Strategic study techniques

Successful students take time to step back from their studies and examine what they are doing
and how they are doing it. They may not spend any more time or effort on study and
assignments than do their less successful peers, but their strategies help them make better use
of their time and energy. This section introduces you to some ways of making your time as a
student as successful as possible.

Covered in this section

 Using feedback and actively engaging with your studies
 Using learning outcomes
 Reflecting on your learning and being aware of your habits
 Reviewing your progress

 20 mins to complete this section

 Video (5)

Study skills vary between subject areas so if you move from, say, sociology to science you'll
need to give yourself time to develop the particular skills required. Understanding which
skills are needed is important. If you find there is a specific skill that you need to develop -
such as understanding graphs or making notes as you read - then make a decision to improve
that skill and set aside the time to do so.

Active learning
Active learning keeps you involved - it helps to maintain your enthusiasm for your studies,
and you also gain confidence in your ability to cope with new challenges. Active learners
rarely just read their module materials. They find every way they can to interact with what
they are studying. You could try some of their strategies, such as

 highlighting material useful for the next assignment

 working out the links between current material and previous sections to help build
your knowledge and understanding
 re-reading previous material that relates to a difficult new topic
 collecting lists of items to compare, say where you need to get to grips with a set of
similar equations, or comprehend a range of properties
 relating the learning outcomes to each section you study
 drawing flow diagrams to show a process or a sequence of events
 making your own glossary of terms or timeline of dates
 continually asking yourself questions about the material you are studying
 taking notes that help make the topic meaningful to you.

OU learning consultants Gill and Maggie discuss what an active approach to your learning
feels like. Rather than passively reading your materials, you should think about what you are
trying to achieve at any given point, make choices about what you read and listen to and
engage with the parts that are particularly relevant.
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Using feedback from your tutor

Don't miss the opportunity to learn from the feedback given on your assignments. The
feedback on your work can reveal whether your current study strategies are effective and is a
central part of the learning experience. Feedback serves various purposes. It can

 promote dialogue between you and your tutor

 enable you to monitor your progress
 help you to identify your strengths and weaknesses
 point out further resources including available support

When you receive feedback, take time to absorb and reflect on it. Don't hesitate to ask for
clarification or further guidance from your tutor if you feel it would be helpful.

OU learning consultants Gill and Maggie explain how your tutor's feedback is one of the
most important aspects of learning with the OU. Make the most of it.

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The advice may come as a surprise if it identifies something needing improvement that you
felt was fine. Wait a few days then read the feedback again, as you may find that you can
then be more objective, and think about your reactions.

 Are the comments expected?

 Do you agree with the comments? If not, in what ways do you disagree?
 What steps can you take to address the issues raised in the comments?
 What specific skills do you think you need to improve?

Ask your tutor or study adviser for more advice if you have any queries about anything in the
feedback or want to know more about improving your study skills.

You might also get useful feedback from other students. For example, an online discussion
forum for a module activity might help you assess your understanding of a topic. Talking to
your tutor or other students can give a boost to your morale and really help when you feel
stuck. Knowing how to stay motivated is an important skill that is worth developing as early
as possible in your study.

Learning outcomes
You'll find that certain study skills are specified in the learning outcomes for your module.
They will be called learning outcomes. Make sure that you develop them - they are the key
intellectual, practical and professional skills you are expected to gain. They are usually
categorised into four groups.

 Knowledge and understanding - gaining the specific knowledge related to your

subject (e.g. facts and concepts in scientific areas).
 Cognitive skills - thinking skills, such as problem solving and analysis.
  Practical and professional skills - skills related to a vocational area (e.g. web design or
lesson planning).
 Key skills - skills gained as a result of study, such as communication skills and time
management.

The study materials you receive set out the learning outcomes for that module and explain
how they are measured. For example, assignments might have marks allocated to how well
you demonstrate them. Make sure you know what the specified skills are for your module and
keep them in mind as you work

Revision
Preparation and practice are essential for success in your examination. There is no single best
way to revise for an exam but you do need to adopt an organised approach. For example,
timetable the work according to how much time you have and find out about the format of the
examination. This section will help you figure out how to approach your revision.

Covered in this section

 Planning your overall approach and making a timetable
 Knowing the exam format and practising exam answers
 Tips for oral exams

 15 mins to complete this section

 Videos (4)
 Audio (3)
 Activities (1)

Everyone revises differently and the techniques you use depend partly on what it is you are
studying. However, the same principles apply to all subject areas. Rather than simply
throwing yourself in and rereading your materials, try to adopt a strategic approach to your
revision. The main principles are as follows.

 Know what to expect - look at the exam format so you know many questions you
have to answer and whether any of them are compulsory. Check the specimen
examination paper.
 Check for gaps in your knowledge - Review your own knowledge and understanding.
Decide which topics you might need to revise intensively and which you need to
review only briefly.
 Create a timetable - Look at how much time you have available and create a
timetable. Plan ahead to fit your revision around your work and domestic life.

Then do the work! Remember, it's less stressful to actually do some revision than it is to think
about doing it.

Ged's advice to students who are revising for an exam

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When to start revising
It is best to start revision early and keep revising as you study, by doing little but often.
However, even if you have left it a bit late, you can make the most of the time you have by
adopting the strategic approach described here.

Listen to Roger, an OU student, as he shares his thoughts about how to prepare for an exam.
Bear in mind that 'it's never too late to start but, equally, it's never too early'!

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Revising during your studies

Revising as you study can make it easier to learn subsequent topics. Towards the end of a
module you'll find that reviewing the material begins to bring everything together.

Some students collect material for their assignments while they study, which can be an
effective time-management strategy. However, working through the material and then re-
reading it for an assignment is very effective revision.

Reviewing
You tend to remember best the information received at the beginning and end of a learning
session. So when you revise, it is a good idea to

 take regular breaks

 quickly review the key points of what you have been studying each time you take a
break
 review them again one hour, one day and two days later. Reviewing in this way is a
very effective method of reinforcing memory.

