study skills outline: joann whitlow - nesacenter.org student’s perspective on study skills the...
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Study Skills Outline: JoAnn Whitlow
I. Organizational Skills:
A. magazine boxes
B. assignment book
C. homework schedule
II. Listening Skills:
A. Rules of Listening
B. Practicing Listening
C. Listening Test
D. Classroom modeling
III. Comprehension/Previewing
A. Predicting
B. Types of questions
C. What is the question asking
D. Skimming/ researching for answers
IV. Bar Code
A Student’s Perspective On Study Skills The statement below was written by a high school student in Hillsboro, New Hampshire, who had participated in a study skills course. Her teacher explains: “She is presently a senior, an average student who has slipped through four years of high school by doing as little as possible. She was a student in the elective study skills course that I offered for juniors and seniors this fall, and a reticent participant at that. But obviously something ‘touched home’ with her during the eight-week course."
‘I think study skills should be made a mandatory course in all public schools. It is the basis of all other courses. But I think it should begin in elementary school as soon as teachers begin giving take-home assignments, upper-level tests, and reading assignments. I still can't believe that throughout all my schooling no one [teachers] has ever really stressed that studying is a skill or that there is a way to study for a test. Maybe it's because every teacher assumed that the previous teacher already ‘covered that.'
"These [study] skills should be the basics, the very starting point. I think the only way to do this is to start a program in the lower grades.
"I have learned several different things in this class. One of the most important things is probably organization. I have learned how to organize my time a little bit better, through time-saving study skills, how to organize myself to prepare for a test, and how to organize my writing skills in general.
"I have learned for the first time that ‘how to prepare for a test,' take notes, or organize a paragraph does not need to be a mystery. I have gone through 12 years of school and this is the first time anyone has ever attempted to explain how to prepare for a test, and to me that seems a shame. But better late than never.
"I have learned that you have to go about whatever skill you are using with a positive attitude, and at least give it your best shot."
-Lisa B.Strate
| education update |
by Robert Ehlert
Kids need to set as ide an
amount of time, and
a place, and accompl ish
a dai ly study
goal.
Chelsey Bertram, a 12-year-old Denver
Public Schools student, was feeling
pressured by unrelenting homework and
tests. She had a knack for what was being
taught, but she didn't have an efficient way
to grasp all the material.
Her mom, Sue Bertram, was pitching in,
encouraging Chelsey. Ultimately, however,
they came face to face with a common
problem: There is much to learn but not
much training in how to capture it, organize
it, and master it.
Lynn Carey, a parent and elementary
school teacher in Colorado Springs,
Colorado, can empathize. "We educators
could do a better job of teaching study skills
across the board," she says. Teachers are
under pressure to keep kids climbing the
academic ladder—and to meet the
benchmarks of standardized tests.
With all of the reading, worksheets, and
papers to write—the typical mountain of
school work— Lynn says it's easy to let
study skills fall between the cracks. For
younger kids it's a shock. One day you're
playing with paste and scissors, says Lynn,
and suddenly you've got math and
spelling tests.
Just as they need to master the
three Rs, students must develop good
study skills. "It's all about discipline,
responsibility, structure, organiza-
tion, and timing," Lynn says.
Make it a habit
"The discipline is doing what you
need to get done when you need to do
it, whether you like it or not," Lynn
says. "The responsibility is knowing
what you're supposed to do, and
taking responsibility for getting it
done yourself. These kids need to set
aside a certain amount of time, a
certain place in the house, and
accomplish a daily study goal. Even
on days when they don't have
homework, they should use that time
and space to read, instead of watch-
ing television."
This kind of systematic approach
at an early age will establish a
lifetime routine, Lynn says. The
sense of accomplishment becomes a
learned response that keeps them
coming back for more.
Don't just memorize—understand
In addition to setting aside time for
study, Susan Stainback, an author
and professor emeritus of education
at the University of Northern Iowa,
Iowa Falls, advises parents to pro-
mote studying for understanding.
"When children understand what
they study, they remember it more
easily than if they simply memorize
it," she says.
Susan suggests that the student
begin each study session with the
most difficult assignments, and she
advises parents to have their child
use what's called the "survey-read-
resurvey" procedure.
"Tell your child first to survey for
the main ideas in the chapter. This continued on page 118
116 BETTER HOMES AND GARDENS
Instill Study Skills continued from page 1 1 6
can be done by reading the intro-
duction and summary to the chapter
and any study questions that might
be listed at the beginning or end of
the chapter," Susan says.
“Once your child gains an under-
standing of the main ideas, he or she
should carefully read the chapter.
