, describe, discuss, explain, generalize, identify, illustrate, interpret, paraphrase, predict, report, restate, review, summarize, tell, tweet (Constructing oral meaning from oral, written, and graphic messages through intro) Remember- Bookmark, count, describe, draw, enumerate, find, google, identify, label, list, match, name, quote, recall, recite, search, select, sequence, tell, write (Retrieving, recognizing) (Apple, understand, remember)= Support (Create , Evaluate, Analyze)= Use This is related to the levels of learning. Need to know to be able to use. *Pyramid*( Cate eats apples after using ropes)

14. When you truly comprehend what you learn, you will be able to a. Place names, dates and specific facts in context b. Exercise critical thinking abilities c. Have a deep understanding of the course material d. All of the above

d. All of the above

Parts of the long term memory

Procedural: How to do/process (practce) Semantic: Facts/meaning Episodic: Time, Places, Event

Goal Setting (SMART)

S-pecific ( Helps you figure out process) M-easurables (Used to check progress, steps) A-ttainable (Make sure you have power to achieve) R-ealistic (Willing to do the work/sacrifices) T-ime/(How much) T-angible ( goals have weight; importance)

TWO TYPES OF TEXTS

Narrative: - Involves a story line such as a novel - Try to infer what the author is conveying based on the reading. Expository: - Organized by topic like a textbook - Use the SQ4R method to get the most out of your reading

How is pell grant money distributed

Over two semesters

Comprehension is greatly affected by one's physical world, language background and attitude. Remember that textbook comprehension is a process that must be learned.

PHYSICAL EFFECTS •Avoid distraction •Get plenty of sleep •Eat a balanced diet LANGUAGE BACKGROUND •Broaden your vocabulary by looking up words you do not know •Comprehension increases as our vocabulary increases. Textbook comprehension ATTITUDE • Mental state affects concentration • Deal with distractions before reading • Negative attitudes affect our interpretation of the message • Find aspects of the class that interest or motivate you

List the 3 barriers to reading comprehension

Physical Language Attiude

Prewriting is

Preparing to write by filling your mind

Writing in college

Prewriting takes up most time. Thesis statement Conclusion Writing takes up least time (Revision/Editing)

Extemporaneous

Speak off hand (Interview) You didn't know.

Name four strategies for reading

Start by checking your attitude Take out your notebook for the class for which you are doing the reading. Remember the Cornell method of note taking from Chapter 8 "Listening, Taking Notes, and Remembering"? You will use the same format here with a narrow column on the left and a wide column on the right. This time, with reading, approach taking notes slightly differently. Use your critical thinking skill of questioning what the author is saying. Turn the title of each major section of the reading into a question and write it down in your left column of your notes. Look for answers to the questions you wrote. Pay particular attention to the first and last lines of each paragraph. Think about the relationships among section titles, boldface words, and graphics. Skim quickly over parts of the section that are not related to the key questions.

7. To increase understanding and remembering, you should do which of the following? a. Get the big picture c. Focus on the details b. Overlearn the material d. Both a & b

d. Both a & b

11. On an essay exam, it's easy to misread the questions. True False

True

TQLR System: For more active listening

Tune in to what you are learning presently in the class and avoid distractions. Q -Question: Have questions ready beforehand to be answered and ask questions throughout. L -Listen: Listen for the answers of the questions you have in mind and/or those you have already asked. R -Review: Reviewing is understanding

The Study Cycle

You can improve your learning, enjoy your college courses, and make your lecture notes even better through The Study Cycle. It's a process for learning to help you get the bigger picture, study more efficiently, and ace your exams. The Study Cycle consists of the following five steps: Preview- Skim the chaper, note headings and boldface workds, review sumaries and chapter objecties and note questions you would like answered. Attend- Go to class. Review- Review (8-10 minutes) Within 24 hours, read notes, fill in gaps. Study- Repitition is key, ISS: 3-5 short meetings Asses Learning: Periodically perform reality checks Note takng is related to the capture of learning cycle. (Pete Ate Raisins Saturday Afternoon)

3. During a lecture, you should focus on all of the following EXCEPT a. Facts and figures c. Central ideas b. Main concepts d. New information

a. Facts and figures

6. The first step in "attacking" a chapter in a text is a. Previewing c. Reading b. Outlining d. Reviewing

a. Previewing

12. When you take notes in science and mathematics courses, which should you NOT do a. Put what the instructor says in your own words b. Write down information the instructor puts on the board c. Use standard symbols, abbreviations and scientific notation d. Try to solve the problem yourself

a. Put what the instructor says in your own words

2. The first thing you should read when previewing reading assignments is a. The chapter title c. the chapter summary b. The chapter outline d. the chapter assignments

a. The chapter title

8. Learning piano sharps with the phrase "Francis can go down and eat bread" is a mnemonic technique called a(n) a. Ryhme c. Acronym b. Acrostic d. Visual aid

b. Acrostic

13. Dividing terms on a list into groups of five, seven or nine is known as a. Illustrating c. mapping b. Chunking d. outlining

b. Chunking

A good study strategy includes a. No flexibility for distractions. c. Collaborating with others b. Studying every few days d. All of the above

c. Collaborating with others

Now you are ready to start reading actively. Start by taking a look at your notes; they are your

road map.

