Mayo High School 1420 SE 11Th Avenue

Study Skills

Rochester Public Schools

Mary Barrett

Mayo High School 1420 SE 11th Avenue

Rochester, MN 5904

These materials may be duplicated for nonprofit, educational use.

Study Skills ©1

These materials may be duplicated for nonprofit, educational use.

Study Skills ©1

These materials may be duplicated for nonprofit, educational use.

MEMORY and Forgetting

How much do they remember

after 24 hours?

As long ago as the 1890s psychologists were trying to learn how people remembered. The chart above was developed by Dr. David Sousa, an expert in learning – both remembering and forgetting. When psychologists talk about forgetting, they use two terms:

Curve of Forgetting shows how quickly we forget

Time-Spaced Review shows how regular study and review improve memory

Curve of Forgetting

As you can see, we forget the most in the first 24 hours.

Time Spaced Review

If you study for the first time within 24 hours of learning information, and you review regularly after that, you will put information into long term memory and can remember it forever. Notice that you forget more slowly and forget less when you use Time Spaced Review.
Time/Materials Management Notes

Manage Time

/ Planner

short term = daily planner
overnight assign
one sitting (30-60 min)

long term = monthly calendar
more than one step
more than one wk till due

Ex: history paper

choose topic
get info at lib/online
read & take notes
org info
write paper

Org Materials
save: / Places to put materials:

3 ring binder
pocket folder
notebook

notessupplies
handoutscalculator
homeworkpen/pencil
eraser
ruler
highlighters/colored pencils

Why Org?

don’t forget assign
don’t lose notes/handouts
↑ grades
be prepared daily

Time Management: Planner Expectations

Name: Date: Hour:

Planning can be divided into several areas, including goal setting, keeping track of grades, and short- and long-term planning. As part of your classes, you will learn the skills that will help you to improve your time management. To that end, the teacher will conduct periodic checks of your planner and point total sheet.

1.GOAL SETTING

You will set grade goals for each of your classes. Additionally, you will write one goal per week, including these three types:

•academic (I’ll ace the history test this week.)

•personal (I want to make first chair in orchestra, so I’ll practice more.)

•fitness (Bench press 150 pounds within two months)

2.GRADES: Point Total Sheet and Homework Partner Log

You will find a point total sheet and a homework partner log in this section of your handouts. You will use these two documents to keep track of your grades.

3.SHORT-TERM PLANNING

Short-term planning means planning just a day or two ahead. You generally use short-term planning for assignments that are given to you and that are due tomorrow or the day after. This means the assignments take no more than one hour to complete.

For short term planning, you need to record the class, the assignment (book, page numbers) and what your task is (answer questions, do problems, etc.) so that you have a written record of your daily work.

Here's an example:American history, pp. 35-41 - take notes

Algebra II, pp. 135-137 - problems 1-15

Lit of Survival - Never Cry Wolf – read Ch. 1-3

4.LONG-TERM PLANNING/ Month-at-a-Glance

Long-term planning means planning for an assignment that will take multiple hours to complete. A good example is a research paper since you must plan and complete various steps before you have a finished paper.

Here's an example:January 23 - choose topic

January 30 - 6 sources; work cited

February 7 - 25 note cards

February 14 - 50 note cards

February 17 - sentence outline

February 21 - rough draft

February 28 - final draft

Most planners have monthly calendars that allow you to see the whole month at a glance. First, you will fill in the final due date of the entire project. After that you can break the assignment down into intermediate due dates and set short-term goals for each part of the assignment.

Planner Scoring Rubric

Name: Hour:

PLANNER GRADING CRITERIA
Grading Scale:
2 = Excellent
1 = Adequate
0 = No Credit / Planner √
Date: / Planner √
Date: / Planner √
Date: / Planner √
Date: / Planner √
Date:
Courses/Grade Goals:
• Course; Teacher; Grade Goal / XXXXXXXX / XXXXXXXX / XXXXXXXX / XXXXXXXX
Month-at-a-Glance
•Long-term assignments
•Non-school commitments
Goals: Academic/Personal/
Fitness - Weekly
Weekly Calendar:
• Daily HW assignments
• Other daily commitments
Appearance
Neat, Legible, and Complete
TOTAL / /14 / /12 / /12 / /12 / /12

Comments:

Name: Hour:

Comments:

Learning Styles Inventory

Name: Date: Hour:

Read each of the following items. If the statement is TRUE for you, put a check mark in the box next to the statement. If the statement is not true, simply leave it blank.

Group 1

1.I like to read when I have free time.

2.I like to read a report rather than be told what's in it.

3.I understand something best when I read it.

4.I remember what I read better than I remember what I hear.

5.I would rather read a newspaper than watch the news on TV.

Total Group 1

Group 2

1.I take notes when I read to better understand the material.

2.I take lecture notes to help me remember the material.

3.I like to recopy my lecture notes as a way of better understanding the material.

4.I make fewer mistakes when I write than when I speak.

5.I find the best way to keep track of my schedule is to write it down.

Total Group 2

Group 3

1.I like to listen to people discuss things.

2.I learn more when I watch the news than when I read about it.

