a guide to better grades and real learning

8/13/2019 A Guide to Better Grades and Real Learning

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COPYRIGHT 2004 BY LEARN MORE RESOURCE CENTER

A guide to better grades and real learning

For more information, contact Learn More through the Web site at www.learnmoreindiana.org or call our toll-free Helpline at1-800-992-2076

Study SkillsStudy Skills


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1COPYRIGHT 2004 BY LEARN MORE RESOURCE CENTER

Introduction Understand learning styles. Understand your own learning style(s). Make learning lifelong.What are study skills? Theyre really best understood as learning skills. Peopleskilled at learning get more out of their lives because they look for opportunitiesto grow and gain more knowledge. This is a world that favors people who haveskills and who are willing to learn new ones in order to gain new knowledge. If you have learning skills, you will not only get more out of your experiences inschool, youll be better equipped to meet your other goals in life.

Learning, or study, skills carry over into other areas of life beyond school. Goodlistening skills help you in your relationships with peers, colleagues, friends andfamily. The ability to solve problems or issues helps you in your personal and

professional experiences beyond school. You need learning skills for everything

you do in life.

Youve probably heard the phrase Knowledge is Power. There are stages towardgaining knowledge that might seem difficult along the way: the transitions fromeighth grade to high school, from high school to college, or from the workforce

back to college or a training program. But there is nothing to fear except, perhaps,that your life will be progressively more interesting. Building your ownknowledge is a gradual process. The Learn More Resource Center Study Skillsguide is designed to help you gain that power that comes with learning.

This guide offers time management and study tips, reading strategies, note- andtest-taking advice and information about reference and other resources. Study

Skills has been written with individual students in mind, recognizing that eachhas his or her own learning style.

UNDERSTAND LEARNING STYLESThere are three types of learning styles. In general, most people use all threekinds, but each person tends to favor one style over the others. Becoming familiar with your own learning style will help you study more effectively and reach your learning goals.

The three main learning styles are:

visual (seeing).

auditory (listening/hearing).

kinesthetic (moving, doing, touching).

Table of Contents

Introduction . . . . . . . . . . . . . .1

Time Management . . . . . . . . .3

Practical Study Tips . . . . . . . .5

Be an Active Reader . . . . . . . .8

Taking Notes . . . . . . . . . . . .12

Taking Tests . . . . . . . . . . . . .16

Searching and Researching . .19

Bibliography . . . . . . . . . . . . .22


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Visual Learners...learn by reading and watching. These learners relate best to written information,notes, diagrams and pictures. Seeing a teachers body language and facialexpressions often helps them understand a lectures content. They may think in

pictures and learn best from visual displays and handouts. Visual learners may

take detailed notes during a lecture or classroom discussion because it helpsthem absorb the information.

Auditory Learners...learn by hearing. They learn best through lectures and discussions. Ofteninformation that is written down will be confusing or will have little meaninguntil it has been heard. It may help auditory learners to use a tape recorder or read written information out loud.

Kinesthetic Learners...learn by imitation and practice. They relate best to a hands-on approach, actively

exploring the physical world around them. They may also find it difficult to sitstill for long periods and may become distracted by their need for activity andexploration.

UNDERSTAND YOUR OWN LEARNING STYLE(S) Not sure which kind of learner you are, or want to learn more about your learning style? One helpful resource is the Learn More Web site atwww.learnmoreindiana.org . At this Web address, youll find informationabout different learning styles and other study and learning resources.

Once youve determined your learning style(s), its also important to recognize

that your teachers may create lessons based on their own learning styles, or thelearning styles of the majority of your classmates. You may need to adapt your studying to other styles. For example, if you learn through listening, and your teacher presents most lessons visually, try tape-recording lessons or reading your notes out loud when you are studying for a test. If you learn through doing, youmay need to add hands-on experiences and activities to your study sessions. For example, if youre studying the anatomy of flowers in biology class, you maywant to examine a real flower at a florists shop or from your yard. Memorizingthe information by looking at a picture in a book may be easier when youve hadthis hands-on experience.

MAKE LEARNING LIFELONGLearning is a progressive process. As you move through your life, fromkindergarten to adulthood, you build gradually on your skills. Learning how tostudy or, really, learning how to learn will benefit you for the rest of your life, in ways that go far beyond the grades on your report card. The skills youwill practice using this guide will have a positive influence in all other areasof your life.

2 COPYRIGHT 2004 BY LEARN MORE RESOURCE CEN

The National Institutes of Health estimate thatapproximately 15 percent of the U.S. populationis affected by learning disabilities. If you have or think you may have a learning disability,these organizations have information thatwill help:

American Speech-Language-HearingAssociation (ASHA)10801 Rockville PikeRockville, MD 20852Telephone: 800-638-8255Web: http://www.asha.org

Association on Higher Education andDisability (AHEAD)P.O. Box 540666Waltham, MA 02454

Telephone: 718-788-0003Web: http://www.ahead.org

Children and Adults with Attention-Deficit/Hyperactivity Disorder (C.H.A.D.D.)8181 Professional Place, Suite 150Landover, MD 20785Telephone: 301-306-7070; 800-233-4050Web: http://www.chadd.org

Council for Exceptional Children

1100 N. Glebe Rd., Suite 300 Arlington, VA 22201Telephone: 703-620-3660Web: http://www.cec.sped.org

The International DyslexiaAssociation, International Office8600 LaSalle Road, ChesterBuilding, Suite 382Baltimore, MD 21286-2044Telephone: 800-ABCD123; 410-296-0232

Web: http://www.interdys.org

National Information Center for Childrenand Youth with Disabilities (NICHCY)P.O. Box 1492Washington D.C. 20013-1492Telephone: 800-695-0285Web: http://www.nichcy.org


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Time Management Develop a time schedule. Manage your time.Managing time is one of the most important and useful skills you can learn. The

key is to divide your days into manageable sections and make the most of the timeyou have. This can help you keep track of all the things that you need to do. If you know what you have to do and when you need to do it, you will be preparedfor deadlines. As you get older you will have even more responsibilities, andtime management affects all your other skills. If you learn the skill of timemanagement, you will be better able to attain your goals now and later in life.