Evidence in support of something

testimony

SQ4R Method

A strategy that can aid in reading comprehension. S = SURVEY How? Explore the structure and content of text before reading it carefully. Why? Gives framework to build on; prepares you to receive new information. Q = QUESTION How? Preview the first section and ask questions. Change heading into questions. Be curious. What do you want this text to answer? Why? Generates curiosity and interest, sets purpose for reading, and focuses your attention on learning from this author. R = READ How? Read the first section of the text with an alert mind. Actively search for information and try to answer your questions. Continually ask yourself, "Am I understanding this?" Fully engage your mind in constructing meaning: ask, connect, infer, synthesize, code the text, do what it takes to capture the meaning of the text. Why? Informs , answers formulated questions, stimulates learning. R = RECITE How? Stop at the end of a chunk of text and write or tell yourself what you have read (download). Re-read if you can't remember. Why? Puts information into memory; it lets you know if you grasp the concepts and information. R = REFLECT How? Think about the information; pinpoint lingering questions and confusions, connect to what you already know, generate new thinking inspired by the text, demand understanding of yourself from the author, and integrate and think how to apply. Analyze, probe, expand your perspective. Why Goes beyond memorization by increases understanding. Being able to connect new information with what you have learned in the past as well as figuring out how it specially applies to you, will make the material more memorable. QRRR = QUESTION, READ, RECITE, REFLECT How? Do these four steps for each section of the chapter before going to the next section. Why? Learning in small chunks is more effective; you are actively learning from this text R = REVIEW How? Go over the text with such methods as "Cover & Recite." Re-read parts as needed and use any strategies to solidify and extend your thinking. Why? Puts information into long-term memory for long term use.

Three stages of wrighting

Preparing before drafting (thinking, brainstorming, planning, reading, researching, outlining, sketching, etc.)—sometimes called "prewriting" (although you are usually still writing something at this stage, even if only jotting notes). This step should take 85% of the total time you spend writing your paper. Writing the first draft - this step should take 1% of the total time you spend writing your paper. Revising and editing - this step should take up to 14% of the total time you spend writing your paper.

Name four strategies for reading

Pace yourself. Figure out how much time you have to complete the assignment. Divide the assignment into smaller blocks rather than trying to read the entire assignment in one sitting. If you have a week to do the assignment, for example, divide the work into five daily blocks, not seven; that way you won't be behind if something comes up to prevent you from doing your work on a given day. If everything works out on schedule, you'll end up with an extra day for review. Schedule your reading. Set aside blocks of time, preferably at the time of the day when you are most alert, to do your reading assignments. Don't just leave them for the end of the day after completing written and other assignments. Get yourself in the right space. Choose to read in a quiet, well-lit space. Your chair should be comfortable but provide good support. Libraries were designed for reading—they should be your first option! Don't use your bed for reading textbooks; since the time you were read bedtime stories, you have probably associated reading in bed with preparation for sleeping. The combination of the cozy bed, comforting memories, and dry text is sure to invite some shut-eye! Avoid distractions. Active reading takes place in your short-term memory. Every time you move from task to task, you have to "reboot" your short-term memory and you lose the continuity of active reading. Multitasking—listening to music or texting on your cell while you read—will cause you to lose your place and force you to start over again. Every time you lose focus, you cut your effectiveness and increase the amount of time you need to complete the assignment. Avoid reading fatigue. Work for about fifty minutes, and then give yourself a break for five to ten minutes. Put down the book, walk around, get a snack, stretch, or do some deep knee bends. Short physical activity will do wonders to help you feel refreshed. Read your most difficult assignments early in your reading time, when you are freshest. Make your reading interesting. Try connecting the material you are reading with your class lectures or with other chapters. Ask yourself where you disagree with the author. Approach finding answers to your questions like an investigative reporter. Carry on a mental conversation with the author.

Hybrid class

Virtual/Online and actual class room

10. When answering an essay question, it is better to thoroughly answer one aspect of the question in detail rather than respond to all parts of the question too briefly. True False

false

Faulty reasoning

logical fallacy

An active reading strategy that involves underlining and hightlighting

marking

A mnemonic is a

memory aid