Mayo High School 1420 SE 11Th Avenue

Study Skills

Rochester Public Schools

Mary Barrett

Mayo High School 1420 SE 11th Avenue

Rochester, MN 5904

These materials may be duplicated for nonprofit, educational use.

Study Skills ©1

These materials may be duplicated for nonprofit, educational use.

Study Skills ©1

These materials may be duplicated for nonprofit, educational use.

MEMORY and Forgetting

How much do they remember

after 24 hours?

As long ago as the 1890s psychologists were trying to learn how people remembered. The chart above was developed by Dr. David Sousa, an expert in learning – both remembering and forgetting. When psychologists talk about forgetting, they use two terms:

Curve of Forgetting shows how quickly we forget

Time-Spaced Review shows how regular study and review improve memory

Curve of Forgetting

As you can see, we forget the most in the first 24 hours.

Time Spaced Review

If you study for the first time within 24 hours of learning information, and you review regularly after that, you will put information into long term memory and can remember it forever. Notice that you forget more slowly and forget less when you use Time Spaced Review.
Time/Materials Management Notes

Manage Time

/ Planner

short term = daily planner
overnight assign
one sitting (30-60 min)

long term = monthly calendar
more than one step
more than one wk till due

Ex: history paper

choose topic
get info at lib/online
read & take notes
org info
write paper

Org Materials
save: / Places to put materials:

3 ring binder
pocket folder
notebook

notessupplies
handoutscalculator
homeworkpen/pencil
eraser
ruler
highlighters/colored pencils

Why Org?

don’t forget assign
don’t lose notes/handouts
↑ grades
be prepared daily

Time Management: Planner Expectations

Name: Date: Hour:

Planning can be divided into several areas, including goal setting, keeping track of grades, and short- and long-term planning. As part of your classes, you will learn the skills that will help you to improve your time management. To that end, the teacher will conduct periodic checks of your planner and point total sheet.

1.GOAL SETTING

You will set grade goals for each of your classes. Additionally, you will write one goal per week, including these three types:

•academic (I’ll ace the history test this week.)

•personal (I want to make first chair in orchestra, so I’ll practice more.)

•fitness (Bench press 150 pounds within two months)

2.GRADES: Point Total Sheet and Homework Partner Log

You will find a point total sheet and a homework partner log in this section of your handouts. You will use these two documents to keep track of your grades.

3.SHORT-TERM PLANNING

Short-term planning means planning just a day or two ahead. You generally use short-term planning for assignments that are given to you and that are due tomorrow or the day after. This means the assignments take no more than one hour to complete.

For short term planning, you need to record the class, the assignment (book, page numbers) and what your task is (answer questions, do problems, etc.) so that you have a written record of your daily work.

Here's an example:American history, pp. 35-41 - take notes

Algebra II, pp. 135-137 - problems 1-15

Lit of Survival - Never Cry Wolf – read Ch. 1-3

4.LONG-TERM PLANNING/ Month-at-a-Glance

Long-term planning means planning for an assignment that will take multiple hours to complete. A good example is a research paper since you must plan and complete various steps before you have a finished paper.

Here's an example:January 23 - choose topic

January 30 - 6 sources; work cited

February 7 - 25 note cards

February 14 - 50 note cards

February 17 - sentence outline

February 21 - rough draft

February 28 - final draft

Most planners have monthly calendars that allow you to see the whole month at a glance. First, you will fill in the final due date of the entire project. After that you can break the assignment down into intermediate due dates and set short-term goals for each part of the assignment.

Planner Scoring Rubric

Name: Hour:

PLANNER GRADING CRITERIA
Grading Scale:
3 = Classes & ActivitiesThorough
2 = All classesGood
1 = This class onlyAdequate
0 = Nothing/Obviously unused / Planner √
Date: / Planner √
Date: / Planner √
Date: / Planner √
Date: / Planner √
Date:
3 / 2 / 1 / 3 / 2 / 1 / 3 / 2 / 1 / 3 / 2 / 1 / 3 / 2 / 1
Courses/Grade Goals:
• Course; Teacher; Grade Goal
Month-at-a-Glance
•Long-term assignments
•Monthly activities
Weekly Calendar:
• Daily HW assignments
• Other daily commitments
Goals: Academic/Personal/
Fitness - Weekly
Appearance
Neat, Legible, and Complete
TOTAL / /21 / /18 / /18 / /18 / /18

You do not automatically earn a 3 for listing all assignments and all activities; your grade will also reflect the quality, neatness, and thoroughness of your planner entries.

Quarter 2/4 – Planner Scoring RubricMayo Reading

Name: Hour:

You do not automatically earn a 3 for listing all assignments and all activities; your grade will also reflect the quality, neatness, and thoroughness of your planner entries.