DEVELOP A TIME SCHEDULEMaking a schedule means you wont have to worry about getting thingsaccomplished. The following is a way to organize your time in a quick and

flexible manner. It allows you to take a look at the big picture the goals andcommitments you have for an entire semester down to how you can use your time best every week and every day.

1. Make a master schedule for the entire semester .

Identify your fixed commitments only. This should include the followingactivities and any others you may have:

all required school activities.

work schedule.

after-school activities.

time for studying in the library, or study periods.

family obligations.

blank spaces for activities that are not scheduled yet.

Write down start dates and due dates of major projects on your calendar.

Review projects completely, so you can estimate how long they will take.

Allow more time than you think you will need.

If you dont have enough time to sleep or call your friends, you needto cut back, but not on study time.

2. Make a weekly schedule.

Make a short list of major events, activities and assignments to beaccomplished in this week. This should include non-study activities. Theseevents will change every week, so it is important to make a new list everyweek. Sunday night may be the most convenient time to do this.


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3. Make a daily schedule.

Make a to do list the night before or first thing in the morning. If you writedown what you need to do, your mind will be free to study. You wont worryand spend time thinking about what you have to do next. Write downspecifically what must be accomplished. Such a schedule might include:

Choose topic for English paper by the 15th, and Read Chapter Five byTuesday.

4. See how well your new schedule works. Use it for a few weeks, then ask yourself some questions.

Are you getting your schoolwork done on time?

Are you getting more things done?

Do you feel you have control of your time?

Do you have time to relax and socialize, too?

Yes? Then your new schedule is working well. No? Then you should lookat your schedule and see how it can be improved.

MANAGE YOUR TIMEFollow your schedule closely. Even a well-planned schedule cant help if you dontfollow it. Or, you may need to work on the schedule until it fits your life. If you

plan your time wisely, you can get things done on time and have time to relax.

Procrastination happens when low-priority activities or assignments get in the wayof high-priority ones. Its watching TV instead of doing homework. It is easy todo the things we enjoy, but when we feel things are difficult, inconvenient or unpleasant, we may put them off. Everyone procrastinates from time to time.Here are some easy ways to help you minimize procrastination:

Set priorities.

Set up small, specific goals.

Use a time schedule.

Figure out how long things will really take to complete.

Break down tasks into segments.

Just start!

Look at what you have accomplished and feel good about it.

Reward yourself when you accomplish a small goal.

For a sample schedule, see the time-use chart in the back of this booklet. Or,check out the Learn More Web site at www.learnmoreindiana.org for a variety of schedules to help you determine your own best time management system.

Time Management Tips Identify the most important activities or

assignments and do them first.

Work in blocks of time. Group similar

tasks together so you can complete themon time.

Stick to your schedule as much aspossible.

Decide what steps you will take toaccomplish a task before you start.

Allow time for unexpected interruptions.

If you work, arrange your work schedulearound your study schedule.

Sample Daily ScheduleWED. THU.

78 revise history reviewnotes math notes

83:30 school school

45 band practice read storyfor English

5-6 volunteer at study fordaycare math test

79 read biology work atchapter bike shop

910 call friends watch TV


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Practical Study Tips Set goals. Get organized. Create a study environment.Good grades are one key to unlocking your future and increasing your opportunities. They can open doors for you to college and to jobs.

You can control the grades you get and the amount of information you learn.Some of it depends on how hard you work; more depends upon your attitude.The more positive you are, the better you will do.

Good study skills can help you get better grades. They also can improve your actual learning of the material you are studying. Of course, learning the materialwill help you throughout your life. Not only will it open doors, it will also helpyou in many situations, whether you are applying for a college or training

program, or using the skills and knowledge you have learned in your career.Good study skills involve setting goals; being organized; and setting a place,time and schedule that is study friendly.

SET GOALSDoing better in math, understanding scientific processes or writing more

persuasively and clearly each of these can be accomplished if you set goals.Setting goals helps you decide what is important, gives you a plan for success,and keeps you focused. Setting goals takes five steps: decide what you want toaccomplish, set smaller goals to motivate yourself, decide what it will take to get

you there, evaluate your progress and when youve accomplished your goal, set

new goals .

Set big goals f ir st . Think of how you want to finish the semester or year.What do you want to learn? What do you want to achieve? Create positive,

precise and realistic goals, and write them down. For example, This semester I wont fail math is not positive or precise. In addition, I will get a 100 inevery class is positive and precise, but it may not be realistic. Your goalsshould be manageable not too difficult, but not too easy. If you want toimprove your math grade, think about what grade you want, decide if it isrealistic and aim for it.

Br eak down the big goal i nto min i-goals . After you know your goals, think

about mini-goals that can help you accomplish your big ones. If your goal isto improve your grade in a class, think about the baby steps that will get youthere doing better on tests, homework and essays or asking more questionswhen youre confused. Give yourself deadlines for your mini-goals and check your progress often.

Plan for the Future Set Small,Manageable Goals

As you set goals, remember what youvealready accomplished, evaluate how you wilmeet your goals and be sure to set new ones

Sample Goal : To get into college

Mini-goals for Eleventh Grade :Here are some goals that an eleventh-gradermight have already met: Create more study time. Visit moms office. Take algebra and geometry. Go to a job fair. Visit local colleges. Take the GQE.

This same eleventh-graders goals for thefuture might include: Cut back on work hours, so theres more

time for studying. Write to colleges for brochures; visit the

Web sites. Take the SAT and ACT. Search for scholarships. Get a summer internship.


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Plan how you will tackle the mini-goals . It takes training and practice tomeet your goals. Plan your strategy organizing your time or study materials

better, visiting the tutoring center once a week, studying rather than crammingfor tests, forming a study group or setting aside a specific, uninterrupted timefor homework. Plan it and do it.

