10 Steps to Improving Your Study Skills

Improving your study skills can be the great educational equalizer. Effective studying is the one element guaranteed to produce good grades in school. But it is ironic that students are almost never taught how to study - effectively - in school. Example: An important part of studying is note-taking, yet few students receive any instruction in this skill. At best, you are told simply, "You had better take notes," but not given any advice on what to record or how to use the material as a learning tool. Fortunately, reliable data on how to study does exist. It has been scientifically demonstrated that one method of note-taking is better than another and that there are routes to more effective reviewing, memorizing and textbook reading as well. The following are 10 proven steps you can take to improve your study habits. I guarantee that if you really use them, your grades will improve.

1. Behavior modification can work for you.

Use the association learning concept. Attempt, as nearly as possible, to study the same subject at the same time in the same place each day. You will find that, after a very short while, when you get to that time and place, you are automatically in the subject "groove." Train your brain to think math on a time-place cue, and it will no longer take you 10 minutes a day to get in the math mood. Not only will you save the time and emotional energy you once needed to psych yourself up to do math, or whatever else, it will also help you remember more of what you are studying. After studying, reinforce yourself by doing something want to do (watch television, go to a party). Experts know that positive reinforcement of a behavior (such as studying) will increase its frequency and duration.

2. Do not study more than an hour at a time without taking a break.

In fact, if you are doing straight memorization, do not spend more than 20 to 30 minutes at a time. Here is the rationale behind taking such small bites out of study time. First, when you are under an imposed time restriction, you use the time more efficiently. Have you noticed how much studying you manage to cram into the day before big exams? That is why it is called "cramming." Second, psychologists say that you learn best in short takes. In fact, studies have shown that as much is learned in four one- hour sessions distributed over four days as in one marathon sixhour session during one day. That is because, between study times, while you are sleeping or

eating or reading a novel, your mind subconsciously works on absorbing what you have learned. So it counts as study time, too. Keep in mind when you are memorizing, whether it is math formulas or a foreign language or names and dates, that you are doing much more real learning more quickly than when you are reading a social studies text or an English essay. The specialists say you will get your most effective studying done if you take a 10-minute break every hour. In fact, some good students study 45 minutes to an hour, and they take a five- to 10minute break. The break is considered your reward and improves your learning over the next hour. Dr. Walter Pauk, former Director of the Reading and Study Center at Cornell University, suggests you take that short break whenever you feel you need one. That way, you will not waste your time away by clock-watching and anticipating your break. Another technique for keeping your mind from wandering while studying is to begin with your hardest or least favorite subject and work toward the easiest and/or the one you like best. Thus, your reward for studying the least favorite or hardest is studying the subject you like best. Try it; it works.

3. Separate the study of subjects that are alike.

Brain waves are like radio waves. If there is not enough space between input, you get interference. The more similar the kinds of learning taking place, the more interference. So, separate your study periods for courses with similar subject matter. Follow your studying of math with an hour of Spanish or history, not chemistry or statistics.

4. Do not study when you are tired.

Psychologists have found that everyone has a certain time of day when he or she gets sleepy. Do not try to study during that time (but do not go to sleep either - it hardly ever refreshes). Instead, schedule some physical activity for that period, such as recreation. If you have a stack of schoolwork, use that time to sort your notes or clear up your desk and get your books together or study with a friend.

5. Prepare for your class at the best time.

If it is a lecture course, do your studying soon after class; if it is a course in which students are called on to recite or answer questions, study before class. After the lecture, you can review and organize your notes. Before the recitation classes, you can spend your time memorizing, brushing up on your facts and preparing questions about the previous recitation. Question-posing is a good technique for helping the material sink in and for pinpointing areas in which you need more work.

