Modality Strength Reading Printed Lecture Notes Test

Modality Strength Reading Printed Material

Lecture Notes Test Preparation

Visual Students who are visual learners perceive, analyze, and think well visually.

Reading and annotating in text. Make diagrams and visuals to illustrate text. Visualize information and words. Mapping the reading material. SQ4R Mapping the syllabus.

Map the lecture and retype notes. Illustrate process, definitions, cause & effect. Use different color pens. Arrange ideas spatially or group them together. Outlining

Mapping Concept cards Outlines Charts Color coding Mnemonics

Auditory Students who are auditory learners comprehend, analyze and synthesize sound patterns well. They can be good at phonics, rhythm, musical ability, sequencing, spelling, foreign language and listening.

Read textbook aloud; stop periodically for understanding. Say information aloud during annotation or paraphrasing. Subvocalize as written material is read.

Sit near front. Tape record lectures. Discuss the lecture after with tutor.

Make charts, concept cards or maps and explain aloud. Review material with tutor. Recitation Mnemonics should be said aloud.

Kinesthetic Students who are kinesthetic learners learn best by doing, motion, etc.

Read text and organize the information according to topic. Prepare for the next lecture by writing down vocabulary words and defining.

Sit near front. Create practice exams with tutor and take them. Move around Type notes and create study guides “as you go.”

Some Types of Visual Approaches

Maps Visual flash cards Visualization

Graphs and charts

Visual reminders on notes

Using pictures and symbols

Colored markers

Types of Maps

SQ4R Survey Question Read Record Recite Review

SQ4R Survey Question Read Record Recite Review

S Q R R R R

Survey Question Read Record Recite Review

Creating Hierarchies: Topic Topic Topic

Equal- length lines: Unequal- length lines: Steps On the same plane staggered

Topic Topic Topic

One man line: spread-out lines chain ladder From: Wong, L. (1994). Essential study skills. Boston. Houghton Mifflin.

Creating a Map Ch. ?’s headings Visuals, Margins terms who, what, which, etc. 2. Question headings summary one paragraph 1. Survey 3. Read stop - think title, intro, objectives 6. Review study tools 5. Recite 4. Record write summary notes auditory notes: ch. ?’s feedback highlight complete cornell sentences marginal mappings/ hierarchies

From: Wong, L. (1994). Essential study skills. Boston. Houghton Mifflin.

SQ4R

Creating Charts

Column 1 Column 2 Column 3 Row 1

Row 2

Row3

Row4

Row5

Responsibility Tasks Communication

Flow Authoritarian Leader

Laissez-faire Leader

Democratic Leader


Creating a Time Line

Last Ice Age - Agricultural Rev.

- crude stone tools - grains, domestic animals - hunters, gatherers - creative era, new tools

Paleolithic (Old Stone Age) Neolithic (New Stone Age)

400,000 B.C 7,000 B.C. 6,000 B.C. 5,000 B.C. 4,000 B.C. 3,000 B.C. Stable Life Grains Crude Agricultural Domestic Stone Revolution Animals Creative Tools Hunters Gatherers Era

New

Tools

400,000 B.C. 7,000 B.C. 6,000 B.C. 5,000 B.C. 4,000 B.C. 3,000B.C.


Last Ice Age

NEOLITHIC (New Stone Age)

Differences / Similarities

Cause and Effect

à

HOMO SAPIENS APES

HOW THE BRAIN REMEMBERS

Brain Stays In Long-term Memory Forgotten Forgotten

From: Sotiriou, P. (1993). Integrating College Study Skills, Third Edition

Information Short-

Term

Memory

Long-

Term

Memory

MEMORY TIPS

• Sort information: Try putting information into categories. You can group by dates, people, formulas, etc.

• Frequent review: Reviewing new information the same day

you heard it or read it will improve memory significantly.

• Explore the senses: What is your learning style? Try learning information visually, verbally, and kinesthetically and find which sense works for you. Some people need to combine one or more senses.

MEMORY TIPS

• Color code: By using colored pens, highlighters, post-it notes, index cards, etc. you can make an impression on your memory.

• Make visual aids: Draw pictures, graphs, tables, time lines, flow charts, etc. to aid memory.