Evaluate your goals . After you meet each mini-goal, check your progress.Are you reaching your mini-goals when you said you would? Do you need to

break a small goal into even smaller steps? Is your big goal too easy or toodifficult? You may find that you meet your goals easily and you need to resetor revise your goals from time to time to achieve the bigger goal. On theother hand, you may find your goals are too difficult and you need to revisethem to make them realistic and manageable.

Set new goals . Once you reach one of your goals, set a new one. For example, you may want to maintain your average in math or apply whatyou learned about photosynthesis in science to your part-time job at thegardening center.

GET ORGANIZEDFor some students, its not the learning material that makes getting good gradesdifficult. Its disorganization. Different colored folders for each class, mathassignments filed in a notebook or lecture notes for history kept in a spiral-boundnotebook are signs of organization. Good organization can sharpen your studyskills, improve your grades and save you time.

The Notebook First, you need to make the learning material easy to get to. Notebooks withdividers, folders and binders can help you organize your notes, assignments andtests. Keep a separate notebook, folder or binder for each class and label it withthe class name.

Assignments Write down the assignments for all of your classes in one place.

Record the due date by the assignment and any special notes or informationabout the assignment.

Ask your teacher to explain any part of the assignment that is unclear to you.

In addition, keep a record of your grades for each class. On the first page of your notebook, record the assignment and the grade you received. Understand how

each grade you receive will affect your grade in the class. Notice what kinds of assignments you do well on and what kinds of assignments you need to work on.If you do poorly on an assignment, test or paper, see your teacher immediately.Let your teachers know you care about your grades. Ask them how you canimprove on future assignments.

Notebook Organization Keep a different colored folder, with

pockets and prongs, for each class.

Place your notes in the prongs andkeep them ordered by date. In one pocket, keep graded tests and

assignments. In the other pocket, keep assignments

you need to turn in to your teacher.


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CREATE A STUDY ENVIRONMENT Set a place.

Set a time.

Set breaks.

True learning takes time. You need a consistent approach: a specific place, aroutine time and scheduled breaks.

The PlaceChoose a place that is quiet and has few distractions. Keep your study tools

pens, pencils, paper, dictionary, ruler nearby, so you can find them when youneed them. Make sure your study space has good lighting, so your eyes wont

become strained. If music helps you study, make sure the volume is low anddoesnt distract you.

The Time

Make a study appointment with yourself. Select a time in the day when youreat your best alert, fresh, relaxed and, of course, awake. Stick to the same timeeach day, as often as you can. When you begin to study, look at the homework you have for that day. Plan how you will complete it.

Note to working students: Make studying a priority. Arrange your work schedule around your study schedule. If that isnt possible, try to arrange astudy period at school.

BreaksShort breaks refresh your mind. Schedule your first break before you begin tostudy. It will give you something to work toward. On your break, change your

scenery: take a walk, go outside, breathe deeply. Studies have shown that your physical well-being affects your mental well-being. Once youre refreshed,youll be ready to dive into your homework with renewed energy.

Homework HintsHere are three ways to tackle your homeworDiscover what works best for you.

Shor t and easy : Complete the shortest oeasiest assignments first. This may give

you a boost of confidence for the longeor more difficult assignments.

Full e ner gy o pt io n : Complete the longeror harder assignments first while youhave more energy to tackle them.

The sw ing : Alternate between difficultand easy assignments. By doing this,you give yourself a mental break.


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Be an Active Reader Read strategically. Know what you are reading. Ask questions and make connections.Active readers survey, question, recite and review what they read. Good, activereading skills can help you in all your classes. It helps you tackle difficult math

problems. It helps you decipher maps. It helps you enjoy a good book. Generally,the better you understand what you read and remember it the better you willdo in your classes.

READ STRATEGICALLY

Before you read Know the reading assignment . What are you supposed to read? When is it

due? What do you have to do to complete it?

Plan your time . If your teacher gives you deadlines, write them down. If your teacher gives you a due date, divide the reading into smaller chunks if that iseasier for you. For example, if you have four weeks to finish a novel, readone-fourth of it each week.

F ind a place to r ead . It could be the library, study hall or home any quiet place without distractions.

Gather your materi als . Dictionary, handouts, class notes make sure youhave all of the materials youll need before you begin.

F ocus on your r eading . Whether its a textbook or novel, think about whatyou already know about the topic. Look at the chapter headings, cover, title,illustrations and summaries to preview the reading material.

As you read Know the book . Textbooks usually contain indexes and glossaries and

occasionally include timelines and maps. Flip through the book to see whatadditional material is provided. Pay special attention to words in your readingthat are in italics or boldface type.

Read the questions . Your teacher may give you a handout asking you specificquestions, or you may find questions at the end of the chapter. Review these

before you read.

Use a reading strategy . SQ3R, outlining and mapping (see pages 14 and 15)are effective strategies that help you get more out of what you read.

Take good notes . Summarize or outline each section, picking out the mainideas and key details that youll need to remember. Most importantly, ask questions and write down your personal reaction to what you read.

SQ3ROne way to improve your readingcomprehension is called SQ3R, which standsfor survey, question and the three Rs read, recite and review.

Survey : Briefly look over the reading beforeyou begin to read. One good way to survey abook is to read all chapter titles andsummaries.

Question : From the headings of the readingmaterial, write down questions about thesubject. For example, if a heading reads, EdRoberts and the First Personal Computer, ask yourself, What was the first personalcomputer? When was it created? Why is itimportant? Think about what you expect tolearn from your reading and what information

you would like to know.

Read : Read slowly and carefully.

Recite : Once youve read a section of thematerial, stop and try to answer yourquestions. Try to connect what youve read towhat you already know. This helps you check your understanding of what youve read. Italso helps you remember what you read andhelps make the material mean more to you.

