Study Skills & Testing Strategies

Robbie Ashworth, M.A. Study Skills &Testing Strategies

Celebrating 30 years! Founded in 1981 with 3 dyslexic college students – Now serves over 200 college students & others with learning difficulties: Marshall University H.E.L.P. Community H.E.L.P. Medical H.E.L.P. Law H.E.L.P. Study & Organizational skills Test preparation and improved test taking strategies Memory improvement and strategies Diagnostic services for LD’s Marshall University H.E.L.P. Program • www.marshall.edu/help • (304) 696-6252

Before the test Making the most of your memory and your study time

Distributed Study Sessions • Make a Plan – daily, weekly, monthly review/study sessions: • Use a planner to designate specific times for study and review – write it down • Designate blocks no longer than 3 hours • Try for a ten minute break after 50 minutes

Primacy & Recency Effect • Primacy Effect: We tend to remember more from the beginning of a learning session • Recency Effect: We tend to remember more from the end of a learning session Allowing yourself short 10 minute breaks creates more primacy and recency moments

Primacy & Recency Effect Three Hour Study Block Primacy Recency Beginnings (primacy) and endings (recency) are particularly memorable for our minds – without any extra effort on our part!

Primacy & Recency Effect One Hour One Hour One Hour Multiply these effects by incorporating ten minute breaks in between each hour of study! For example . . . 10 min 10 min

Primacy & Recency Effect One Hour One Hour One Hour Primacy 10 min 10 min

Primacy & Recency Effect One Hour One Hour One Hour Recency 10 min 10 min

Primacy & Recency Effect One Hour One Hour One Hour Now you’ve taken a less productive three hours of continuous study, inserted ten minute breaks in between the hours, and increased primacy and recency moments three-fold! Study smarter not harder! 10 min 10 min

Memory: A Positive Attitude • Plan to remember: • Adopt an “I never forget” attitude • Negative thoughts – “I can’t do this” – are self-defeating and self-fulfilling • If you can find just one positive aspect about a subject, you can improve your understanding and memory!

Memory: A Positive Environment • Create an ideal study environment : • Take an inventory of where you study: • Location, location, location . . . • Well lighted • Distraction-free • Organized with necessary materials at hand • Comfortable chair • Plenty of room on table/desk • Others should understand you are not to be disturbed – Communicate!

A note on cell phones -- Please, don’t hate me . . .

Encoding memory requires undivided concentration & focus

Studying & memory require undivided concentration & focus • Beware of distractions: • Cell phone – turn it off or airplane mode • Facebook – don’t log on • Television – turn it off • Music – instrumental may be okay • Switching between one activity/task to another takes seconds; however, when you are trying to encode new information (a.k.a. learn) the ideal is for undivided attention • You and you’re friends want one another to succeed, so update facebook and return those texts during 10 minute breaks

“Turn off my cell? What?!” or . . . A note on motivation & goals . . . Often we need a reason to do things that call for struggle and sacrifice. . . • The best motivation will always come from within – self-motivation, a drive to succeed • Other motivating factors for success: • Consider long/short term goals . . . Write them out!!! • A particular grade on a test or in a class? • A certain GPA for college admission? • That warm, fuzzy feeling when you struggle and then succeed?

Studying A few techniques . . .

Previewing • Getting the “big picture” before reading your textbook: • Flip through the chapter, quickly . . . • Read section headings, subheadings, and sub-subheadings . . . • Read the explanations under charts and graphs • Read the end of chapter summary and any questions at the end

Previewing • Questions to ask yourself while previewing: • What do I know about this topic already? • Activates prior knowledge . . . Primes mind for new information • How is the chapter organized? • The mind likes order & structure when learning • Hmmm, what’s this term mean? How’s it relate? • Allow yourself to be curious, even if you’re not • What’s the primary focus/emphasis of chapter? • Allows you to anticipate content

Reading • While reading: • Pay attention/focus – self-monitor • After reading a small section, look away and tell yourself what you just read – summarize • Understand how bold words connect with the examples given • Use provided charts and graphs to clarify information – don’t skip them! • Take notes as needed – this is extremely beneficial for many students

Self-Test & Review • Do a self-test to gauge your recall: • What do you recall? How well? • Write the information down • Explain it out loud – three minute lecture • Lecture the cat, a plant, a parent . . . • Do not review before a self-test – you simply prime memory, not a good gauge • You want your mind to recall the information cold – deepen the retrieval pathways

During the test Recall and keeping your head

Test Anxiety • Physical symptoms: • Nausea • Headache • Tremors • Sweating • Worsening asthma • Mental Symptoms • Nervousness • Fear • Dread • Confusion • Panic

Dealing with Test Anxiety • Deep breathing exercises: • Close eyes • Take slow deep breaths • Visualize tension leaving body with each exhale • Repeat several times • Tensing and relaxing muscles • Start with your toes • Move up your body tensing and relaxing each muscle group • Visualize success – “You know this!”

During the test • Arrive on time to settle in and prepare • Have necessary supplies: No. 2 pencil, calculator, paper, books, etc. • Wear layered and comfortable clothing (Many standardized exams last longer than 3 hours) • If you are not used to caffeine, stay away from it on test day!

During the test • Quickly skim the exam • What are the most difficult sections? • What are the easiest? • Jot down anything you think you might forget • Complete easier questions first • Starts triggering memory cues • Helps calm you down • Gives you confidence

During the test: True/False • Read each statement very carefully • If one part is false, the whole thing is false • Underline negatives such as not • Be careful of qualifiers: always, never, sometimes, usually – underline them • Trust your instincts • Never change an answer without a valid reason!

During the test: Multiple Choice • Read the question carefully • Rephrase the question • Eliminate answer choices – mark them out if you are allowed • Relate each answer choice back to the question – do not compare answer choices • Do not look for “patterns” in your bubble sheet

During the test: Fill-in-the-blank • Watch for clues: 1. ________ is the reason that . . . 2. ________ are the reasons that . . . Question 1 requires a singular response Question 2 requires a plural response • Count the number of blanks • Consider the length of the blank • Use rest of the test for clues

During the test: Essay Exam • Read the question carefully: What exactly is it asking – compare/contrast, explain, analyze? • Quickly brainstorm ideas on paper • Do a quick outline: Have you addressed ALL parts of the question in your outline • If possible, write a practice essay ahead of time if you know the topic and/or question

What to do when you’re stuck? • Think of related information • Start listing items on scrap paper • Using your “mind’s eye” envision where the information is located in your textbook, notes, etc. • Use other test questions to help cue your memory • Leave no blanks unless you’re penalized for guessing

After the test Analyze your process and reward yourself

After . . . • Determine what went right and what could use some improvement: • How was your recall of information? • Did everything run smoothly? • Were all questions answered? • How can you better prepare for next time? • Did you run out of time? • Strategize, strategize, strategize • Constructive criticism only! Do not

THANK YOU! Questions?

Study Skills & Testing Strategies