Finally,” Susan says, “have your
child look back through, or resur-
vey, the chapter and try to further
understand and remember the main
ideas and important details.”
Study specialists available
Depending on your child's aptitude,
her goals and your goals—and
whether or not you're an effective
study captain—you may elect to
seek the help of a tutor or learning
cen- ter. To help her daughter, Sue
Bertram enrolled Chelsey in a study
skills course at the Denver Sylvan
Learning Center.
There Chelsey learned that in
order to master studying, she
needed to understand the four most
critical study skills: organization and
time management, note taking, test
taking, and reading.
Sylvan Learning Center offers these
suggestions for students seek- ing to
improve their study skills:
• Organize your workspace. Have all
necessary tools readily available.
• Use a daily planner. Note all tests,
quizzes, projects, and due dates.
• Make daily "to do" lists.
• Break down large projects into
smaller, manageable tasks, and then
prioritize the project's steps.
• Review notes every night. This
will eliminate cramming before a test.
• Highlight all important informa-
tion from notes and handouts.
• Read all test directions carefully
and critically.
• Answer all test questions you
know first; then go back to the others.
• Budget your test-taking time so
you can get through all the questions.
"Chelsey learned study tips and
shortcuts," says Sue, who estimates
the classes cost about $45 an hour. "It
was such a confidence booster."
Sunday Monday Tuesday
Day : A B C Day : A B C Day : A B C
Date: Date: Date:
Language Arts / Reading Log Language Arts / Reading Log Language Arts / Reading Log
S.S.: S.S.: S.S.:
Math: Math: Math:
Arabic: Arabic: Arabic:
Science Science Science
Islamic: Islamic: Islamic:
Signature: Signature: Signature:
Page 1
INTRODUCTION TO
STUDY SKILLS
Study is acquiring knowledge or competence. A skill is a learned or developed
ability. Study skills, then, are the learned abilities which one has for the purpose of
acquiring knowledge or competence.
Study skills involve specific behaviors which can be objectively described and
measured. For example, can a student attend to a set of directions and follow them
accurately? Can a student plan the use of his or her study time and follow that schedule?
Can a student read a section of text and identify the main ideas and supporting details?
However, there is also a larger, more profound definition of study skills. In this sense,
study skills or learning skills are processes for learning. When one learns a study skill, one
is learning more than a specific technique. One is learning a way of problem solving, a
method which can be used in any relevant context. One is also learning more about how to
learn effectively. It is this perception of study skills which reveals their central role within
the process of schooling.
Study skills focus on transferring the techniques to other curriculum. It is easily
integrated into other courses. Teachers need to use the same language or terms when
speaking of study skills across the curriculum. Study skills also need to be taught in an
organized way. These must be put into application, otherwise many students may not be
able to transfer the process to their regular studies. Application is the Key!
Study skills are not a fad, here today gone tomorrow! They are an organized
method of helping students become confident and independent in their studies. The
students are being given information that they will be able to use in their educational and
lifetime careers.
Bibliography
Candance Regan Burkle
hm Study Skills Program Level I
NAESP The National Association of Elementary Principals
Arlington VA 22209, 1980
Compiled and written by:
Jo Ann J. Whitlow
Page 2
Philosophy
Learning to Learn
Schools and employers
place an increasing
emphasis on the ability to
absorb, process, and apply
new information
Comparative Learning
Employers want
employees who can work
together to achieve
organizational goals. More
and more teachers are
adopting cooperative
learning strategies.
Learning Style
Study skills give students
insights into their own
style of learning and
provides practice in their
learning style strengths.
Listening Skills
In most schools, 50% of
the day or more is spent in
listening. On the job, 55%
of the time spent
communicating is spent in
listening
Creative Problem
Solving
National reports in
mathematics, science, and
social studies call for
teaching students to solve
problems creatively. Work
organizations succeed
when their employees can
solve problems.
Adaptability
In a rapidly changing
world, students and
employees must be able to
deal successfully with
change. Students learn
skills from managing and
making sense of new
conditions, ideas, and
information.
Personal Management
Goal setting, time
scheduling and self
esteem: These are
characteristics of a
successful student-and
worker.
Page 3
Goals of Study Skills
1. Study skills are problems solving methods.
2. Study skills are learned by doing.
3. Study skills instruction must be allowed for trial and error experiences.
4. Study skills instruction must be integrated into regular curriculum.
5. Study skills development involves learning about one's own learning style.
6. Study skills offer the potential for transfer of learning.
7. Study skills must be developmentally appropriate for learners.
Page 4
STUDY SKILL OBJECTIVES
OBJECTIVE: The student will develop and apply specific skills and concepts in the use of the
textbook for researching information and better comprehension of material.