Reviewing in this way is a very effective method of reinforcing memory.

This graph shows the effect on our memories of regularly reviewing what we have studied.
Although we generally retain around 65 per cent of what we read, this memory will fade
away quickly unless we review it again soon afterwards. If you review something soon
afterwards (say around 10 mins later), then review it a day later, then a week later, then after
one month, you will find that each review strengthens your memory of that information
further and further.

Revision checklist activity

Create and print your own revision checklist

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There is also an RTF version (3.5MB) of this activity

Find out about the exam

You need to know about the exam. The specimen exam paper and copies of past papers help
you become familiar with the format of the exam paper and whether there are compulsory
questions.

One of your module mailings will include a specimen examination paper, which will be very
similar in structure to the actual exam paper. When you get it

 read it through
 look at the layout
 get to know the way the questions are organised
 look at how many marks are allocated to each part.

Some specimen exam papers include answers to give you an idea of the type of content
expected - but accept that your own answers will be less polished than these.
Familiarising yourself with the specimen exam paper is an important part of preparing
yourself for the exam. Mark, an OU tutor, explains.

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Here is a checklist of questions to help you think about the format of your exam (you can also
download a copy of this here: find out about the exam paper (RTF, 3.4MB). Add other
questions to suit your own module.

 How long is the exam?

 How many sections to the paper?
 How many questions must you answer in each section, and out of how many? For
example, 3 out of 5
 Are any questions compulsory?
 What types of question are there? Short answer, essay, technical questions,
calculations, report, multiple choice - split the paper into sections as necessary, for
example, Part 1 is essay, Part 2 is short answer
 Are any questions worth more marks than others?
 How much time will you have to answer each question? (allocate time to suit the
number of marks and allow time to read, plan and check)
 Are any questions 'seen' questions - available before the exam?
 Do you have any queries for your tutor about the exam format?

It is very important to answer the right number of questions. You will lose marks if you
answer too few, and waste time if you answer too many. Read the instructions on the exam
paper carefully.

As I walked out of the exam room, I realised I had missed out a compulsory section! Reading
simple instructions can be hard when you have that knotted-up feeling at the beginning of an
exam.

Unless the question papers are restricted or this is the first year of a module, you can also
order previous exam papers. Use these to practise constructing answers to exam questions. If
you have example answers in your specimen exam paper they will help you see how to
construct answers, but if you find this difficult then discuss it with your tutor or study adviser,
or with other students. Be aware of any differences in the format of previous exams and
remember that the exam questions and topics change each year, so you won't be able to
predict just what you'll find.

Once you understand the structure of the exam, think about the following as you plan your
approach.

 Will you need to answer particular questions in separate exam booklets?

 How will you allocate time during the exam time to answer the required number of
questions, according to the marks each is worth?
 How much time should you allocate to reading through the paper at the beginning and
checking what you've written at the end?
 Which sections do you think you'd be happiest tackling first?
Check for gaps in your knowledge
Next develop an overview of your module material and work out which topics you feel
confident about and which you think require more effort to revise. Developing an overview
will also help you to link topics and themes together. This stage in the revision process will
help you to plan your time.

In this video Katherine, an OU student, talks about how she organises her notes around the
themes in her subject.

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Use the specimen paper and old exam papers, plus your study guide, to help identify which
topics to revise. You may not need to revise all the topics, but don't limit yourself too much
because you may be asked to compare one topic area with another.

You may decide to do some light revision of familiar topics. However, if you think other less
familiar topics might come up in the exam you may want to concentrate your efforts on those.

Use your assignments as a starting point for particular topics and remind yourself of any
feedback that your tutor gave you on the assignment. Also look at the assignment topics you
didn't choose, and their accompanying notes.

Going back over your module materials, you may find it useful to concentrate on summaries,
conclusions and introductions, which can provide a handy, précis of subject areas you might
be less familiar with. Also look at any other relevant texts, if your module has them, such as a
module introduction, module guide, module review or revision unit, any of which will help
you achieve an overview and make connections between themes.

Make sure that you

 attend any revision sessions and look at exam notes and guidance from the module
team
 ask your tutor or study adviser about anything you don't understand.

Above all, be selective and focus on key module resources. Most exams give you some
choice of questions to answer or choice in how you tackle them. There will be topics you
already feel confident about, and you might be able to leave some bits out. There may even
be materials that the module team tells you are not assessed in an exam.

It's a good idea to show your list of revision topics to a tutor or fellow student and ask them
what they think about your revision plans. If you are unsure about the areas you need to
revise, ask your tutor or study adviser.

"I decide what topics are essential to revise, then go back through my margin notes and key
module texts to create mind maps around those topics. Then I practise exam questions a lot! I
even make some up if there aren't many old papers."

Now you have an idea of your overall approach, it's time to make a timetable.
Making a timetable
To work out a revision timetable first broadly plan out the areas of the module that you will
cover. You can make more detailed individual session plans as you get around to each
section.

What you include in your revision plan will depend on the time you have available and your
own style and study habits. Make a note of

 the submission date of your final assignment or project

 the date of your exam
 work, family and personal demands on your time
 the number of weeks, days or hours you have available
 the number of blocks, units, books or other materials you need to revise over that
period.

A simple grid like the one below might be helpful. Decide how many hours you have for
revision and allocate them accordingly. Don't forget to include time to eat, sleep, relax and
keep other things going in your life!

Mon Tues Wed Thu Fri Sat Sun

Work Work Work Work AM Work AM Housework Revise 2 hrs
Work Work Work Revise 1 hr Shopping Revise 3 hrs Family
Revise 1 hr Sport Revise 1 hr Choir Evening out - Family

Be realistic about how much time you have and produce a timetable that spreads the
workload and identifies what and when you should be revising in each session. If you are
unsure about the areas you need to revise, ask your tutor or study adviser for advice.

Download a blank timetable (RTF, 75KB) to fill in, or simply make one of your own.

In this video OU tutor Ruth gives advice on past papers and tips on how to structure your
timetable.