Review : After youve finished reading, reviewyour questions again. Focus on the questionsthat were difficult for you to answer. Writedown any new questions or connections thatyou have to what youve read.


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After you read Reread dif f icult passages . Some reading assignments are more difficult

than others. If you dont understand a passage or section, reread until itmakes sense.

Review the materi al . Look over subsections, chapter headings, illustrationsand emphasized (e.g., italics or boldface ) words.

Summarize what you ve read . State the main points of what youve read.

Answer questions . If your teacher assigns questions, answer them. If there arequestions at the end of the chapter, answer them. As you write your answers,review the reading. Write down any questions you have and ask them in class.

KNOW WHAT YOU ARE READINGTeachers usually assign two kinds of reading material: textbooks and literature.Textbooks give you information dates and facts. Literature offers ideas anauthors opinion, a persuasive argument and/or a message or theme.

Textbooks give in-depth information on a topic dates, facts, examples.

have chapter headings and, often, questions at the end of the chapter.

organize the information logically.

You go to class and take good notes. Why do you need a textbook? Textbookssometimes give more in-depth information and examples. They also may give adifferent view than what the teacher presents. Use both textbooks and lectures tolearn the most about a subject.

Skim the Material Read the title . The title gives you the main idea or topic for the material.

Scan the chapter for subheadings . These signposts will tell you whatinformation will be covered, and in what order.

Study the illu strati ons . Tables, charts, maps and graphs these allow you tocompare, analyze or summarize pieces of information

Read the fi rst paragraph of th e chapter or segment . This is where the author introduces the topic and its importance.

Read the last paragr aph . This is where the author summarizes the argument,restates the main points and adds final thoughts on the topic.

Organization of InformationRecognizing how the author organized theinformation can help you follow the materiabetter. Below are some types of organization

Tim e . Events are given in the order they occ

Look for these phrases: in the early years,five years later, meanwhile and during.

Process . Steps or events are given in theorder in which the process takes place. Lookfor first, next, then and finally.

Pla c e or space . The information is orderedaccording to its location or relation to otherthings. Look for words and phrases likebeyond, in front of, below and near.

Impor tan ce . Events are arranged from mostimportant to least important or from leastimportant to most important.

Cause an d eff e ct . Events are described (effecand then the author explains why the eventstook place (cause). On the other hand, theauthor may describe a situation (cause) andthen explain what happened because of thesituation (effect). The why is the cause; thwhat is the effect.

C o m par e an d contr ast . Comparisons look at

the similarities between events, people orideas. Look for words like similarly,likewise or as. Contrast looks at thedifferences. Look for on the other hand,although, however or yet.


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Literature tells a fictional story through the speech, action and thoughts of characters.

communicates a theme (underlying message).

usually follows a plot line: exposition, rising action, crisis, falling action andresolution (see diagram on this page).

Reading a novel is different from reading a textbook. Unlike textbooks, literaturedoesnt have chapter headings to guide you through the material and doesnt havequestions at the end of each chapter. However, literature helps connect us to ideas,themes and the lives of the characters. If you practice making those connections,youll get more out of your reading.

ASK QUESTIONS, MAKE CONNECTIONS React . Immediately after you read, write down your first impressions. What

do you remember? What is your gut reaction to what youve read? Whatquestions do you have?

Associate . Think about what the reading reminds you of childhoodmemories, old friends and places youve been. Draw on your memories andconnect them to your reading.

Compare . Do you see any similarities between your reading and other booksyouve read or movies youve seen? Whats similar? Whats different?

Imagine . Involve your senses in your reading. What do you see when youread the book? What sounds do you hear? How does the story make you feel?How does the writer make you see and hear these things?

Evaluate . Think about not only if you like the book or not, but if the messageor theme is clear. You may not like the book, but you may have learned a lot

from the story. On the other hand, you may love the book, but you may nothave learned much from the characters or the story.

MemorizationMemorization strategies can help you remember more of what you read especially when you want to remember dates or facts for a test.

F lash cards . Flash cards are an effective way to drill dates and facts into your head. Commonly used for vocabulary in English and foreign languages, flashcards also work well for equations for science or math, facts for history or quotations from literature. To make flash cards, put a question, word or topicon one side of an index card. On the other side, write the answer, definitionor significance.

E x positi on (E) is the background information.

Rising act io n (RA) is a series of conflicts thathelp build suspense.

Cr isis (C) is the turning point in the story.

Fallin g act io n (FA) is a series of events thatwork out the crisis.

Resoluti on o r den ouement (R/D) is the endof the story where the crisis is resolved.

E R/D

C

R A F A


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Association . With the association method, you relate an idea youre studyingto a more memorable picture, word or idea. For example, lets say you needto remember three major components of a cell for a biology test. Thecomponents are the cell membrane, cytoplasm and organelles. You might

picture a round pizza to represent the cell. Then label the parts of the pizza

as if they were the cell components: the crust is the cell membrane, thecytoplasm is the cheese, and the olives are the organelles. You can also usethis technique to illustrate geometric equations, historical events, vocabularywords or scientific theories.

Sil ly sentences . Silly sentences help you remember concepts that are linked the order of the planets, the scales in music, the freedoms in the firstamendment of the Bill of Rights. For example, the silly sentence Inga Playswith Rats and Ticks can help you remember the equation for calculatinginterest: Interest equals Principal times Rate times Time (I=PRT).

Recitation . It may sound strange and you may feel like you sound strange but many students find it works. Read or recite your notes or what youretrying to learn aloud. The method helps to put more of your body into your learning your eyes and your ears.

Reading PoetryThe poet Paul Janezco said, Writing poetryis like making syrup. It takes thirty gallons osap to make one gallon of syrup. Poetry,unlike prose, is condensed. Poets weigh andcarefully select every word and every image

All the excess words are squeezed out.Because of that, often it will take severalreadings to crack the puzzle of the poem.Follow these steps to help you understandpoetry better.