Using the textbook effectively
1. Glossary: definitions
2. Index: locating information and cross-referencing
3. Table of contents: where things are located
4. Illustrations: visual aids
5. Captions: written explanations
6. Headings: main ideas of text
7. Charts, tables, graphs, maps: visual aids
8. Words in bold face print or italics: visual aids
OBJECTIVE: The student will differentiate between three types of questions by identifying,
organization of facts and ideas, separating components, and forming conclusions
of ideas to develop an answer.
Types of Questions
1. Objective questions: factual
2. Interpretative questions: figure out
3. Opinion : give one's own idea substantiated with facts
How to answer each kind of question
1. Objective questions are based on fact and can be researched easily
2. Interpretive questions are determined by a collective understanding of events
that lead to a conclusion.
3. Opinion questions must be substantiated using judgments in developing one's
own idea.
Page 5
OBJECTIVE: The student will develop listening skills to interpret information in order to make
accurate conclusions of information for use in classifying, ordering, inferencing,
or comparing ideas or interactions.
Listening
1. Understand the difference between hearing and listening
2. Focus: Look at the speaker
3. Concentrate on what's being said
4. Picture in your mind ideas being discussed
5. Don’t interrupt
6. Don’t premeditate what will be said next
7. Write questions down that may need clarification
8. Listen for qualifier words to help in sequencing events or ideas
OBJECTIVE: The student will develop previewing skills to analyze information for selection
and use for better comprehension.
Previewing
1. Establish a purpose for reading
2. Look at everything outside of paragraphs a. Title
b. Headings / sub-titles
c. Illustrations and captions
d. Read all questions
e. Read introduction
f. Keep eye out for key words in bold face print or italics
OBJECTIVE: The student will collect, evaluate, organize, and condense information into a
mapping or outline format.
Outline
1. Use Roman numerals for main ideas and capital letters for supporting details
2. Reorganize information in a concise manner
3. Use abbreviations and condense information
4. Write a title
5. Use indention for supporting details in format
Mapping
1. Draw map using center for main idea and lines for supporting details
2. Use numbers on lines to sequence main ideas
3. Use abbreviations and condense information
Page 6
OBJECTIVE: The student will analyze, process, synthesize, and conclude information in order
to follow directions given orally or written.
Following directions
1. Read all directions first
2. Use key words to help in understanding directions
3. Make sure you know what is being asked
4. Dissect directions
a. giving information
b. look elsewhere for information
c. asking you to do something
d. asking you to use information given
5. Use good listening strategies when given oral directions
6. Write down important information when given oral directions
7. Re state directions to speaker when given oral directions to ensure correct
information
OBJECTIVE: The student will categorize, organize, and order information to effectively study
and complete work in a timely manner.
Pacing
1. Keep an assignment book
2. Use a homework schedule
3. Pace assignments so that you finish by due date
4. Preview note regularly
OBJECTIVE: Student will apply organizational strategies to record, divide, retrieve, and
organize tools and information for study.
1. Keep work in folders
2. Use a folder for each subject
3. Use a pencil holder that attaches to notebook rings
4. Use dividers and labels for each subject
5. Keep assignment book in folder
6. Keep homework schedule in folder
7. Have a set time to do homework each day
8. Do work at a place where you will be disturbed the least
9. Make sure you have all needed materials to do work
Page 7
OBJECTIVE: The student will use critical thinking skills, analyzing, processing, synthesizing,
and concluding, to effectively assess information when taking SOL or End-of-
Course tests.
Taking Tests
1. Multiple choice:
a. read question carefully
b. try to anticipate the answer before you look at the choices
c. read all choices
d. look for key words in questions and answers
e. try process of elimination cross off answers you know are incorrect
f. guess the answer unless there is a penalty for guessing
2. Matching
a. read questions carefully
b. complete matches you know first
c. guess unless there is penalty for guessing
3. Short Answer
a. if you don't know the exact answer, but do know something related to it,
write down what you do know. You may get partial credit
b. answer questions that you know first.
c. don't spend too much time on any one question. Circle the number and
return to it.
4. Essay
a. when writing an essay answer construct the answer around, who, what,
when, and why.
* Do not answer any items until the directions are completely understood. Always ask for
clarification.
ACTIVITIES: These activities help to develop problem solving strategies, predicting strategies
and higher order thinking skills.
1. Checkers
2. Chinese checkers
3. Backgammon
4. Chess