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Think about where you are going to revise. Try to do your main work in a place you like to
be, and you'll be more likely to spend time there. However, don't miss opportunities to revise
elsewhere. Check whether your library is a quiet place. It can be helpful to be somewhere
where you will not get distracted and also it will help you to get used to somewhere that is
more like an exam location.

Some timetabling principles

"I put my plan on the fridge - that way everyone knows what I'll be doing."
Avoid being over-ambitious when you create your timetable. Not being able to keep up with
it can be disheartening. Ensure you allow time for rest and relaxation. Allow a day or so
immediately before the exam to review material, rather than continuing to try to cover new
ground.

Look for short gaps in your routine that you could use for revision. Ten minutes of revision
each day is much better than none!

Rehearsing exam answers

It is very important that you practise what you will do in the exam - writing or speaking
answers.

Mock exam
Mock exams give you a good idea of what it will be like on the day and how much material
you can expect to write. Develop your skills by using past exam questions and writing out
some complete answers within the set time. If you are more used to typing on a computer this
will be good practice.

Work under exam conditions by finding somewhere quiet where you'll be undisturbed, away
from any module materials or notes, using the time allowed. If you can't do this at home use
the quiet area of a library.

Tackle your mock exam in the same way as a real one, which is to

 read everything through carefully before you start

 choose, plan and write your answers, re-reading the question from time to time as you
go
 check that you've followed the instructions
 check your work before the end.

You may be able to find someone to read your answers and check that your writing is legible
and your work makes good sense. However, don't ask for criticism of the content from
anyone who has not taught or studied the module.

A mock exam is one good way to get in some handwriting practice before the day - you'll
need to write quickly while keeping your work legible. Don't use small writing, especially as
it may be a bit messy: larger writing should be easier for the examiner to read. You may need
to compromise presentation standards in order to complete the required number of reasonably
full answers. Do some handwriting regularly as you come up to the exam, to build up the
muscles in your hand and wrist.

Answer exam questions

Choose a few past exam questions, write them out on pieces of card and shuffle them. Pick
out a question at random and try to answer it in the time the exam allows.
There are differences between answers expected for assignments and those for exams. Most
assignments are untimed, so you can produce lengthier and more polished answers. In the
exam you need to write quickly without paying so much attention to your writing style.

Examiners are fully aware of the constraints exams place on the writer, and do not expect the
same kind of answers as in assignments.

Stuck for time?

If you don't have time to do a full three-hour mock exam, try just writing the plan of an
answer for each question. It's an important preparation and revision strategy that will give
you a feel for what the exam paper will require of you. It also gives you experience of
answering questions under exam conditions.

Tips for oral exams

Foreign language modules often have oral exams at Level 2 and Level 3 where you are asked
to give a verbal presentation. Your study materials and tutor will give explain what needs to
be done. There are several ways to practise for oral exams during your study.

 Be prepared to speak aloud to yourself as often as you can about the topics required.
 Learn ready-made expressions that will help you to interact spontaneously, such as
phrases that help you to agree or disagree, intervene politely or invite others to speak.
Your module should provide suitable examples. Also prepare some 'holding
expressions', such as 'in my opinion' or 'let me see', to allow you to take the time to
plan a little more in your head.
 Make and listen to a recording of yourself practising.
 As with all forms of revision, practising little and often produces good
results.Intensive, focused revision will help you to absorb new language structures.

Listen to Stella and Linda's tips on learning a language.

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Stella and Linda's book expands on all these ideas, especially in Chapter 9, 'Assessment'.

Hurd, S. and Murphy, L. (2005) Success with Languages, Oxford, Routledge/The Open
University.

Preparation closer to the exam

 Study your task carefully and prepare all the given materials.
 Plan your presentation, ensuring that it complies with all instructions, including
timings and allocation of marks.
 Use bullet points for content and structure. If you don't rely too heavily on a written
text your presentation will sound more natural and spontaneous.
 Have at least one or two practice runs of the presentation and discussion, with fellow
students or others. It will give you a feel for the interaction - how to question
 something another student has said, or how to 'take' or 'give' the floor - and will help
you to practise useful phrases.
 Make a recording of yourself and and listen to it, noting whether or not it is to time
 Ask your tutor to do at least one practice session during a tutorial close to the exam
date.

Off you go!

… to do the work! Remember, that it's less stressful to actually do some revision than it is to
think about doing it.

If you suffer from stress, listen to this Revision Stress audio track

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Whatever effort you put into revision will pay off, and it's never to late to start - but do pause
and think about your strategy before launching in. A little preparation before you practise will
help enormously. Use the revision checklist you encountered at the start of this section to
help you prepare.

And have a look at the other examinations and revision areas of this website.

 Examinations
 Revision techniques
 Assignments

Good luck with your examination!

Revision techniques
There are lots of different ways of revising; this section will allow you to try some different
techniques and see which suit you.

Covered in this section

 Tips for retrieving what you know and visual techniques
 Summarising and quick review methods
 Revising with others
 Tips for language students

 20 mins to complete this section

 Video (3)
 Audio (10)

There are many revision techniques to choose from. You may feel that one technique may be
more suitable to your natural learning style but using a variety of techniques helps your brain
learn in different ways. In addition, some techniques may match the subject matter you are
learning better than others (for example, line diagrams are useful to display complex
processes). However, it's probably better to avoid new techniques too close to the exam.

In this video, two OU students explain their different approaches to revision. Katharine
describes how the physical act of notetaking and underlining directs her attention and helps
her memory. For Matthew the act of condensing his notes is particularly useful.

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"I rarely write things by hand, so I always handwrite my revision notes to get my hands used
to writing for longperiods of time ready for the exam."

Learning Consultant, Anna, describes some notetaking techniques and encourages students to
choose one that suits their particular module.

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Here's a summary list of revision techniques (RTF, 97KB) - print it out and hang it on your
wall near your study area. There's more detail about these techniques within this section.

Time management skills

Managing your time is a key element in successful study. This section shows you how you
can best organise the time you have available and motivate yourself to use it wisely.