• Rehearse aloud: Verbal rehearsal is an effective memory tool.

Study with someone or use a tape recorder to say what needs to be memorized aloud.

• Make it physical: Add a physical activity like pacing,

rewriting or typing notes to make learning kinesthetic.

MEMORY TIPS

• Learn from general to specific.

• Make it meaningful.

• Learn it once, actively.

• Create pictures.

• Recite and repeat.

• Write it down.

MNEMONIC SENTENCES

• A sentence made up of the beginning letters of the phrase or sequence you are trying to remember.

• You want to remember the following divisions in the

animal kingdom and their proper sequence: kingdom, phylum, class, order, family, genus, and species. Use the beginning letter of each classification: K,P,C,O,F,G,S

Think of a seven-word sentence. For example, “King Paul called out for Gus and Sam.”

ACRONYMS

• Made up of the first letter of each word of the phrase you want to remember; these letters make up a word or a new word.

• Example: NATO stands for North Atlantic Treaty Organization

Acronyms Activity

What are the parts of an atom? Proton, Electron, Neutron.

Acronym: PEN

You try this one: Think of an acronym to remember the colors of the light spectrum:

Red, Orange, Yellow, Green, Blue, Indigo, and Violet: Acronym:

RECITATION Recitation is saying the ideas aloud that you want to remember. This is the way to get information from short term memory to long term memory. The reason that it works so well is that it leaves a memory trace as a result of your thinking. After you have gathered information, organized and clustered information, it is very important to recite this information. You can do this by covering the category of key phrase; then reciting the information, and finally checking to see if the information that you recited is correct. If you can recite it accurately, then you really know it. Try explaining what you are studying to a roommate. Recitation works because you can only hold information in short term memory for a short time. As you read a text you are able to get an idea regarding the meaning of the paragraph or section. This is short term memory and it has a very limited capacity. As you continue reading you replace those past ideas with new ideas. This is part of why you forget everything by the time you get to the end of the chapter. To prevent this, pause and recite the information that is in the text as you read. By reciting the information you have a chance (not assured) of storing the information into long term memory. By rehearsing the information, you store only part that you are most interested in. The rest is returned to short term memory, and the forgotten. However if you continue to recite it out loud you may remember more of it. Recitation is more effective than rereading because it is an immediate reward that helps keep your motivation going. If you are wrong in your recitation then you can be more motivated to study harder. By reciting you are pronouncing, hearing, which involves your whole body in the process of learning. The more physical motion that you use the stronger, the neural trace will be. Writing helps this neural trace also.

Key Words Key Word Explanation Apply a principle Show how a principle works, through an example. Comment Discuss briefly. Compare Emphasize similarities, but also present differences. Contrast Give differences only. Criticize Give your judgment of good points and limitations, with evidence. Define Give meanings but no details. Demonstrate Show or prove an opinion, evaluation, or judgment Diagram Show a drawing with labels. Differentiate Show how two things are different. Discuss Give reasons pro and con, with details. Distinguish Show main differences between two things. Enumerate List the points. Evaluate Discuss advantages and disadvantages with your opinion. Explain Give a concrete example from the textbook or from your

experience. Identify List and describe. Illustrate Give an example. Interpret State the meaning in simpler terms, using your judgment. Justify Prove or give reasons. List List without details. Outline Make a short summary with headings and subheadings. Prove Give evidence and reasons. Relate Show how things interconnect. Show List your evidence in order of time, importance, logic. Solve Come up with a solution based on given facts or your knowledge. State List main points briefly without details. Summarize Organize and bring together the main points only. Support Back up a statement with facts and proof. Trace Give main points from beginning to end of an event. From: Pauk, W. (1993). How to study in college. Boston: Houghton Mifflin.

Key Words

Key Words Explanation Analyze Break the subject into its component parts and discuss each part (Lununfeld and Lunenfeld, 1992). Compare and Contrast Show how they are the same and how they differ. Criticize Examine the pros ad cons and give your judgment. Defend Give details that prove it or show its values. Define Just give the meaning. Describe Give the details and examples that show what it is. Discuss and review Examine from all angles. Distinguish Tell how this is different from others similar to it. Evaluate Give your opinion as to the advantages and disadvantages. Explain and show Show, in logical sequence, how or why something

happened (or both). Illustrate Give examples. Justify Give the facts and then prove it’s true. Name, list, tell and enumerate Give just the information that is specifically asked for. Prove Show that it is true and that its opposite is false. Summarize and outline Give the main points. Trace Show how something developed step by step (usually

chronologically) (Kesselman-Turkel and Peterson, 1981, p. 101-102).