Fi r st reading . The first time you read a poemdont make any notes. Read it at your regulareading pace and read the poem aloud. Apoems sense is linked to its sound. Dontstop to analyze lines or ask questions. Get anoverall sense of the poem. Write down yourimmediate reaction to the poem. What do yofeel when you hear the poem? What do youthink of when you hear the poem?

Sec ond r ea din g . This time read slowly andcarefully noting the words and images thepoet selected. Underline any passages thatstrike you, that confuse you or that puzzle yWhat is the poem about? What is its literalmeaning? Try to guess the poets messageor point.

Third reading . Read the poem again, slowlyand carefully. What kind of poem is it? Whaimages, metaphors and/or symbols does theauthor use? Does the author repeat sounds,words or images? Why do you think the poeused these images or sounds? What is thepoet trying to make you think or feel?

Fi nal Thou ght s . Re-read the poem as manytimes as you need to and then quickly writedown your thoughts, non-stop, for sevenminutes. Think about how the poem relatesto what youve experienced, what youve feor what you know.


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Taking Notes Prepare to take notes. Listen, think, write. Select a method.

PREPARE TO TAKE NOTESPeople forget almost half of what they hear or read within an hour. One way tocapture and keep information is to take notes. Then, new information can bereviewed and remembered, not forgotten.

Before the lecture Read the textbook assignment.

Keep notes from different classes in separate notebooks.

Review your notes from the last lecture to refresh your memory.

During the lecture Select the notetaking method that works best for you.

Date each page of your notes.

Pay attention. Look for the clues that tell how the lecture is organizedand what points are important.

Write in short phrases. For example, instead of Jean will be home at3:00 p.m. write Jean home 3 p.m.

Include major ideas, details and examples.

Use abbreviations, but only those youll remember easily.

Cross out mistakes. Skip lines between ideas.

Ask questions if you dont understand the information.

After the lecture Review the lecture in your head as you walk to your next class, during lunch

or right after school. Write down your questions, and ask the teacher toanswer them before the next class.

Read your notes as soon as possible. The longer you wait, the less yournotes will mean to you later. Fill in any gaps in your notes.

Compare your notes with a friends. Check to see if your notes are completeand accurate.

Listen UpA guaranteed way to improve your notetaking skills is to improve your listeningskills. Becoming an active listener takes more than just hearing what the teacher says. Active listening means youre involved concentrating on the lecture,thinking about the material, asking questions and connecting the informationto what you already know. We all automatically hear whats being said, butsometimes we need to be reminded to listen.

Your brain loves color.When taking notes, try alternating betweentwo different colored pens. Change penswhenever you start taking notes on a newidea. This method helps your brain separateideas visually.

What is a lecture? A lecture is an informative talk given by yourteacher to the whole class. A teacher usuallyprepares the talk beforehand, and may usevisuals, such as the chalkboard or overhead,to emphasize certain points.


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LISTEN, THINK, WRITEHere are some ways you can improve your listening skills.

Prepare to l isten . Filter out the distractions yesterdays exam, tomorrowshomework, the game on Saturday or a good daydream and think about what

youre about to hear. Keep a positive attitude and an open mind about thespeaker and the topic.

Think to write . Take notes, but dont try to write down every word thespeaker says. Listen for the clue words and phrases (see explanation onthis page), and write down the information in your own words.

Look to li sten . Listen to what the speaker says, but also look at what thespeaker does. Often, teachers will show you whats important by spellingout a word or writing information on the chalkboard or overhead. Facialexpressions, gestures and changes in the speakers voice can also signalimportant information.

Write to thin k . Ask questions and draw conclusions. What is the speakersmessage? How might this information be helpful to you later? How does thisinformation relate to your life and what you already know?

SELECT A METHODThere is no one best way to take notes. You want to select a method that worksfor you and that helps you remember the most information. You also want anorganized method, so your ideas are easy to read later. Below are three examplesof notetaking: the Cornell Notetaking System, outlining and mapping.

The Cornell Notetaking SystemA photocopy-ready sample is included in the back of this booklet for you to

photocopy and use in your classes.

Step 1: Write notes

On the right, write your lecture or textbook notes. As you take notes, be sureto look for the signals and to write clearly and in short sentences.

Step 2: Replay

After the class, replay the lecture in your head. Ask yourself questions. What point was the teacher trying to make? How does this information fit in withwhat I already know? What did I learn? Later, reread your notes and think about the lecture.

Step 3: ReduceWhen you reread your notes, reduce each idea to a key word or phrase. Writethese words or phrases on the left. When you study your notes, these willtrigger your memory and help you remember details.

Know the clues Your teacher will drop hints to indicateimportant points. Look for these phrasesand signals:

Lis ts : the five main clauses or the

three most important dates.

Summar ies : in a nutshell, inconclusion or to sum up.

Examples : for example or forinstance.

Dif fer ent points of v iew : on the otherhand or however.

Super latives : most, least, best orworst.

Repetit ion : again or in other words.

Change in the speakers voice.

Spelling out words and giving directions

Writing on the chalkboard.


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Step 4: Recite

Say each fact or idea aloud. Then, cover the right side (where you took thenotes) with a sheet of paper, and read each key word, phrase or question fromthe left side aloud. What fact or idea does the key word relate to? Recite theanswer in your own words. Then, check your notes to make sure your answer

is complete and correct. If you dont know the right answer, study your notesand recite them aloud again. Recite until you get all the answers correct. Gothrough all your notes this way.

Step 5: Think and reflect

Think about the information you have in your notes. Ask questions. What arethe most important ideas? Why is this information important? How does thisrelate to what I already know?

Step 6: Review

Look at your notes again and often. Reciting and reviewing your notes everyday is the best way to prepare for a test. Short, fast, daily reviews will help

you remember much more than long cramming sessions.Step 7: Summarize

At the bottom of the page, summarize that page of notes in your own words.Then, summarize the entire lecture on the last page of your notes.