For specific advice and support relating to your current study please contact your tutor, or go
to your module website or study guide.

Covered in this section

 Planning and prioritising
 Study goals
 Distractions and procrastination
 Time management tips
 If you fall behind

 25 mins to complete this section

 Video (5)

Finding a strategy
Your study guide tells you know how many hours you need to find each week for your study,
and it would be easy if it was just a matter of, say, allocating two hours a day to your module
and your time management was done. But most OU students have busy lives which
sometimes conflict with their study plans, and everyone suffers from a lack of motivation on
occasion, whether they are busy or not.
You will probably find that during your studies you'll use several different approaches to time
management, depending on other demands and the experience you gain of what works best
for you.

Planning and prioritising

Planning your time is the first step to effective management. Try to look ahead and plan what
to do when.

Lijing and Eulina talk about their time management priorities.

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 Make sure you are very familiar with your module.

 What is required to pass the module?
 When are the assignment cut-off dates?
 What are the learning outcomes?
 How much time do you need to allocate to study?

Planning your study time

 Plan ahead by creating a schedule that includes all your commitments relating to
study, work, and personal or social life for the next few months. You could use your
study calendar for this by adding the other commitments you have.
 Recommended study time is around 100 hours study for each 10 points of a module.
So work out how much study time you need to put aside and review this regularly as
you go through your studies
 Do the most difficult work when your concentration is strongest
 Take regular breaks, perhaps every hour
 Be flexible - reflect on whether your study pattern is successful. For example, if you
are getting less done in the evenings than you hoped, try something different, perhaps
by studying in the early morning.

"I'm really a morning person, but I might think about doing a bit before dinner though if I'm
home at a reasonable time. It's worth studying for half an hour or so at a time - over a week it
adds up."

Remember
To set priorities use this foursquare grid (DOC, 29KB). It helps you to classify everything
according to importance and urgency, so you identify and work on the tasks that are
important and urgent first.

Use this useful time calculator to identify how you spend your time

 Latest Excel version (XLS, 23KB)

 Excel version 2.1 (XLS, 5KB)
 RTF version (RTF, 160KB)
Make life easier
When time is tight, decide what is not going to be done - or will have to be done differently -
by remembering the 4Ds

 Do it
 Dump it
 Delegate it, or
 Do it less well.

Finding a place to study

Getting organised, finding places and systems that work for you.

Emma talks about the importance of getting organised

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Being organised is not necessarily about being tidy - it's about having a system in place that
works for you. You need somewhere to study and somewhere to keep your study materials,
files and books. You'll also need access to a computer.

If you don't have a room to yourself then you might want to work at the kitchen or dining
room table. You'll also no doubt find other places to study - you may find you can listen to an
audio recording in your car, or study on the train, for example.

Boxes or bags can be used to transport materials you are currently using, say to prepare for an
assignment. A bag can even have its own filing system and you can take it wherever you need
to work - on the train, in the garden, or to the local library.

"I learn mostly by listening. I tape myself reading passages in my book, or my online journals or
whatever, and I record pertinent points on my digital recorder then I can play them back on my iPod.
It's really good for on the move as well as when I'm at home."

Study goals
Part of your learning strategy should be to identify your long-term goals relating to your
studies and then plan accordingly. But even on a short-term basis you can plan effective
study.

 What shall I do with the study time I've put aside today?
 What is important today for this week's goals?
 Would I be better off if I studied a section of my module, or worked out the tasks I
need to do to complete my assignment?

Think about your short-term goals, such as completing an assignment. Try to divide your
work for an assignment into manageable chunks that you can schedule into to the study
sessions you have available. Breaking up a large task like this helps your motivation, so you
really do get started on a particular study task. By setting goals and getting used to working to
a plan you'll find it easier to stick to your study schedule.

Weekly schedules can help you to see how much time you have available to study, as you can
also write in those times when you'll be working, or spending time with the family, for
example. You may need to reorganise how you use your time in order to fit sufficient study
hours into your week.

"I was amazed when I did my time log. Did I really need to spend so much time on household
shopping? So I tried supermarket home delivery services, freeing up more time to study."

Use daily or weekly 'to do' lists to help you to plan and prioritise. These can help to clear
your mind and clarify what is really important for your studies, but they can also result in you
making a commitment to yourself that you will do what you have planned and listed. It can
be satisfying to tick-off the tasks you've completed on a list.

Planning is no guarantee everything will get done or that deadlines will be met, but the
process of making a plan helps you focus on what the task entails and gives direction and
purpose to your study.

With help Target Revised Date

Target What I need to do
from date date completed
Find out what Bob - self-help
Read the question and student April
the next TMA group tutor at April 12
advice 12
is about tutorial
Go through my notes
Gather
extracting relevant bits.
material for TV programme April
Check back through the April 13
both parts of might be useful 13
module in case there is
essay
anything to add.
Produce an
Discuss key April
essay plan for Put the points in order April 13
points with Bob 13
each part
Produce first Put my notes in some sort of
April
draft of both order with an introduction and April 14 April 14
13
parts conclusion
Edit to make sure that all the
Produce final points are relevant; proofread Self-help group April
April 15 April 15
draft of part 1 for spelling and grammar meeting at pub 14
'blips'
Produce final April
As above As above April 17 April 17
draft of part 2 16
Meet TMA
Have final read through (just April
deadline: April 19 April 19
in case!) and post to tutor 18
April 21

Action plans
An action plan can help you to identify what you want to achieve in the long term, and think
through the steps you need to take in the short term to achieve this. This can make it easier to
help you realise your goals. Your action plan could include these elements.

 My goal
 What do I need to do to achieve it?
 How can I achieve it?
 What resources will I need?
 When can I take action?

An action plan can be just a list of things to do, a chart giving deadlines, a diagram showing
how the various parts of your plan interact, or a set of sticky notes on a sheet of card that you
move around when each task is done. If you break down the overall task into a series of
smaller targets, you can chart your progress in more detail. It's useful to have a way of
recording your progress as well as a list of any sources of help that you need.