6. Use the best note-taking system for you.

Quite a bit of research has been done on note-taking, and one system has emerged as the best. Use 81/2-by-11-inch loose-leaf paper and write on just one side. (This may seem wasteful, but it is one time when economizing is secondary.) Take the time to rule your page as follows: a. If the course is one in which lecture and text are closely related, use the 2-3-3-2 technique: Make columns of two inches down the left-hand side for recall clues, three inches in the middle for lecture notes and three inches on the right side for text notes. Leave a two-inch space across the bottom of the page for your own observations and conclusions. See Figure 20 (Three-Column Note-Taking System). b. If it is a course where the lectures and the reading are not closely related, use separate pages for class notes and reading notes, following the 2-5-1 technique: Two inches at left for recall clues, five in the middle for lecture notes and an inch at the right for observations and conclusions. (After a while, you will not need to draw actual lines.) You have most likely taken your lecture notes in the form that evolved during your years of schooling. You have also probably evolved your own shorthand system, such as using a "g" for all "-ing" endings, an ampersand (&) for "and," and abbreviations for many words (e.g., govt. for government and evaptn. for evaporation). The recall clue column is the key to higher marks. As soon as possible after you have written your notes, take the time to read them over - not studying them, just reading them. Check right away, while it is all still fresh, to see whether you have left out anything important or put down anything incorrectly, and make changes. After reviewing what you have written, set down recall clue words to the topics in your notes. These clue words should not repeat information but should designate or label the kind of information that is in your notes. They are the kind of clues you would put on "crib sheets." Example: To remember the information contained so far in this section on note-taking, you need just the following clues: 8 1/2-by-11, loose-leaf, one side: 2-3-3-2 or 2-5-1. As you can see, they are simply memory cues to use later on in your actual studying. Dr. Robert A. Palmatier, Assistant Professor of Reading Education at the University of Georgia, suggests that you study for tests in the following manner:

Take out your loose leaf pages and shift them around so the order makes the most sense for studying. Choose the first page and cover up the notes portion, leaving visible just the clues. See if you can recall the notes that go with the clues. As you get a page right, set it aside. If you are going to be taking a short-answer test, shuffle your note pages so that they are out of order. (That is why it is important to use just one side of the paper.) "This approach provides for learning without the support of logical sequence," Dr. Palmatier says, "thus, closely approximating the actual pattern in which the information must be recalled.'

If you are going to be taking an essay test, you can safely predict that "those areas on which the most notes are taken will most often be the areas on which essay questions will be based."

The beauty of the "recall clue word" note-taking method is that it provides a painless way to do the one thing proved to help you remember what you have learned - actively thinking about the notes and making logical sense of them in your mind. If, instead, you just keep going over your recorded notes, not only will you get bored, but you will be trying to memorize in the worst way possible.

7. Memorize actively, not passively.

Researchers have found that the worst way to memorize -- the way that takes the most time and results in the least retention -- is to simply read something over and over again. If that is the way you memorize, forget it. Instead, use as many of your senses as possible.

Try to visualize in concrete terms, to get a picture in your head. In addition to sight use sound: Say the words out loud and listen to yourself saying them. Use association: Relate the fact to be learned to something personally significant or find a logical tie-in.

Examples: When memorizing dates, relate them to important events, the dates of which you already know. Use mnemonics: For example, the phrase "Every good boy does fine,", is used for remembering the names of the musical notes on the lines of the treble clef. Use acronyms, like OK4R, which is the key to remembering the steps in the reading method outlined in number 8, below.

8. Read and study at the same time.

It really takes less time in the long run! Read with a purpose. Instead of just starting at the beginning and reading through to the end, you will complete the assignment much faster and remember much more if you first take the time to follow the OK4R method devised by Dr. Walter Pauk:

Overview - Read the title, the introductory and summarizing paragraphs and all the headings included in the reading material. Then you will have a general idea of what topics will be discussed. K - Key Ideas - Go back and skim the text for the key ideas (usually found in the first sentence of each paragraph). Also read the italics and bold type, bulleted sections, itemizations, pictures and tables. R1- Read -your assignment from beginning to end. You will able to do it quickly, because you already know where the author is going and what he/she is trying to prove. R2 - Recall - Put aside the text and say or write, in a few key words or sentences, the major points of what you have read. It has been proven that most forgetting takes place

immediately after initial learning. Dr. Pauk says, "One minute spent in immediate recall nearly doubles retention of that piece of data!" R3 - Reflect - The previous step helps to fix the material in your mind. To cement it there forever, relate it to other knowledge; find relationships and significance for what you have read. R4 - Review - This step does not take place right away. It should be done for the next short quiz, and then again for later tests throughout the term. Several reviews will make that knowledge indelibly yours.

