Professionals in Health Learning to Learn Unit 102
Dec 20, 2015
Purpose of Learning to Learn
Successful learning
Independent learning after graduation
Assume responsibility of learning
Setting the stage for note-taking
Complete outside assignments and readings Bring the right materials Sit front and center Review from previous class Be with the instructor Let go of judgements
Setting the stage for note-taking
Participate in class activities Relate the class to your goals Think critically about what you hear.
Note Taking Steps
Cornell Format– Draw a vertical line, top to bottom, 1 1/2 inches
from the left edge of the paper– Write notes to the right of the line– Reserve the area left of the line for key word
clues and sample questions
Create Mind Maps
Contains lists, sequences, shows causes
Provides a picture Visual patterns Verbal and nonverbal
Create Mind Maps
Guidelines for creating mind maps– Allow plenty of room– Write the main concept in the center of the page
and circle it– Write related concepts on lines radiating from
the center– Use key words only– Use color to organize the map
Linking Mind Maps
One mind map can sum up several key points
Make a separate, more detailed map for each key point
Include references to the other maps within each mind map
Cornell Note Taking and Mind Maps Use mind maps in conjunction with Cornell
note taking by reserving 1/2 of the paper for mind mapping.
Copy Material
Record all material from the board Record all formulas, diagrams and
problems If something is on the board, it is likely to
show up on the test.
Use a Three Ring Binder
Pages can be removed
Handouts can be inserted
Out of class notes can be inserted
Note Taking Tips
Use one side of the paper Use an “I’m lost” symbol Label, number and date all notes Leave adequate white space Use complete sentences when material is
important
Review Notes
Review within 24 hours.– Short term memory
deteriorates quickly
– Review after class if possible
– Review right before sleep
– Think of unreviewed material as leaky faucets
Review Notes
Edit notes during the first review Fill in key words in the left hand column of
Cornell notes Review during short weekly review sessions Use key words as words to recite Type notes? Create mind map summaries
Memory Techniques
Organize– Learn from general to specific
– Keep in mind overall educational goal
– Create associations
Use Body Language
Learn it once- Actively
Sit at the edge of the chair when studying
Relax– Relaxation is a high
state of alertness
Create a Picture
Relationships within and among abstract concepts can be “seen” and recalled when visualized.
Anchors the information in two parts of the brain.
Recite and Repeat
Repeating something out loud anchors material in 2 senses Repeat 5 times
Recite it in own words
Use Your Brain
Reduce interference Over learn
– Pick the subject apart, examine it, add to it, go over it again
– More likely to be successful on the exam
Escape the Short Term Memory Trap Short term memory
can fade after a few minutes
Review within 24 hours of class.
Distribute Learning
Shorter review sessions are for most, more productive than marathon study sessions
Be Aware of Attitudes
It is easy to forget information that contradicts your opinions
Acknowledge your attitudes Relate the boring subject to one of interest Look for connections between and among
topics of interest and disinterest
Recall It
Remember something else– When stuck on
remembering a detail, remember something that it is related to.
Notice When You Do Remember
Notice when information is recalled easily. Also when it is difficult to remember.
Remember, You Never Forget
Speak and think positively about remembering, then you are more likely to remember it.
Step 1: Preview
Survey assignment Review the text book table of contents Keep preview short Look for familiar concepts Look for paragraph summaries Read all chapter head lines Read book preferences
Step 2: Outline
The more complex the material, the more time spent on outlining.
Study existing outlines, make one if necessary
Makes complex material easier to understand
Step 3: Question
What do you want to get out of the reading? Write down a list of questions Compose questions from text book
headings Finding answers reduces boredom and
fatigue
Step 4: Read
Be conscious of what you are doing Write down problem if mind wanders to it. Schedule breaks Visualize material Imagine what the concept feels like Sit up on the edge of the chair
Step 5: Underline
Underline and highlight
Read first to know what is important
Highlight less than 10% of the text
Step 6: Answer
Write down the answers to the questions as you read
Envision yourself as a detective in search of answers
Step 7: Recite
Talk to yourself about what you have learned
Talk to yourself in front of a mirror Form a group and practice teaching to
others
Step 8: Review
Review within 24 hours of reading the material. It moves from short term to long term memory
Step 9: Review Again
Weekly or monthly- review the notes and read the highlighted portion of the text
Reflect on what has been learned between classes and when going to sleep at night
Reading Complicated Material
Read it again Sam Look for essential
words Hold a mini-review Read it aloud Use your instructor Stand up Find a tutor
Overall Exam Strategies
Glance over the whole exam and estimate time it will take to complete each question
Underline key words in the stem of each question
Do items you are sure of first. Mark those you don’t know with an *
Multiple Choice Questions
Check the directions Answer the question in your head before
looking at the possible answers Read all answers Eliminate answers you know are wrong first Watch for choices such as “all of the above”
Guess if there is not a penalty for guessing
Machine Graded Tests
Be sure answer marked corresponds to the question answered.
Check the test booklet against the answer sheet when switching sections
Stray marks can look like answers to the machine.
Open Book Tests
Write down formula on a separate paper
Mark important pages
Be prepared for this type of test