Action plan
My goal a degree within four years
need to do 60 points per year
What do I need
to do?
allocate realistic time for study (i.e. 12 hours per week)
do breakdown of typical week

note best and worst times of day for study

How can I
achieve it?
timetable in 12 hours using as much 'best time' as possible. Think about
which study tasks I might tackle during 'difficult' times, e.g. watching
course videos
Tom, my line manager - negotiate some study leave and/or flexible
working hours
What resources
do I need? Clare - to add key family commitments to timetable (e.g. parents' evening)

parents - ask for help with children and garden

talk to Tom during my appraisal on 10 November

When can I take talk to Clare next weekend while children are at swimming lessons and do
action? timetable

ask Mum and Dad over for a meal next week

Distractions and procrastination

Sometimes it can be difficult to get down to your studies because you have distractions to
deal with, and you may find that you put off a study task. Distractions can be real (e.g. your
child needs your attention), but they can also be displacement or replacement activities, or
ways of procrastinating in disguise.
Some people say that they need the pressure of a tight deadline to get on with, say, writing an
assignment. Ask yourself whether this way of working is really effective or whether it is
disguised procrastination. You might find you produce better work under less stress.

Dealing with distractions

 Set realistic goals for your study session (e.g. 'I'll read this section, or work for 40
minutes before I make that coffee')
 Aim to minimise real interruptions (e.g. by putting on your answer phone, or asking
friends not to disturb you)
 Remember that it is best to try and have short-term deadlines that you stick to for
significant study activities, such as completing an assignment by the cut-off date
 Try not to feel that you need to produce the perfect assignment or project
 Avoid taking on too many commitments - learn to politely say 'no'
 Learn to prioritise your tasks
 Do a deal with yourself - 'Okay, I'll go to the pub with my friend tonight, but this
means that I'll need to get up early on Sunday to study instead'.
 Just do it! You may find that the task doesn't take as long as you expected and you'll
feel much better for getting it out of the way

Completing an assignment or receiving good feedback and marks can be a real buzz, but if
things don't go to plan don't get discouraged. Instead, consider ways of using your limited
time to the best advantage.

 Pareto's Principle, or the 80/20 rule, says that 80% of the result can usually be gained
by concentrating on the most important 20% of the task.
 Regularly check your study calendar - be aware of approaching deadlines so there are
no surprises.
 Mark or highlight parts of your reading which are holding you up and move on past
them - return to them when you have read more, because generally it will make more
sense.
 Attend tutorials or visit your online forum if at all possible - learning with fellow
students and being guided by the tutor adds depth to your study, and it helps you to
see that you are not alone.
 Write out the next assignment question - use it as a bookmark and keep it in front of
you while you're reading, so your notes are focused and relevant.
 Learn new terminology as it appears - try to use it in assignments to demonstrate your
comprehension of concepts and ideas.
 Highlight and make a note of references you'll need in an assignment as you go along
- this can really save time later.
 Check the rules for your assessment - substitution of an assignment may be an option
if your marks fall below your usual level.
 Tell your tutor or Student Support Team of any difficulties you are experiencing -
they will be pleased to offer help and guidance.

"I had read the chapter and studied the pictures ready for the tutorial, but when we discussed
them in depth I discovered nuances I had not even imagined - it was like turning on a light!"

Listen to how these OU students balance the demands of work, study and life.
Sign in to view this video

Make active choices

Make active choices. Accept that you may have to compromise in your study and, if
necessary, cover only the essentials. This keeps you in control, even if your marks are not as
good as they could be with more time.

Talk to your family and friends. Perhaps they can help with child care, walking the dog - or to
read your drafts and listen to your ideas.

Make life easier

Talk to your tutor or Student Support Team early if you fall behind. It may be possible to
cover only the essentials in the module - but seek advice early.

If you fall behind

Nearly all students get behind at some point - it's quite normal, so don't panic. Your tutor and
staff at your Student Support Team are there to support you and give advice.

 Ask for advice as soon as you realise there is a problem.

 If a particular aspect of the study is slowing you down, speak to your tutor, who may
be able to clarify things for you, or start a discussion on the online forum.
 If you can't make it to a tutorial, let the tutor know beforehand and ask for a copy of
any notes provided.
 Check what material is the focus of the next assignment - maybe you can concentrate
on that and give less time to the rest of the section.
 Ask your tutor for permission to submit an assignment late if necessary.
 Study smart - check the rules on substitution and on which assignments are
compulsory.
 If you have difficulties or are ill around the time of the final exam, your tutor or staff
at your Student Support Team may be able to help.
 If circumstances are such that you are considering giving up, please talk to your tutor
or Student Support Team first. One possible solution could be to defer study until a
later date, but this could affect your future plans and financial commitment to the
module.

Eulina talks about how tutors can help students who fall behind and Emma talks about what
staff at the Student Support Team do to help.

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"I was really falling behind and posted a message on the forum "Anyone got any tips? I'm
losing the plot" and I got loads of support! I got ideas on where to focus particularly (and
what to skip over), was also nagged into joining students at a local pub to brainstorm. It really
helped me get back on track."
Reading maths
Maths is usually written in a concise form using its own language and symbols, which can
take a while to learn, use and understand. Here are some tips.

Learning the language

 Make your own dictionary for words, symbols and formulas. Group them in topics, such as
geometry or statistics
 Make a large A4 bookmark. Record new notation, definitions and results on it and use it as
you work through the unit and for revision later
 Watch out for words that have a specific meaning in maths but a general meaning in
everyday life, for example, power, product or differentiate
 Take time to practise the language – discuss ideas with other students and try to use new
notation and vocabulary correctly as you write
 Make notes as you work through the maths

Understanding the maths

 Work through the maths yourself, one line at a time
 Jot down your thoughts and comments in the margin – to explain calculations, ideas and the
meaning of new abbreviations and symbols
 Ask yourself why each step was taken, this will help you to understand the argument as well
as guiding your own problems later
 Highlight key ideas or steps to help with your own problems later
 Try to visualise the problem by drawing a diagram, making a model or thinking of a practical
example
 As you read, ask yourself questions: How does this fit in with what I already know? What
would happen if...?