9. Make up a color and sign system for text and notes.

For your text, Dr. Palmatier suggests:

Red for main ideas Blue for dates and numbers Yellow for supporting facts. Circles, boxes, stars and checks in the margins can also be utilized to make reviewing easy. Make your own glossary of the words and concepts you do not know.

In your notebook, underline, star or otherwise mark the ideas which your teacher tells you are important: thoughts to which you are told you will be coming back later, items which you are warned to be common mistakes. Watch for the words - such as therefore and in essence - which tell you what is being summarized. Always record examples. In fact, in such subjects as math, your notes should consist mainly of your teacher's examples. Pay close attention in your note-taking until the last minute of class time. Often, a teacher gets sidetracked and runs out of time. He/she may jam up to a half-hour's content into the last five or 10 minutes of a lecture. Get down that packed-few minutes' worth. If necessary, stay on after class to get it all down.

10. Do not buy underlined textbooks.

Of course, if the book does not belong to you, you will not be underlining at all. But if you underline, do it sparingly. The best underlining is not as productive as the worst note-taking. Over-underlining is a common fault of students; only the key words in a paragraph should be underlined. It should be done in ink or felt-tip highlighter, and it should be done only after you have finished the "OK" part of your OK4R reading. If you are buying your books secondhand, never buy one that has already been underlined. You may tend to rely on it, and you have no idea whether the hand that helped the pencil got an "A" or a " F" in the course! If, due to availability or finances, you have to buy an underlined textbook, mark it in a different color.

Research has proven that it is not how much time you study that counts but how well you study during that time. In fact, in at least one survey, students who studied more than 35 hours a week came out with poorer grades than those who studied less. Remember: Use your study time wisely, and you too will come out ahead.

Reference:
Paul D. Nolting, Ph.D., Winning at Math, 1997 1989 by Academic Success Press, Inc

Math Study Skills

Learning Skills Center
1. Read what the instructor will be lecturing on before you go to class. Read slowly. Reading mathematics is not like reading a novel or even history. Speed reading techniques are not appropriate. Every word and symbol is important to the meaning. Do not skip the symbolic part of the text. This is often the most important part. If you do not understand a symbol, look in the glossary or in the earlier part of the text. Symbols are often explained when they are first introduced. If you still can not find out what a symbol means, ASK! Read with a pencil in hand. Every time the author does a problem, do it on your owneither before or after you read his or her explanation. This makes sure you know what steps have been shown and, more importantly, which ones were omitted. If there is something you do not understand, try to formulate a question about it. Often if you can ask a specific question, you can answer it yourself. If you cant answer it, you know what part of the instructors lecture requires your complete attention. Your question is ready if the lecture does not clear up your misunderstanding. 2. Understand the concepts. Dont be satisfied with vague ideas about how to work problems. Do the examples yourself, understand the concept illustrated, then try making up your

own examples. Keep in mind that the questions on the exam may be very different from the example in the book. 3. Practice. Be sure you understand the concepts before you practice. Then practice will help you remember and give you confidence in your mastery. Force yourself to remember the methods as you work problems; dont look back in the book. 4. Keep up with assignments (whether they are graded or not). The pace is much faster in college and keeping up to date with assignments helps you to better understand what is going on in class. Mathematics is not a spectator sport. The only way you can learn mathematics is by doing it. Following are some suggestions for getting the most out of the time you spend on homework. a. Understand the purpose of homework. Homework in mathematics classes is assigned to help you understand certain concepts and to help you build certain skills. Homework is not assigned to you because it is important to get the right answers. Your instructor already knows the answers. b. Try to understand the process, not the specific problem. Classify problems in the assignment by problem type. Although this is often done for you by the directions, it is not always. Do each assigned problem and then check it in the back of the book. Try to figure out why you missed the ones you did instead of just working toward the answer. A similar problem may be on a test or quiz. c. Mark homework problems you still do not understand and get help with them before the next class. The next lecture may build on a concept or skill you did not understand in the homework. When you do get help, make notes on what you learned, so that you can study them for the test. d. Before closing the book, look back over the assignment and try to explain to yourself what the assignment was about, what each kind of problem was asking, how you got the answers and what the answers tell you. This process will help you understand the material and will help you discover what you dont understand. e. Keep your homework in a convenient and neat notebook so that you will be able to find questions or difficulties you have quickly and easily. This will also provide an invaluable study guide for tests. 5. Ask questions. Do not hesitate to ask questions. Ask your instructor for help after you have tried to pull class notes and textbook explanations together for review and still dont understand. Write down specific problems so you have them ready; dont be vague and say you just dont understand.