3.I usually remember what I hear.

4.I would rather watch a TV show or movie based on a book than read the book itself.

5.I learn better by listening to a lecture than by taking notes from a textbook on the same subject.

Total Group 3

Group 4

1.I remember things better when I say them out loud.

2.I talk to myself when I try to solve problems.

3.I communicate better on the telephone than I do in writing.

4.I learn best when I study with other people.

5. I understand material better when I read it out loud.

Total Group 4

Group 5

1.I can "see" words in my mind's eye when I need to spell them.

2.I picture what I read.

3.I can remember something by "seeing" it in my mind.

4.I remember what the pages look like in books I've read.

5.I remember people's faces better than I remember their names.

Total Group 5

Group 6

1.I like to make models of things.

2.I would rather do experiments than read about them.

3.I learn better by handling objects.

4.I find it hard to sit still when I study.

5.I pace and move around a lot when I'm trying to think through a problem.

Total Group 6

Put the total number of check marks in each group here:

1 2 3

4. 5 6

To score your learning styles inventory, count the number of check marks in each group. Three or more check marks in a group indicates one of your dominant learning styles. Most people have two dominant learning styles.

Highlight your groups containing three or more checks:

Group 1 = READINGGroup 4 = SPEAKING

Group 2 = WRITINGGroup 5 = VISUALIZING

Group 3 = LISTENINGGroup 6 = MANIPULATING

No one learning style is better than another. The key to using learning styles wisely is to be aware of which you prefer and which will work best for you in a particular situation. Your key to success is to decide how you are going to take in information and how you are going to express yourself.

Don't classify yourself as being able to use only one learning style. You want to be able to use a variety of styles, depending on the particular task and the surroundings you need to work in. If you are not succeeding with the style you are using, you need to switch to another learning style.

Now transfer your two dominant learning style categories to the following page. You are going to take notes on your preferred styles and write a four-page paper about the strategies you can use to help you be a better student.

THINK FLEXIBILITY!

Study Skills ©1

These materials may be duplicated for nonprofit, educational use.

Learning Styles Graphic OrganizerName:

My learning styles: 123

Strategy  / Learning style to use for this skill: / Why my learning style works for this study strategy: / Where/when to use this study strategy: / How to fix it if it doesn’t work
HUG
2- Column Notes
Graphic Organizer/
Mapping
Flash Cards

Learning Styles GOPage 2

Strategy  / Learning style to use for this skill: / Why my learning style works for this study strategy: / Where/when to use this study strategy: / How to fix it if it doesn’t work
Memorizing
Time Management:
Planner/Calendar
Organizing Materials
Study Buddy

Study Skills ©1

These materials may be duplicated for nonprofit, educational use.

Homework Partner LogTEAM: Together Everyone Achieves More

Your Name: Partner’s Name:

Each week, you will meet with your homework partner to write comments on the assigned topic, set goals, record your current grade, and discuss any missing work. If your partner is absent, ask for your teacher’s signature. A weekly signature is required in order for you to receive credit.

Dates From to Quarter: / Partner/Parent Signatures 
Week of / Goal:
Comments:
Week of / Goal:
Comments:
Week of / Goal:
Comments:
Week of / Goal:
Comments:
Week of / Goal:
Comments:

HW Partner Point Total Log

Name: Quarter Year:

Partner: Class: Hour:

Date / Assignment Name / Turned
In / Points
Earn/Poss / Running Total / % and
Grade / Weekly Signature
9/9 / EX: Time Finder / √ / 9/10 / 9/10 / 90% B / Parent
9/10 / EX: Lrng Styles Paper / √ / 34/45 / 43/55 / 78% C / HW Part
1 / / / /
2 / / / /
3 / / / /
4 / / / /
5 / / / /
6 / / / /
7 / / / /
8 / / / /
9 / / / /
10 / / / /
11 / / / /
12 / / / /
13 / / / /
14 / / / /
15 / / / /
16 / / / /
17 / / / /
18 / / / /
19 / / / /
20 / / / /
21 / / / /
22 / / / /
23 / / / /
24 / / / /
25 / / / /

Use your HW Partner time each week to update your grades, get notes or other information from your HW Partner, check with your teacher, schedule appointments for make-up or extra help, etc. When your log is complete, ask for a weekly. Your grade depends on the weekly signatures on this point total log. Your teacher, parent, or homework partner may sign this form to help you earn your HW Partner credit.

HW Partner and Point Total Log Grade: /

HW Partners Checklist

NAME: PARTNER:

DATE: toHOUR: QTR:

Required Weekly:
Week 1/2
Grade/%
/ / Week 3/4
Grade/%
/ / Week 5/6
Grade/%
/ / Week 7/8
Grade/%
/ / Week 9/10
Grade/%
/ / MID QUARTER grade:
Quarter Grade:
1. Checked attendance (abs/tdy)
2. Checked & updated planner
3. Checked & updated grades
4. Set week's goals
5. Complimented & encouraged partner
6. Made suggestions for improvement
7. Was honest about need for help
9. Reviewed due dates
10. Gave advice when asked
11. Was patient, friendly, and respectful
12. Kept partner on track, focused
13. Made sure work was turned in
14. Answered questions
15. Was reliable
16. Recommended a visit to the teacher
Recommended Weekly:
Gave homework when s/he was sick
Called, met, or e-mailed for help
Helped with this or other classes
Compared notes for accuracy
Compared notes for completeness
Studied together for test/quiz
Reminded of assignment or test
Helped partner understand
Worked together on assignments
Discussed challenging work
Proofread a paper
Helped partner with written work
Worked on vocabulary
Other

Study Skills ©1

These materials may be duplicated for nonprofit, educational use.