Materials Scoring Rubric – RSS
Name:
Date: Hour:
Reading Folder5 4 3 2 1 0
Organized5 4 3 2 1 0
Tabbed Sections
Handout Packet5 4 3 2 1 0
Notes5 4 3 2 1 0
Vocabulary5 4 3 2 1 0
Homework5 4 3 2 1 0
Tests5 4 3 2 1 0
Flashcards5 4 3 2 1 0
Neat5 4 3 2 1 0
Other Classes5 4 3 2 1 0
Total: /50 pts. / Materials Scoring Rubric – RSS
Name:
Date: Hour:
Reading Folder5 4 3 2 1 0
Organized5 4 3 2 1 0
Tabbed Sections
Handout Packet5 4 3 2 1 0
Notes5 4 3 2 1 0
Vocabulary5 4 3 2 1 0
Homework5 4 3 2 1 0
Tests5 4 3 2 1 0
Flashcards5 4 3 2 1 0
Neat5 4 3 2 1 0
Other Classes5 4 3 2 1 0
Total: /50 pts.
Materials Scoring Rubric – RSS
Name:
Date: Hour:
Reading Folder5 4 3 2 1 0
Organized5 4 3 2 1 0
Tabbed Sections
Handout Packet5 4 3 2 1 0
Notes5 4 3 2 1 0
Vocabulary5 4 3 2 1 0
Homework5 4 3 2 1 0
Tests5 4 3 2 1 0
Flashcards5 4 3 2 1 0
Neat5 4 3 2 1 0
Other Classes5 4 3 2 1 0
Total: /50 pts. / Materials Scoring Rubric – RSS
Name:
Date: Hour:
Reading Folder5 4 3 2 1 0
Organized5 4 3 2 1 0
Tabbed Sections
Handout Packet5 4 3 2 1 0
Notes5 4 3 2 1 0
Vocabulary5 4 3 2 1 0
Homework5 4 3 2 1 0
Tests5 4 3 2 1 0
Flashcards5 4 3 2 1 0
Neat5 4 3 2 1 0
Other Classes5 4 3 2 1 0
Total: /50 pts.

Learning Styles Inventory

Name: Date: Hour:

Read each of the following items. If the statement is TRUE for you, put a check mark in the box next to the statement. If the statement is not true, simply leave it blank.

Group 1

1.I like to read when I have free time.

2.I like to read a report rather than be told what's in it.

3.I understand something best when I read it.

4.I remember what I read better than I remember what I hear.

5.I would rather read a newspaper than watch the news on TV.

Total Group 1

Group 2

1.I take notes when I read to better understand the material.

2.I take lecture notes to help me remember the material.

3.I like to recopy my lecture notes as a way of better understanding the material.

4.I make fewer mistakes when I write than when I speak.

5.I find the best way to keep track of my schedule is to write it down.

Total Group 2

Group 3

1.I like to listen to people discuss things.

2.I learn more when I watch the news than when I read about it.

3.I usually remember what I hear.

4.I would rather watch a TV show or movie based on a book than read the book itself.

5.I learn better by listening to a lecture than by taking notes from a textbook on the same subject.

Total Group 3

Group 4

1.I remember things better when I say them out loud.

2.I talk to myself when I try to solve problems.

3.I communicate better on the telephone than I do in writing.

4.I learn best when I study with other people.

5. I understand material better when I read it out loud.

Total Group 4

Group 5

1.I can "see" words in my mind's eye when I need to spell them.

2.I picture what I read.

3.I can remember something by "seeing" it in my mind.

4.I remember what the pages look like in books I've read.

5.I remember people's faces better than I remember their names.

Total Group 5

Group 6

1.I like to make models of things.

2.I would rather do experiments than read about them.

3.I learn better by handling objects.

4.I find it hard to sit still when I study.

5.I pace and move around a lot when I'm trying to think through a problem.

Total Group 6

Put the total number of check marks in each group here:

1 2 3

4. 5 6

To score your learning styles inventory, count the number of check marks in each group. Three or more check marks in a group indicates one of your dominant learning styles. Most people have two dominant learning styles.

Highlight your groups containing three or more checks:

Group 1 = READINGGroup 4 = SPEAKING

Group 2 = WRITINGGroup 5 = VISUALIZING

Group 3 = LISTENINGGroup 6 = MANIPULATING

No one learning style is better than another. The key to using learning styles wisely is to be aware of which you prefer and which will work best for you in a particular situation. Your key to success is to decide how you are going to take in information and how you are going to express yourself.

Don't classify yourself as being able to use only one learning style. You want to be able to use a variety of styles, depending on the particular task and the surroundings you need to work in. If you are not succeeding with the style you are using, you need to switch to another learning style.

Now transfer your two dominant learning style categories to the following page. You are going to take notes on your preferred styles and write a four-page paper about the strategies you can use to help you be a better student.

THINK FLEXIBILITY!

