Academic Strategies for higher education
Jan 13, 2016
Academic Strategies for higher education
Catholic University's 2008-09 tuition:
$30,650
$30,650 typical 10 courses
$3,065 per course
Classes meet for the equivalent of 150 minutes or
2½ hours a week which works out to about
37½ hours a semester (not counting the final exam)
so, $3,065 per course typical 37½ hours
in class per semester
$82.00
per lecture hour
INHOLD
OUT
IN
OUT
HOLD
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GET ITGET IT
EXPOSUREEXPOSURE
I finished
most or ALL pages of
reading
EXPOSUREEXPOSURE
I go to most/all of the lectures or labs
ATTENTIONATTENTION I was concentrating
TURN ON YOUR RADAR!
I allowed enough time to really get it
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IMPORTANCE!!
I decided correctly which material was worth getting
IMPORTANCE
…and might show up on tests
KEEP ITKEEP IT
IMPORTANCE!!
I decided correctly it was worth keeping…
IMPORTANCE
… and should show up on tests
TIMING
I didn’t underestimate the time needed
TIMING
I I started early started early enough so I could enough so I could keep enoughenough
ORGANIZATION
I was detailed enough (facts, events, statistics, names, dates, theories…)
“enough”: The “Goldilocks” Problem:
NOT TOO MUCH…not too little…not too little…
ORGANIZATION
And general enough (overviews, summaries, trends…)
ORGANIZATION
I made connections (among text lessons, lectures and class discussion, and lab exercises…)
SHOW ITSHOW IT
through
TESTSPAPERSPROJECTS
PRESENTATIONSclass participation…
If only there were a really easy plan for
studying…
Like just, um, maybe 3, Like just, um, maybe 3, like, y’know, simple like, y’know, simple
words:words:
BEFORE DURING AFTER
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BEFORE:
1. Create interest: "get psyched"
“WIIFM”? - motivation and
momentum ”efficient” AND
effective”
2. Use what you already know:
"magnetize" your background
knowledge”efficient”
3. Determine to remember:
activate your focus and concentration
”effective”
DURING:
4. Anticipate test questions:predict and
practice open-book beforehand
”effective”
TURN ON YOUR RADAR!
5. Be selective: choose only about 25% to highlight,
record, memorize… ”effective”
AFTER:
6. Create meaningful
organization:label, categorize, sort, diagram… ”effective” ”effective”
7. Put the ideas in your own words:
recite and summarize
out loud ”effective” ”effective”
8. Reduce the information:
condense into margin notes, summaries, flash cards
”effective” ”effective”
9. Find a personal application:
relate it to real life,
write about it, do it, …
”effective” ”effective”
10. Monitor your learning:
test yourself from memory,
teach it to someone else ”effective” ”effective”
11. Distribute your study:
spread a course's study hours
throughout the week ”efficient””efficient”
Adapted from :
Walter Pauk, How to Study in College
What is an “active” student?
The active student goes the extra mile past the typical good, but passivestudent.
Education at the college level requires the mind-set
of the active student to be really successful
and get your money’s worth
At LECTURES
The passive student writes down exactly what the
lecturer says...
but the ACTIVE student is deciding
what's important to write down.
With TEXTBOOKS
The passive student reads all
assignments.
So does the ACTIVE student - who’s also
thinking, questioning, connecting ideas….
When STUDYING
Passive students reread all assignments...
while the ACTIVE student also makes
study sheets, predicts test questions,
looks for patterns.
For ASSIGNMENTS
Passive students follow all the professor's
instructions.
But the ACTIVE student also tries to
discover the meaning
of the assignment, looking for long-lasting
knowledge.
With PAPERS
Passive students complete all the
requirements to get a good grade...
while the ACTIVE student expands his
knowledge, and connects it
to course content and life…
(And gets an equally good grade…)