RAPT Notes SheetName:

Subject: DATE: Page:

R = Read the paragraph/Listen to the lecture.

A = Ask questions.

•What's it about? (Topic/Table of Contents)

•What is the author/lecturer saying about the topic? (MI/FIRES)

P =Put it in your own words using SKRAWL2

T = Test yourself

TOPIC/Table of Contents
(What's it about?) / MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)
(What is the author/lecturer saying about the topic?)
Taking Notes
SKRAWL2
S
K
R
A
1.
2. / WHY?
•focus, helps you concentrate
•study for test
Char of gd notes
Subordinate Ideas
•Main idea to left
-- subpoints to right
-- equal ideas under
•FIRES more to right
•New main idea back to left
Keep Key words/ideas only
•not sentences
•not ¶'s
Record Imp. Info.
•Main Ideas
•Key Details
--Repeated
--On board/OH
--Cue words ( ex. 3 causes)
•FIRES
Abbreviate
1st few letters
•Ave.
•info
•gov
Drop Vowels

•mgmt

tchg

TOPIC/Table of Contents
(What's it about?) / MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)
(What is the author/lecturer saying about the topic?)
Abbrev, Cont.
3.
4.
W
L2
SKRAWL2 / Acronyms/mnemonics
•HOMES
•RAPT
•NATO
•SKRAWL
•PIRATES
Symbols
w/o ¶ = ≠ ± √ % & # bc
w/ b4 ≤ ≥ @
Write Legibly
•readable for you & others
•organize notes in hierarchy
Leave white space
•chunk ideas (5 ± 2 = 7 max)
•add info later
-- add'l lect.
-- add’l from rdg
-- notes ("on test")
-- missed info.
Label your notes
--topic/teacher or chap/pgs
--date
--notes pg #
note taking mnemonic
TOPIC/Table of Contents
(What's it about?) / MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)
(What is the author/lecturer saying about the topic?)
Write V. SKRAWL2
After tkg notes
Review
Test Yrslf / Write Aspect SKRAWL
 sentences
 paragraphs
 grammar
 punctuation
 spelling?
 MI 
 FIRES
subord. 
key wds.
rec. imp idea
abbr 
white space
 legib/label
Time-Spaced review
•curve of forgetting
•study to learn
•rev minimum 1 X wkly
How?
•cover right side of notes
•turn left into Q's
•answer Q
•uncover notes
-- mark know/don't know
•study don't know

Taking “Smart” Notes

R = Read the paragraph/

Listen to the lecture.

A = Ask questions as you read

•What's it about?

(Topic/Table of Contents)

•What is the author/lecturer saying about the topic? (MI/FIRES)

P =Put it in your own words using SKRAWL2

T = Test yourself

These materials may be duplicated for nonprofit, educational use.

RAPT 2-Column Notes SheetName:

Subject: DATE: Page:

R = Read the paragraph/Listen to the lecture.

A = Ask questions.

•What's it about? (Topic/Table of Contents)

•What is the author/lecturer saying about the topic? (MI/FIRES)

P =Put it in your own words using SKRAWL2

T = Test yourself

TOPIC/Table of Contents
(What's it about?) / MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)
(What is the author/lecturer saying about the topic?)

Subject: Date: Page:

TOPIC/Table of Contents
(What's it about?) / MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)
(What is the author/lecturer saying about the topic?)

HUG: Marking Your Text

H = Highlight main ideas

•maximum 20% of text

•8 lines on avg. pg..

•key concepts only

•worth re-reading

U = Underline details

•key words

•steps in a process

•definitions

•names/dates

G = Gloss: write your own words

•org. or pattern of text

•summarize text in margin

•notes

•number steps

•create charts of complex inf.

•i. d. location of ideas

--def.

--ex.

--name/date

• imp. idea

Factors Essential to Active Listening

Before Class:

Make a decision to learn.
Come to class prepared:

★textbook, notebook, writing utensil?

★homework completed?

★positive attitude?

During Class

Make eye contact & sit up
Choose an appropriate seat
Listen for the organizational pattern (C/E? C/C?)
Take organized notes

★From OH or board

★Use SKRAWL2

Note cue words (4 causes, 6 steps ...)
Mentally summarize key ideas
Evaluate and question information
Watch teacher’s body language for importance cues

★Repeated info?

★Refer to notes?

★Talk faster/slower?

Record assignments in planner

After Class

Review notes
Work with homework partner for oral review
Time-spaced review

These materials may be duplicated for nonprofit, educational use.