OutliningOutlining your reading even your class notes and essays can help you order information and organize your thoughts. Using that outline with your class noteswill help build on the knowledge you gained from the textbook. Below are somesteps that will help you create an outline.

Write down the title of the lecture or reading assignment. For example, your biology teacher might be lecturing on Cells.

If youre taking notes from your teachers lecture, listen for the mainobjectives of the lecture. If youre taking notes from your textbook, find themain idea of each paragraph. You should be able to write the main idea of thelecture or your reading in one word or a short phrase. This will be the romannumeral (I., II., III.) of your outline. For example, the lecture on Cellsmight focus on these areas:I. Cell theoryII. Cell componentsIII. Subcellular structures

IV. Protein synthesis For each discussion point in the lecture or paragraph in your reading, find the

subtopics that make up the main idea. These will be the capital letters of your outline (A., B., C., etc.). For example, a partial outline for Cell componentsmight look like this:II. Cell components

A. Cell membraneB. CytoplasmC. Membrane-bound organelles


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Often, writers provide supporting details for those examples. These are your Arabic numerals (1., 2., 3., etc.). For example, Membrane-bound organelleswould include the following supporting details:

C. Membrane-bound organelles1. Nucleus

2. Endoplasmic reticulum3. Mitochondria4. Chloroplast5. Vacuole

To use your reading notes as you take lecture notes, simply leave space for lecturenotes on the same page. Use the left half of your paper for reading notes. Use theright half of your paper for class notes. Combining your reading and lecture notesgives you one set of study notes rather than two.

MappingInstead of the Cornell Notetaking system or outlining, you may choose to map

your class notes, test answers or reading material. When you use this strategy, youactually draw a map of the material youre reading or writing. Mapping worksespecially well for visual learners.

Draw a small circle in the center of your paper. Place the topic or mainidea in this circle.

Draw lines, like the spokes of a wheel, from the center topic. Writeyour subtopics on the spokes.

From each spoke, draw as many lines as you need to record supportingdetails and examples.

Heres an example of how a lecture onCells might look as a map:

cell theory

proteinsynthesis

CELLS

cellcomponents

subcellularstructures

cellmembrane

cytoplasm

membrane-bound

organelles

chloroplastnucleus

mitochondriavacuole

endoplasmicreticulum


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Taking Tests Understand tests. Master math. Test-taking tips.Tests are opportunities to show yourself and your teacher what youve learned.When youre prepared for a test, you are likely to do well. Knowing the materialmakes you feel confident, and directs your energy and time toward answeringmore questions correctly.

UNDERSTAND TESTSA test might be a series of multiple choice questions about the Computer-AidedDesign (CAD) you learned in your drafting class or a set of essay questions abouta play by Shakespeare. It could be a combination of essay and objective (multiplechoice, true-false, etc.) questions. Perhaps its the Graduation Qualifying Exam

(GQE) that every Indiana student needs to pass to graduate from high school or the ACT or SAT that colleges need with each students application to college. For more information about preparing for and taking the GQE and admissions tests,call the Learn More Helpline at 1-800-992-2076 or look online at:www.learnmoreindiana.org .

Listening carefully in class, taking good notes, doing the reading assignmentsand studying carefully are the best ways to prepare for tests. Understanding thedifferent kinds of test questions and how to answer them will also help you score

better. There are two types of test questions: essay and objective. Essay questionsrequire you to write about what youve learned. Objective questions ask you torecognize and identify information, and include multiple choice, fill in the blank,matching, short answer and true-false.

Essay tests ask you to organize information, draw conclusions, provide examples

and make comparisons.

test your knowledge of details and ability to reason.

Steps for answering essay questions1. Read the question carefully.

2. Organize your thoughts before you start to write by making a briefoutline or summary.

3. In the introduction, describe what you will write about in the essay.

In the body of the essay, explain your points and ideas with details,

facts and examples. Conclude by summing up how the details and

facts support your main points.

4. Write clearly and carefully. Focus on the main points.

5. Reread your essay. Make any changes or additions neatly in the margins.

When you know of tests in advance, use yourgoal-setting skills to prepare for the test.

Schedule extra study time.

Make a list of what you need to studyeach day.

Test yourself by using your notes orflashcards or by writing practice essays.


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Objective tests ask you to mark, fill in or identify information.

test your memorization of facts.

Steps for answering objective questions

1. Read the directions and each question carefully.2. Watch for clues in the choices that may help you rule out incorrect answers.

Clues can be:

Absolutes. An absolute word, such as all, always, never, every or none,means that everything must be perfect for the statement to be right.Choices that contain these words may be incorrect.Example: All candies contain sugar. ___True ___False

Grammar clues. Singular subjects require singular verbs; pluralsubjects require plural verbs.Example: Match the words on the left with the phrases on the right:a. lungs b pumps blood

b. heart c digests foodc. stomach a breathe in air

Answer: Lungs, a plural subject, must be matched with breathe,a plural verb. Heart and stomach require singular verbs.

Qualifiers. In true-false questions, statements that contain a qualifier may be true. A qualifier word, such as some, most, many or usually,often indicates a moderate, reasonable statement.Example: Some candies contain sugar. ___ True ___ False

Similarities. Look carefully at choices that are closely related to oneanother. Often, one of them is correct.Example: A nucleus isa. the center of an atom that consists of protons and neutrons.

b. the center of an atom that consists of protons and electrons.c. the outer rim of an atom that protects the electrons.d. the cluster of atoms that forms a molecule.Answers A and B are written in the same style and only differ byone element electrons and neutrons. It is likely that one of these twoanswers is correct. Read each answer carefully and thoroughly beforemaking your selection.

MASTER MATHSome people feel that they are not able to learn math or perform well on mathtests. This is called math anxiety, and it has more to do with feelings than ability.Here are a few things you can do to feel more confident about your abilities.

Keep a math journal to help you see how youve improved and to help youwork through your frustration when you have difficulty with math problems. Asyou are doing your math homework, identify the types of problems that you finddifficult. In a notebook, write down your reactions to each type of problem.