Sorting out difficulties

 Recap on earlier techniques, ideas and notation
 Read on to the next section or example – this can help you to see the problem differently
 Discuss the problem with other students or your tutor – at a tutorial, by phone, by email or
in a forum

Exercise in reading maths

You can practise your maths reading techniques using the following process

1. Choose a mathematical topic from your module.

2. Skim read it first to get an overview and to find out which parts you will need to concentrate
on.
3. Then work through the topic more carefully, working through as many of the examples as
you feel you need, and trying out some of the tips for reading maths.
4. Try making some notes on the booklet, a bookmark, your dictionary or in your notebook.
 5. When you have finished working on the topic, spend a few minutes looking back on your
study
o are there any ideas or problems you are stuck on? Try the ideas in If you get stuck.
o which tips were helpful?
6. What will you do differently next time?

Reading charts, graphs and tables

Quite a few modules that are not directly concerned with maths may expect you to work with
charts, graphs or tables that present information and data. If you haven't used them much
before you may want to check that you know how to read and interpret the information they
hold.

The booklet 'Working with charts, graphs and tables' will help you develop strategies for
extracting numerical information. It is particularly relevant for modules with little
mathematical, scientific or technical content that, nevertheless, require students to work with
charts, graphs and tables. It has range of activities for you to work on. Look through the
contents and select an activity that is relevant to your studies. Try to spend no more than
about 15 minutes on this.

Writing maths
Writing good mathematics helps to clarify your thoughts, as well as helping other people to
understand your ideas (including yourself, six months later!).

Here are some tips

 When you read maths, notice how it is written and the level of detail included
 Make your task easier to tackle by breaking it into stages
 Write in sentences, explaining your work carefully and checking that each sentence
follows logically on from the previous one
 Always show every step of your working
 Start each new sentence on a new line and give yourself plenty of space to show your
working
 Don't rub out calculations that don't work, just put a line through them and start again
 Use link words like 'Hence', 'So' and 'Therefore' to help your workings flow
 Use notation correctly. An 'equals' sign should only be used if two expressions are
equal - it should not be used to link your solution together!
 If you have to write down large numbers, leave a slight gap between groups of three
digits to make them easier to read
 It can take a lot of time to word process mathematical notation, even with specialised
software. For assignments you may be able to save time by adding the symbols by
hand. Check with your tutor
 Check your writing by reading it aloud - when you translate the symbols, it should
still make sense
 Use graphs, charts and tables to summarise data and results clearly.
 Remember to include the units of measurement.
Exercise in writing maths
Find your written solution to a mathematical problem you have worked on. Now imagine you
are a tutor, marking this piece of work. Use the writing tips to check through the solution.

 Is the writing clear, easy to follow and understand?

 Does it make mathematical sense?
 Has mathematical notation been used correctly and have the conventions for writing
maths been followed?
 Have the units of measurement been included (if relevant)?
 Is there enough detail in the explanation?
 Are there any points that you need to work on in your next piece of writing?

Producing charts, graphs and tables

Even if you can read and interpret charts, graphs and tables it takes a certain skill to design
and produce your own. Finding the best method of presenting numerical data can be
important in communicating your findings clearly and unambiguously.

The booklet 'More charts, graphs and tables' is designed to develop your skills in presenting
numerical data. It also covers tables, line graphs, bar charts, histograms, pie charts, and
simple descriptive statistics. It provides a step-by-step guide for each form of presentation,
and describes when it is appropriate to use them. Spend a few minutes reviewing its contents
and complete some of the more relevant activities.

If you get stuck with maths

Everyone - students, tutors and great mathematicians alike - gets stuck at some point. What is
important is how you react to being stuck and what strategies you have for overcoming these
problems.

Here are some tips.

Check you understand the problem or question

 Look up any mathematical words or notation that you don't understand or have
forgotten
 Can you explain what you have to find or do in your own words?
 Do you need to make any assumptions or simplifications?
 Try looking at particular or simpler examples of the problem. Using examples with
numbers can sometimes help you to see a way forward

Work out what you need to do

 Try to break the problem down into manageable chunks

 Summarise all the information you have been given and the techniques that might
help
 If it helps, draw a diagram
  Look back in your books and notes for similar examples. Will the same techniques
work for your problem?
 Discuss the problem with other people (not necessarily mathematicians). This might
clarify your thoughts sufficiently for you to progress
 Have a break - coming back to a problem refreshed can make it easier to solve

Know when to stop

If none of these strategies work, stop and ask your tutor for help. It is important to keep on
target with the module as well as developing your problem solving skills.

Basic mathematics skills resources

Many websites at the Open University provide help in acquiring mathematics skills:

 Lots of topics are covered at Maths Help.

 Use the Maths Skills ebook to help you refresh your mathematical skills for the
science course you are studying. You may also find the Maths Skills ebook questions
helpful, to check your understanding of the mathematics topics in the Maths Skills
ebook.
 Maths for Science and Technology toolkit - for post-Level one students having
difficulties with mathematical skills on a science or technology course.
 Working with charts, graphs and tables toolkit - Try this toolkit if you are having
difficulties working with numerical information. It is relevant for courses with small
amounts of mathematical, scientific or technical content that still need you to work
with charts, graphs and tables.
 More charts, graphs and tables toolkit - This is helpful if you have some experience of
interpreting numerical data and understand basic statistics, but are not fully confident
in producing charts, graphs and tables.

Use an efficient approach

Having an effective reading and notetaking strategy is important. Time spent thinking and
planning can save unnecessary work. If you are short of time, ask your tutor if there is any
area of the work that you can skip over or read less thoroughly. Then, when you are reading
through your study material.

 make sure you know why you are reading - what are you going to get out of this text?
 quickly scan the material for an overview of what it contains
 then settle down to read it thoroughly.