6. Dont hesitate. Get help right away. Tutoring and help sessions are available. The longer you wait before getting help, the harder it will be to get caught up. Most of the time when you feel lost, it is just one concept that you are missing, so get help quickly. One missed concept in a math class will make the rest of your math career a hardship. Dont feel embarrassed to ask quest ions and get help; even the best mathematicians have felt completely lost at some point. Suggestions for Preparing for and Taking Math Tests 1. Keep a list of things to remember - problems stressed by the instructor, definitions, terms, diagrams and graphs, formulas. 2. Keep up with the work - some courses can be passed by cramming, but math isnt one of them. Skills in math, as in sports, must be practiced. 3. Study copies of old exams, chapter tests from the book, or make up your own. Then practice them with the same limits as the real exam. 4. Get a good nights sleep before the test so that you are rested and alert; a quick review before the test should be a summary only. 5. Arrive at the test early so that you can be relaxed when the exam begins. 6. Quickly look over the test and budget your time - dont spend too much time on any single problem or section of the test. 7. Do some work on each problem - try to work at least part of each problem because partial credit is better than none. 8. Check your answers and look for careless mistakes during the last few minutes of your test time (budget this important time).

Suggestions for Word Problems Solving problems is a practical art, like swimming or playing the piano; you can only learn it by imitation and practice. There is no magic key that opens all doors and solves all problems. The major goal in solving word problems is to translate the written words into a mathematical equation that we know how to solve. 1. Read the problem for a general sense of what it is about; sometimes putting it into your own words will help. 2. Then reread it to pick out specific information: a. What you are asked to find? Usually you choose a variable to represent one unknown and other unknowns will be represented in terms of the first. b. What information is given? Make a list, then organize it into a diagram, picture, or chart.

c. What are the relationships among the information given and the information to be found? Sometimes it helps to think of similar problems from arithmetic and the formulas needed there. 3. Translate the information into an equation - get into the habit of doing this for easy problems. The longer problems will not seem as difficult. 4. Solve the equation you have written and label your answer - then find any other quantities to be found. 5. Return to the original problem and check your answer(s). Do they make sense in the original problem and answer the question posed in the problem?

Adapted from On Your Own in College by William C. Resnick and David H. Heller.

Math Study Skills

Active Study vs. Passive Study
Be actively involved in managing the learning process, the mathematics and your study time:

Take responsibility for studying, recognizing what you do and don't know, and knowing how to get your Instructor to help you with what you don't know. Attend class every day and take complete notes. Instructors formulate test questions based on material and examples covered in class as well as on those in the text. Be an active participant in the classroom. Get ahead in the book; try to work some of the problems before they are covered in class. Anticipate what the Instructor's next step will be. Ask questions in class! There are usually other students wanting to know the answers to the same questions you have. Go to office hours and ask questions. The Instructor will be pleased to see that you are interested, and you will be actively helping yourself. Good study habits throughout the semester make it easier to study for tests.

Studying Math is Different from Studying Other Subjects

Math is learned by doing problems. Do the homework. The problems help you learn the formulas and techniques you do need to know, as well as improve your problem-solving prowess. A word of warning: Each class builds on the previous ones, all semester long. You must keep up with the Instructor: attend class, read the text and do homework every day. Falling a day behind puts you at a disadvantage. Falling a week behind puts you in deep trouble. A word of encouragement: Each class builds on the previous ones, all semester long. You're always reviewing previous material as you do new material. Many of the ideas hang together. Identifying and learning the key concepts means you don't have to memorize as much.

http://mathcs.slu.edu/undergrad-math/success-in-mathematics