DefinitionsKnowing the meaning of these words andphrases will build your essay test-taking skil

Analyze : Study a topic or concepts variousparts, showing how they are related.

C ompar e : Discuss similarities and/ordifferences.

C o nt rast : Discuss differences.

D ef ine : Give a clear, short explanation.

D emonstrate : Prove a point. Give evidence toback up your argument or idea.

D es cr ib e : Give a clear, detailed statement.

Discuss : Analyze and describe in detail.

Diagram : Draw a picture, map, chart or tableto show an idea or concept.

E xplai n why : Give causes.

E xplain what : Give a definition or description

Illust rate : Same as diagram. Also can mean texplain something using examples.

List : Provide a list of items, explaining eachbriefly.

Relat e : Show how ideas are connected.

S tate : Briefly provide information or ideas.

Summarize : State all ideas briefly; leave outdetails.

Tr ace : Follow something from beginning toend, describing main points.


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Record which steps you feel comfortable with, and which ones give you moredifficulty. Write down how you feel when you answer a problem correctly.

Look in your journal at the kinds of math problems or difficulties you noted.Draw a line through the difficulties youve mastered.

Ask questions when you have them. Ask your teacher, friends or family

members to help. Try studying in groups. You can learn a lot from working through problems

with other students.

Allow more time for math homework.

Carefully look over your math homework well in advance of class. This way,if corrections need to be made, youre giving yourself a chance to learn asyou correct.

Work on problems that werent assigned as homework to get extra practice before a test.

Prepare a summary of the different kinds of problems that will be on the testand the steps for solving them. Review this summary before you take a test.

Look for math tutoring services, which are sometimes offered at publiclibraries or local businesses.

TEST-TAKING TIPSBefore the test Get a good nights sleep.

Eat a healthy breakfast, avoiding sugary foods and caffeine.

Organize your time so you will be prepared. You will want to be as relaxedas possible before the test.

Spread your study over several days. Dont try to cram the night before.

During the test Listen to the test administrator.

Read test directions carefully and ask the administrator questions if thedirections are not clear.

Budget your time. Know how much time you have to take the test, andquickly estimate how long it may take you to answer questions.

Answer the easiest questions first, but be sure to go back to questionsyou leave blank.

Stay focused on your test. Try not to be distracted by things around you.

Outline your answers, work out any problems or brainstorm.

Dont turn in your test early because other students have finished. Checkyour answers if you have time.

Relax. Concentrate on the positives. A good attitude and outlook are keysto doing your best on any test.

After the test Review your grade or score report with your parents and teachers.

If there are areas in which you need to improve, ask for extra help.

Continue to study hard and take Indiana Core 40 courses.

If you have a documented learningdisability, contact your guidance counseloror ACT or SAT for information about testingaccommodations. For more informationabout learning disabilities, contact theorganizations listed on page 2.


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Searching and Researching Use your resources. Search the Internet. Cite your sources.

USE YOUR RESOURCESWhether for a report, an experiment or for your own knowledge, research issimply collecting other peoples ideas, thoughts or observations to help back upyour own thoughts and observations. The information and facts you gather helpmake your ideas more convincing or expand the ideas you already have. Youcollect information from other people by interviewing them, by reading what theyhave written in books, articles or newspapers or by listening to what they haverecorded on tapes, CDs or films. Most of your research can be done at thelibrary or at a computer.

In the Library A library is a place filled with information. A public library, a high schoollibrary, a university library or a private library while all may have differentspecializations or collections, their purpose is to make information accessible.You can use information you find to write a report, to find a good book to read or to answer a puzzling question. Books, CDs, videos, magazines, tapes, films,newspapers all these materials can be borrowed or used at a library. Librarianshelp you sift through all the information to find exactly what you need. Theyanswer questions about where and how to find materials in the library and showyou how to use the library catalogs, the computers and the reference resources.Dont be afraid to ask a librarian for help they are there to help you.

At a Computer Collecting information using a computer is quick and convenient. Using acomputer at home, at school or at a public library, you can search through volumesof information in minutes. Interactive CD-ROMs and software programs allow youto browse through history and art, conduct experiments or learn geometry. If thecomputer is online, you can tap into the resources of nearly every library in thecountry, have immediate access to many museums, exchange information withother students, teachers or professionals, visit thousands of Web sites on everytopic imaginable and even contact your favorite author or interview someoneyoure researching. At Learn Mores Web site: www.learnmoreindiana.org studytips and links to other Web sites can help you study and improve how you learn.


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SEARCH THE INTERNETThe Internet is growing and changing constantly and quickly. It contains manyresearch tools that speed the search for information and resources. One of thoseresearch tools, called a search engine, can help your research efforts in theclassroom and beyond.

Search engines use programs to retrieve information from the Internet. Sometimesa search can give you exactly what you need, while other searches are lesssuccessful. Learning how to use search engines and deciding which is bestfor your search takes a little skill and practice.

How to Use Search Engines Type in one of the Web addresses or URLs below into your Internet browser.

In the Search box, type in one or more keywords and press Enter.

Thousands of sites may be returned from your search. Usually, the

most useful sites will be listed in the top 20 to 30 references.

Some of the common and popular search engines include:

AltaVista: www.altavista.com

Excite: www.excite.com

Google: www.google.com

Yahoo: www.yahoo.com

Multiple Search EnginesMultiple search sites are those that search more than one search engine at a time.When you enter keywords, these sites submit your words to several differentsearch engines. These sites can save time and effort, but they provide only a small

number of results from each search engine. Some multiple search engines include:

Ask Jeeves: www.ask.com

Dogpile: www.dogpile.com

ProFusion: www.profusion.com

Savvy Search: www.search.com

Search TipsThe Internet has a vast amount of information. Often, youll find too muchinformation or youll find information that isnt what you really want. Experimentwith the different search engines to see which ones you find most useful. Here are

some tips to help your research: Press the Help or Advanced Search button at the top of Web pages to fine

tune your searches and make them more productive.