From: Muskingum College, Center for Advancement in Learning (1998). Learning strategies database [on- line]. Available: http://www.muskingum.edu~cal/database/testtaking.html

LEVELS OF THINKING (Can be used as Levels of Questions)

The Levels of Thinking (or Questions) categorize the type of cognitive processes that we do everyday. Understanding these levels can help you in studying by allowing you to monitor your learning. You can use these for setting purposes for reading, comprehending what you read, predicting test questions, testtaking, and writing. ________________________________________________________________________ LEVEL I MEMORY

Involves memory of previously learned material by recall of facts, terms, basic concepts and answers. Key Words who what why when omit where which choose find how define label show spell list match name relate recall select tell Example Questions for MEMORY LEVEL What is ...? How is...? Where is...? When did_______ Happen? How did_____ happen? How would you explain ...? Why did...? How would you describe...? When did...? Can you recall...? How would you show...? Can you select .... ? Who were the main...? Can you list the three...? Which one...? Who was...? ________________________________________________________________________ LEVEL II INTERPRETATION

Involves understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Key Words compare contrast demonstrate interpret explain extend illustrate infer outline relate rephrase translate summarize show classify Example Questions for INTERPRETATION LEVEL How would you classify the type of...? How would you compare...? How would you contrast...? Will you state or interpret in your own words...? How would you rephrase the meaning...? What facts or ideas show...? What is the main idea of...? Which statements support...? Can you explain what is happening..., what is meant...? Which is the best answer? How would you summarize...?

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________________________________________________________________________ LEVEL III APPLICATION Application has several sub-levels necessary to cognitive processing. Analysis examines and breaks information into parts by identifying motives or causes, and makes inferences and finds evidence to support generalization. Key Words analyze categorize classify compare contrast discover dissect divide examine inspect simplify survey take part in test for distinguish list distinction theme relationships function motive inference assumption conclusion Example Questions for Analysis Category of APPLICATION LEVEL What are the features or parts of...? How is _______ related to ________? Why do you think ...? What is the theme...? What motive is there...? Can you list the parts...? What inference can you make...? What conclusions can you draw...? How would you classify or categorize...? Can you identify the different parts...? What evidence did you find...? What is the relationship between...? Can you make a distinction between...? What is the function of...? What ideas justify...? Synthesis compile information together by combining the elements In a new pattern or proposing alternative solutions. Key Words build choose combine compile compose construct create design develop estimate formulate imagine invent make up originate plan predict propose solve solution suppose discuss modify change original improve adapt minimize maximize delete theorize elaborate test improve happen change Example Questions for Synthesis Category of Application Level What changes would you make to solve...? How would you improve...? What would happen if...? Can you elaborate on the reason...? Can you propose an alternative...? Can you invent...? How would you adapt to create a different ? How could you change (modify) the plot (plan)...?

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What could be done to minimize (maximize)...? What could be combined to improve (change)... ? Can you formulate a theory for...? Suppose you could _____ what would you do...? Can you predict the outcome if...? How would you estimate the results for... ? What facts can you compile...? Can you construct a mode that would change... ? Can you think of an original way for the...?

Evaluation involves presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words award choose conclude criticize decide defend determine dispute evaluate judge justify measure compare mark rate recommend rule on select agree appraise opinion prioritize interpret explain support criteria importance prove disprove assess value influence perceive value estimate deduct Example Questions for Evaluation Category of APPLICATION LEVEL Do you agree with the actions...? with the outcome...? What is your opinion of...? How would you prove...? disprove...? Can you assess the value or importance of...? Would it be better if...? Why did the character choose...? What would you recommend...? How would you rate the...? How would you determine...? What choice would you have made...? How would you prioritize...? Based on what you know, how would you explain...? What information would you use to support the view...? How would you justify...? What data would you use to make the conclusion...? Why was it better that…?