Know why you are reading

Make sure you think about what you want to achieve and keep the purpose in mind as you
read. Is it for an assignment (if so, have the assignment question to hand). Is it for an exam?
If so have you mapped out which areas of the curriculum you will focus on? If you are simply
working your way through your study materials, check your module guide to see if there are
any guiding questions or statements for that particular piece of reading. You may also check
the learning outcomes you are expected to achieve for that week.

Quickly scan the material

Before reading in any detail, scan through the materials quickly, simply to get a general impression
of it. The aim at this stage is not to get to grips with its detailed arguments, simply to understand
how many sections it has, which of them require careful reading and which you can read through
quickly, etc. Check the contents pages to see how many sections there are. Check headings, images
and summaries (see 'Scanning and skimming' below). Keep in mind what your purpose is.

Read more thoroughly

Once you have an idea of what you are trying to achieve and a general overview of the
material, read it in more detail.

 Take notes, add margin comments or highlight sections.

 Pay attention to the structure of a text to help you to understand the writer's purpose and
argument. Take notice of headings and sub-headings, of opening and closing paragraphs and
of other signposts the writer has provided.
 Try to understand what you are reading, rather than simply memorising what you have read.
Consider whether you agree with the content and think about how it compares to any other
reading you've done on the same topic. This effort to understand is itself an aid to
memorising.
 As you work through module activities, jot down a record of your work. You'll then avoid the
need to work through these activities a second time for assignment questions and revision.

Keep a dictionary or your module glossary to hand and look up any terms you don't
understand. Accept that sometimes you need to re-read in order to check your understanding,
reconsider particular points of interest and to add to your notes.

Be prepared to read in different ways depending on your purpose. Sometimes you might
quickly skim and then you can slow down and grapple with the detail to improve your
understanding of the topic.

If you find the material boring or frustrating the reading task becomes harder. The best way
to handle this is to be actively critical. Ask yourself what makes it unsatisfactory. Consider
why you've been asked to read it. See if others are having the same problems with that
particular text.

Re-reading for assignments and exams

When you are faced with an assignment and you go back to a book to look for something
specific (say, a reference to a particular theory) try simply scanning the text for the key words
and phrases you are looking for. Also, re-read your original notes and apply the same
techiques to those.
Scanning and skimming

Fast reading techniques help you to browse text and extract the key points. Once you have the
hang of them you can get through a substantial amount of reading in quite a short time.

Scanning - handy when you're looking for a particular word or phrase within a text or when
you want to get an idea of the layout of the text (how many sections, where certain topics are
covered).

Skimming - a useful first step before reading more deeply. Here you are reading the words
quickly to get a feel for how something is discussed. If you think that the text will be useful
to you, you can slow down and read in a more focused way.

Try using coloured overlays or tracking rulers to reduce the glare from white pages (suppliers
include Crossbow Education and Cerium.)

Scanning Skimming

Run your eye quickly over the text to Read quickly to get an overview prior to in-depth
locate specific words or phrases that reading. Although you may still need to read the entire
are of interest. You can scan text, by scanning first you can decide where you want
to concentrate your time. Skim the text quickly to
 headings and subheadings
 images and artwork  get an indication of the scope and content of the
 the body text for authors' names text
 the contents page itself  read the first and last paragraphs to get the main
 the index for specific words. points
 look at the first sentence of each paragraph to see
This will help you decide whether you where the content of the paragraph will lead
should read further, and how useful  note the key points in summaries.
the document might be for your study.

Active reading
Active reading simply means reading something with a determination to understand and
evaluate it for its relevance to your needs.

Simply reading and re-reading the material isn't an effective way to understand and learn.
Actively and critically engaging with the content can save you time. Most OU study books
and websites include in-text questions and self-assessed questions. Use these as built-in cues
to make your study active.

In video 1, Lynn describes how she actively reads her module materials with a view to
eventually writing her assignments. In video 2, Matthew and Katherine describe their active
reading and notetaking strategies.

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Try these techniques to make your reading active

 Underline or highlight key words and phrases as you read. When you return to it later
on, you can easily see which points you identified as important. Be selective - too
much highlighting won't help.
 Make annotations in the margin to summarise points, raise questions, challenge what
you've read, jot down examples and so on. You can do this in printed books or etexts.
This takes more thought than highlighting, so you'll probably remember the content
better. (Use sticky notes if you don't want to mark the text.)
 Read critically by asking questions of the text. Who wrote it? When? Who is the
intended audience? Does it link with other material you've studied in the module?
Why do you think it was written? Is it an excerpt from a longer piece of text?
 Test yourself by reading for half an hour, putting the text away and jotting down the
key points from memory. Go back to the text to fill in gaps.
 Look for 'signposts' that help you understand the text - phrases like 'most importantly',
'in contrast', 'on the other hand'.
 Explain what you've read to someone else.
 Record yourself reading the module material or your notes, and listen to the recording
while you're travelling or doing household chores.

Reading for comprehension

Much of what we have said already is contained within a well known technique for actively
engaging with and extracting meaning from content - SQ3R. It is good for revision as well as
reading something for the first time. 'SQ3R' stands for the five steps involved.

1. SKIM through the text quickly to get an overall impression.

2. QUESTION. If you are reading it for a particular purpose (for example, to answer an
assignment), ask yourself how it helps. Also ask questions of the text: Who? What?
Where? When? How?
3. READ. Read the text in a focused, and fairly speedy way.
4. REMEMBER. Test your memory - but don't worry if you can't remember much.
5. REVIEW. Read the text in more detail, taking notes. Use your own words.

How to take notes

You are probably thinking 'Why talk about taking notes when this section's called "Critical
reading techniques"?' Well, it's because making notes is an essential part of the reading
process. It helps you internalise difficult ideas by putting them into your own words and can
help you be more focused during exam revision. You are more likely to remember material
you have thought about and made notes on than material you have read passively.

Taking notes is a skill that you develop with practice. There is no right or wrong way, just
find a method that suits you (for example, bullet points, mind maps and diagrams,
highlighting, annotating or underlining significant words).