Use more than one search engine. Each engine has its own databaseresources, so some sites may have information that others do not.

Learn the strengths and weaknesses of each search engine. Bookmarkyour favorites.

Online Definitions Bo ok mark : The way to save a Web

address that you will use often.

I nt ernet : The biggest worldwide publicnetwork that links personal computerstogether by large computers called

network servers. Also known as theNet.

Key w o rd : A word or series of words thatyou submit to a search engine to helpyou find information about what you areresearching.

Phr ase search : The way to tell a searchengine to look for articles that contain aspecific set of words; for example,Battle of Gettysburg.

Sear ch en gine : A research tool that usesprograms to retrieve information from the

Internet. URL: Uniform Resource Locator. This is

the standard way to give an address toany resource on the Internet that is partof the World Wide Web.

W WW : World Wide Web. A subsystem ofseveral thousand computers that allowspeople to access the Internet. Alsoknown as the Web.

Web site : A unique location on theInternet to post information.


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Search with CareSince almost anybody can put anything on the Web, it is sometimes difficult toknow if the information is accurate and objective. The information youre gettingcould be written by NASA or by the student who sits next to you in math. Theexact source of the information, the sources reputation and the dates of

publication are sometimes not clear. It is a good idea to use different kinds of sources to make sure you have accurate information. When using Web research,always use non-Web information as well.

Reputable and valid sources will often leave a few clues. The following questionscan help you determine whether the site youre researching is valid.

Does the information have an author?

Is the author from a reputable organization?

Are the authors credentials listed?

Is there information about the organization in the Web site?

Does the author cite sources or provide a bibliography? Can you contact the author or sponsor of the Web site?

Does the Web site look professional (e.g., no major errors in spelling or grammar, the links work)?

Internet Research ResourcesAt a library or at home, the Learn More Web site at www.learnmoreindiana.org willlink you to a wide array of resources and information:

Homework helpers Dictionaries

Biographies Encyclopedias

Quotations National archives Online books

Citation information footnotes, parenthetical documentation and endnotes.

CITE YOUR SOURCESWhenever you use information from the library or from a computer, you need tostate where you found your information. Citing your sources lets your readersknow three things:

The trail . If your readers would like to find out about your topic, they canfollow your research trail by finding your resources on the Internet or in

the library. The claim to authority . Citing your sources gives your paper credibility and

authority; it shows that you did your research and you have sources that back up what you found.

The credits . Citing your sources also shows which ideas are yours and whichideas you borrowed. You want your writing to sound like you wrote it, but youalso want to avoid plagiarism or presenting someone elses ideas as your own.

Also, visit these Web sites for details on howto cite sources in papers:http://www.indiana.edu/~libinstr/cite

http://owl.english.purdue.edu


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Some material forTaking Notesis adapted from:Cells. Biology Lessons for Prospective and Practicing Teachers . Jan. 1997. San Diego State University. 18 Feb.2000 http://www.biologylessons.sdsu.edu .

Paulk, Walter. How to Study in College . 6th ed. LearningSkills Center: Bloomington, IN, 1996.

Study Strategies Homepage. The Student Handbook . Nov.1997. University of Minnesota Duluth. 4 February 2000http://www.d.umn.edu/student/loon/acad/strat .

Some material forTaking Testsis adapted from:Curry, Joan. The Role of Reading Instruction in Mathematics .

Learning Skills Center: Bloomington, IN.

How to Do Well on an Essay Test . Learning Skills Center:Bloomington, IN.

IS-40: The ISTEP+ High School Graduation QualifyingExam. ICPAC. 2000. Indiana Department of WorkforceDevelopment and the Indiana Commission for Higher Education. 8 March 2000 http://www.icpac.indiana.edu .

Tobias, Sheila. Succeed with Math . Learning Skills Center:

Bloomington, IN.

Some material forSearching and Researching isadapted from:

Researchpaper.com . 1996. Infonautics Corporation. 18 Jan.2000 http://researchpaper.com .

Bibliography Resources used to createStudy Skills:

A Guide to Better Grades

Some material for theIntroductionis adaptedfrom:How Your Learning Style Affects Your Use of Mnemonics.

MindTools . Ed. James Manktelow. 1998. Pysch Web. 19Dec. 1999 http://www.mindtools.com .

The International Dyslexia Association Web Site. Nov. 1999.Lernout & Hauspie. 18 Feb. 2000http://www.interdys.org .

Learning Styles and Multiple Intelligence. LD PrideOnline . 1998. 17 Dec. 1999 http://www.ldpride.net .

Some material forTime Management andPractical Study Tipsis adapted from:Achieving Ambitions with Goal Setting. MindTools . Ed.

James Manktelow. 1998. Pysch Web. 14 Jan. 1999http://www.mindtools.com .

Paulk, Walter. How to Study in College . 6th ed. LearningSkills Center: Bloomington, IN, 1996.

Sebranek, Patrick, Verne Meyer, and Dave Kemper. Writers INC: A Student Handbook for Writing and Learning .

D.C. Heath and Company, 1996.Skills for High Performance Living. MindTools . Ed. James

Manktelow. 1998. Pysch Web. 14 Jan. 1999http://www.mindtools.com .

Study Strategies Homepage. The Student Handbook . Nov.1997. University of Minnesota Duluth. 4 February 2000http://www.d.umn.edu/student/loon/acad/strat .

Some material forBe an Active Reader isadapted from:The International Dyslexia Association Web Site. Nov. 1999.

Lernout & Hauspie. 18 Feb. 2000http://www.interdys.org .

Sebranek, Patrick, Verne Meyer, and Dave Kemper. Writers INC: A Student Handbook for Writing and Learning .D.C. Heath and Company, 1996.


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SAMPLE CORNELL NOTES CHART


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SAMPLE TIME-USE CHART

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