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Exam Preparation: The Eight Day Study Plan This is a brief outline and a basic guideline for planning major reviews. Remember that everyone uses slightly different methods when preparing for exams. This is intended only as a framework within which you should use techniques that work well for you. Day 1 Find out if there are any old tests available in the reserve book room of the library or elsewhere. However, there is no guarantee that all exams will cover the same information. Ø See how much material you will be responsible for in the test. Look on your syllabus. Ø Carefully divide the material to be reviewed into four equal parts…A, B, C, D. Day 2 Ø Thoroughly review all material in Part A. Ø Bring material from your text and from class notes together into an augmented and

more understandable form. Ø If you have any problems with the material, see your instructor. Ø Ask yourself questions about the material, quizzing yourself on the main points as

many times as possible. Ø If you have any problems with the material, see your instructor. Day 3 Ø Repeat instruction for Day 2, this time reviewing Part B. Ø If you have any problems with the material, see your instructor. Day 4 Ø Repeat for Part C Ø If you have any problems with the material, see your instructor. Day 5 Ø Repeat for Part D Ø If you have any problems with the material, see your instructor. Day 6 Ø Review ALL Parts A, B, C, D fully. Ø If you have any problems with the material, see your instructor. Day7 Ø Review ALL Parts A, B, C, D fully. Ø If you have any problems with the material, see your instructor. Day 8 Ø Review ALL Parts, paying closest attention to those areas that are still “fuzzy.” Ø If you have any problems with the material, see your instructor. Zero Hour Use your very best test-taking strategies during the exam.

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Concept Card

Concept Definition Characteristics or Details Examples Memory Aid Oral Stage This is the first psychosocial stage of development according to

Freud. ---Occurs from birth to 1 year of age ---Infant gets pleasure from mouth by sucking, eating, biting,

chewing. ---Infants who use pacifiers, suck their thumbs are in the oral

stage ---Picture or…?

• Create concept cards. They’ll help you analyze large concepts into component ideas. • Include ideas emphasized in lectures, your annotations of your textbook, key

vocabulary or concepts in italics, or boldface included in chapter summaries, introductions or headings. Also include questions or problems at the ends of chapters, and topics presented in handouts or study guides.

• Record information in your own words. • Include pictures, diagrams or examples to help you visualize and understand. • Keep your cards neat and uncluttered. • Include: definition, characteristics, examples and a memory aid. • Concept cards are best suited for classes which emphasize vocabulary as in

psychology, sociology, science.

• Create review sheets. Review sheets are valuable for synthesizing class notes with a textbook’s key ideas. Instead of studying class notes and textbook annotations separately, create a concise review sheet.

• Limit the amount of material on each page. Group together information that is closely related.

• Clearly separate subpoints and details from major points using indentation, underlining, or color coding.

• Use material from one source to clarify or illustrate concepts from another source. For example, take a concept or theory from your text and illustrate with an example your professor used in class. Create your own explanation.

• Create review sheets as you go along, not just before an exam. There is no rule that says an instructor MUST provide you with a study guide.

• Review sheets work well with almost any course.

• Charts are useful when you need to learn information that explains how two or more persons, places, things or theories are alike or different.

See Attached Examples

REVIEW/STUDY SHEETS -This strategy works well for most any courses and helps you synthesize the lecture notes with the textbook’s key ideas.

Erikson’s Psychosocial Stages of Life 1. Trust Vs. Mistrust (birth to about age 1) -- Develop trust through contact with others (mother) --If trust is not developed, they feel deprived and alone 2. Autonomy vs. shame and doubt (age 1 to about age 3) ---Children learn to do things on their own ---If encouraged, they feel capable and independent. ---If made to feel bad for failures, they doubt their ability ---Learn to love and hate or love or hate. 3. Initiative vs. Guilt (About age 4 or 5) ---Learn boy and girl roles; begin rivalry with others ---May feel guilty about sex if it’s not given proper attention 4. Industry vs. Inferiority (between ages 6 and 12) ---Apply themselves to school tasks and learn to use tools ---If no success, they may feel inadequate or inferior ---If too much success, they may become slaves to work 5. Identity vs. role confusion (adolescence) ---Concerned about how they appear to others ---Use self-knowledge to search for careers ---mental disturbances possible if sex identity is uncertain 6. Intimacy vs. isolation (between ages 18 and 25) --- Make sacrifices and compromises to share intimacy --- Sex avoidance leads to feelings of isolation 7. Generativity vs. stagnation (about age 35) ---must pass culture and institutions on to children ---If they have no relationships with younger generations, they May become centered on themselves and their own well being 8. Ego integrity vs. despair (old age) ---must defend lifestyles in face of economic and physical threats ---If they do not accept the thought of death, they may fear death And feel life has been wasted.