OU student, Cynthia, explains how she uses visual methods of notetaking to help her
understand her subject.
Sign in to view this video

Many people find it effective to take notes in two stages.

 First writing down the main points.

 Then summarising, condensing and organising the notes so that they can be used
when writing assignments or revising for exams.

In general, your notes should be brief and to the point. Take time to think about

 what is expected of you, by reviewing the learning outcomes listed in your module
materials
 what each assignment requires you to do
 how you learn best, so you can choose the most effective some techniques.

If you are given a handout before or during a face-to-face session, use this as the framework
for taking notes.

OU student, Mel, explains her approach to note taking.

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Revisiting your notes helps you learn the material and prepare for assignments. It helps you
'pull together' all the different ideas you have recorded, so you can make cross-links with
earlier study.

What to avoid when taking notes

 Don't attempt to write everything down, just reflect the main themes. Aim to get the
gist of the topic or the main points.
 Try not to get flustered if you miss something out or come across something you don't
understand. Use a question mark to highlight the point in your notes and come back to
it later.
 Don't lose track of your purpose in making the notes in the first place - keep focused.
 Don't be concerned about whether anyone else could make sense of your notes, you
are the only person who needs to read them.
 Don't try to remember everything you read or heard in a tutorial session, it can't be
done.
 Don't forget to revisit and organise your notes and get them systematically arranged
so that you can find the information you need when you want it.
 Don't forget to check you have complete references when you revisit your notes, this
will save you a lot of time later on if you want to cite particular sources of evidence.
 Don't be afraid of trying different ways of taking notes - try lists, colours, bullet
points, underlining, highlighting and mind-mapping. Experimenting with various
methods helps you discover the technique that suits you.
 Don't take notes all the time - spend some time at tutorials engaging with the tutor and
other students or just thinking about what you're doing.
Critically processing what you read
Critical thinking is the process of applying reasoned and disciplined thinking to a subject.
The higher grades at every level of university study require some critical analysis.

You will need to develop reasoned arguments based on a logical interpretation of reliable
sources information. These skills are essential if you want to obtain high grades in your
university study and, like other skills, they improve with practice.

As you read your module materials follow these three steps.

1. Analyse - Examine how key components within your module materials fit together
and relate to each other.
2. Compare - Explore the similarities and differences between the ideas you are reading
about. Do some ideas conflict with or complement each other?
3. Synthesise - Bring together different sources of information to serve an argument or
idea you are constructing. Make logical connections between the different sources that
help you shape and support your ideas. Are there any inferences you can draw from
the material and apply to an assignment question?

The OU booklet 'Thinking critically' gives you further information on this subject.

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Finding and evaluating material

Most OU modules provide you with all study materials. However, if your studies require you
to look for some supporting material yourself (e.g. case studies) make sure you choose
appropriately. You will need to develop the skill of finding and evaluating sources of
information.

Finding material

The OU Library gives you access to over 5000 electronic journal titles, databases of journal
abstracts, newspapers, etexts and other library catalogues. It also offers resources that can
help you identify and evaluate material. Visit the OU Library website , which includes the
interactive SAFARI (skills in accessing, finding and reviewing information).

Jo Parker, from the Open University library, talks about using online information resources
during your studies.

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Evaluating the material

If you are new to finding your own web resources you may find it difficult to select
trustworthy sites. For example, there is a mass of information on nutrition and diet, but much
of it is sponsored commercially or potentially biased. You need to critically evaluate the
resource. To help you think critically, here are some questions you could ask.

Aspect of
Questions
text
Does the information match your needs? Look at the introduction or overview
Relevance
to check what it’s about.
Is it clear where the information has come from? Can you identify the authors
Provenance or organisations responsible? How was it published? Has it been peer
reviewed?
Is the author's position or interest made clear? Look for an introduction or
overview. Does the author declare any connections that might compromise
Objectivity
their independence? Is the language emotive? Are there hidden vested
interests?
Is it clear when the information was produced? Does the date of the
Timeliness
information meet your requirements? Is it obsolete?
Is the information clearly communicated? Look at language, layout, and
Presentation
structure.
What research methods were used, and how are results reported? Do you need
Method
to reassure yourself about their importance?

Some module activities and assignment questions ask you to read and do a critical review of
the various resources provided. Here are some more detailed questions that you might ask.

 Who is speaking or writing?

 What is their point of view or perspective?
 What ideas and information are presented and how were they obtained?
 Are there unsupported assertions?
 Are relevant reasons or evidence provided?
 Is the method used to find the evidence sound?
 Is the evidence correct or valid?
 What assumptions have been made?
 What is fact and what is opinion?
 What are the implicit and explicit values?
 Are there unreasonable generalisations?
 What has been omitted?
 How was the conclusion reached?
 Is the conclusion reasonable?
 What other perspectives or points of view could there be?

Coping with difficult content

At times during your module you may come across ideas that are difficult to understand. Try
the following strategies to help you make sense of this material.

 Set some time aside when you can work without interruptions.
 Take a step back and look through headings and sub-headings that might signpost the
direction the content is taking. Also look for summaries and conclusions that could
restate the material in a way you find understandable.
 Use a dictionary or subject-specific glossary to look up any unknown words.
 Photocopy the text or print out the article so you can scribble on it.
 If you have a question to answer, note it down and keep asking yourself how it relates
to the piece.
 If the text contains several specific themes use a key and write in the margin, e.g. p
for politics or g for gender.
 Try to write a few points in your own words about what you do understand.
 Use a forum to ask for help from a fellow student - but always check that you do
understand and agree with their interpretation.
 Look online to see if the article or book has been reviewedby other people. Or look
for overview books on the same subject - they might summarise the author's point of
view. Once you can understand the basics, go back and look at the detail.
 Don't assume the content is always correct. There might be a hidden agenda leading to
bias - check the funding behind the article or find out why the article has been written.
 Try saying the words in your head or aloud as a way of unravelling the meaning.
Imagine that you are trying to explain it to someone.
 You can also draw sketches or diagrams as a way of understanding.
 If all else fails, leave it for a few days then come back to it