CHARTS – These are especially useful when you need to learn information that explains

how two or more persons, places, things or theories are alike or different.

The Psychosexual Stages, According to Freud

Age Characteristics Oral Stage Anal Stage Phallic Stage Latency Stage Genital Stage

Birth to

1 year

Gets pleasure from mouth by sucking, eating, biting, and chewing.

1 Year to

3 Years

Gets pleasure from holding and letting go of body waste.

3 years to

6 years

The child derives pleasure from his or her own primary sex organs.

6 years to

about 11 years

Child denies attraction for parent of opposite sex and identifies with parent of the same sex.

Adolescence Awakening of sexuality and desire for heterosexual love.

Taking Exams: Exam Error Monitoring

Rework all errors (Alvarez, taking) Read all comments (Alvarez, taking) Look for transformations (Alvarez, taking) Was the error an attitude problem? (Hettich)

I did not study the material because 1. I did not read it 2. it did not seem important. 3. it was too difficult 4. I did not have it in my notes

Was the error a learning/reviewing problem?

I studied but... 1. I did not understand it 2. I was distracted or fatigued at the time 3. not as thoroughly as I should have 4. I tried to memorize instead of understand it

Was it a test taking problem? (Hettich)

I knew and understood the material but... 1. I read into and misinterpreted the question 2. the question was stated differently from the way I studied. 3. I was anxious and could not remember the information 4. I was not mentally alert during the exam because I was tired, hungry, or

ill. Tanya Kunze (6/98). Office for Disability Services, The Ohio State University, 150 Pomerene Hall, 1760 Neil Ave., Columus, Ohio 43210. 614-292-3307

What do I do if my student has deficits in…

Deficits What does this look like?

Suggested Strategies

Auditory Processing

Interferes with ability to analyze or make sense of info taken in through the ears. (Does not mean that student has HEARING problems). May interfere with spelling and reading, number sequences, lists, directions, remembering what was heard.

Provide written and oral instructions. Visual strategies or combination of visual and auditory strategies. (mapping, outlining, etc..).

Visual Processing

Interferes with ability to make sense of info taken in through the eyes. (Does not mean that student has VISION problems). Loses place easily in book, has problems with reading, math equations, reversing, remembering what was seen.

Encourage discussion and have student “teach” you. Try combination strategies. (memory and Recitation) Double check concept cards or review sheets with student.

Dysgraphia Inability to form letters correctly. Some students cannot read their own writing.

Talk out information and work in the computer lab for written assignments. Use Assistive Technology.

Organization Incomplete assignments. Unorganized notebooks/notes.

Encourage use of planner, color coding, neat folders etc. Begin assignments early and check progress often. Use Assistive Technology or word processor to help with organization.

Dyslexia Difficulty with reading or writing. Assist student preview assignment before reading. Break readings into parts. Encourage annotation to paraphrase text. Have student summarize readings (or each paragraph) to check for understanding. Look for text patterns such as cause/effect, comparison/contrast. Generate questions about the readings. Assist with SQ3R or SQ4R Encourage student to use AT.

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AD/HD Inattention, impulsivity,

hyperactivity, creativity, disorganization, easily bored.

Call student by name to regain attention and keep session interactive. Study in a quiet place away from distractions. Provide reassurance and encouragement when signs of frustration are noted. Encourage time management and organization. Break assignments into smaller parts. If reading is weak use “previewing” strategies. If math is weak encourage use of graph paper to space numbers and to keep work neat. Take short breaks. Type out notes. Remind student to check over all work.

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Modality Strength Reading Printed Lecture Notes Test

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