Study Skills ©1

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Learning Styles Graphic OrganizerName:

My learning styles: 123

Strategy  / Learning style to use for this skill: / Why my learning style works for this study strategy: / Where/when to use this study strategy: / How to fix it if it doesn’t work
HUG
2- Column Notes
Graphic Organizer/
Mapping
Flash Cards

Learning Styles GOPage 2

Strategy  / Learning style to use for this skill: / Why my learning style works for this study strategy: / Where/when to use this study strategy: / How to fix it if it doesn’t work
Memorizing
Time Management:
Planner/Calendar
Organizing Materials
Study Buddy

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Homework Partner LogTEAM: Together Everyone Achieves More

Your Name: Partner’s Name:

Each week, you will meet with your homework partner to write comments on the assigned topic, set goals, record your current grade, and discuss any missing work. If your partner is absent, ask for your teacher’s signature. A weekly signature is required in order for you to receive credit.

Dates From to Quarter: / Partner/Parent Signatures 
Week of / Goal:
Comments:
Week of / Goal:
Comments:
Week of / Goal:
Comments:
Week of / Goal:
Comments:
Week of / Goal:
Comments:

HW Partner Point Total Log

Name: Quarter Year:

Partner: Class: Hour:

Date / Assignment Name / Turned
In / Points
Earn/Poss / Running Total / % and
Grade / Weekly Signature
9/9 / EX: Time Finder / √ / 9/10 / 9/10 / 90% B / Parent
9/10 / EX: Lrng Styles Paper / √ / 34/45 / 43/55 / 78% C / HW Part
1 / / / /
2 / / / /
3 / / / /
4 / / / /
5 / / / /
6 / / / /
7 / / / /
8 / / / /
9 / / / /
10 / / / /
11 / / / /
12 / / / /
13 / / / /
14 / / / /
15 / / / /
16 / / / /
17 / / / /
18 / / / /
19 / / / /
20 / / / /
21 / / / /
22 / / / /
23 / / / /
24 / / / /
25 / / / /

Use your HW Partner time each week to update your grades, get notes or other information from your HW Partner, check with your teacher, schedule appointments for make-up or extra help, etc. When your log is complete, ask for a weekly. Your grade depends on the weekly signatures on this point total log. Your teacher, parent, or homework partner may sign this form to help you earn your HW Partner credit.

HW Partner and Point Total Log Grade: /

HW Partners Checklist

NAME: PARTNER:

DATE: toHOUR: QTR:

Required Weekly:
Week 1/2
Grade/%
/ / Week 3/4
Grade/%
/ / Week 5/6
Grade/%
/ / Week 7/8
Grade/%
/ / Week 9/10
Grade/%
/ / MID QUARTER grade:
Quarter Grade:
1. Checked attendance (abs/tdy)
2. Checked & updated planner
3. Checked & updated grades
4. Set week's goals
5. Complimented & encouraged partner
6. Made suggestions for improvement
7. Was honest about need for help
9. Reviewed due dates
10. Gave advice when asked
11. Was patient, friendly, and respectful
12. Kept partner on track, focused
13. Made sure work was turned in
14. Answered questions
15. Was reliable
16. Recommended a visit to the teacher
Recommended Weekly:
Gave homework when s/he was sick
Called, met, or e-mailed for help
Helped with this or other classes
Compared notes for accuracy
Compared notes for completeness
Studied together for test/quiz
Reminded of assignment or test
Helped partner understand
Worked together on assignments
Discussed challenging work
Proofread a paper
Helped partner with written work
Worked on vocabulary
Other

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The Anatomy of a Textbook

Front MatterTextBack Matter

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Reading a Textbook

How do you read a textbook? In two stages!

During the first stage, you should preview the entire textbook so that you can take advantage of all the parts of the books that will help you as you read. For example, if you are reading and encounter an unfamiliar term, it is useful to know that the book contains a glossary. If you encounter some information that you question, it is useful to know the copyright pre-dates a recent discovery that renders the information out of date.

During the second stage, you will read the assigned sections of the book while using strategies that will help you to master the information you need to learn. Textbooks are organized topically, so you will think about the topic and its subtopics as you read.

Stage 1: Preview

Get to know the book by locating each of the following sections of the text:

Title page with authors/editors, copyright date, etc.
Purpose statement
Table of Contents
Chapter organization (Title, connection to previous section, introduction/preview, bold faced-headings, pictures and other graphics, summary, questions, bibliography or works cited, follow-up activities, etc.)
Glossary
Index

Stage 2: Read using SQ3R

Survey the entire chapter in order to get the big picture. Access any prior knowledge that you have about the chapter’s contents.
Ask Questions using information from each bold-faced heading that indicates a subtopic.
Read to find the answer to the question you formulated about each subtopic. Make sure that you attend to any pictures, charts, or graphs and their labels.
Record the key information from each section, using either 2-column Cornell notes or a graphic organizer. If you can write in the text, you can HUG the key information.

Repeat this Question, Read, Record for each section until you reach the end of the reading assignment.

Review the information on a regular basis so that you can master the concepts and move them into long-term memory.

SQ3R - Reading Efficiently

S = Survey/Skim

Preview the entire assigned reading. (Skimming Rate)
Think about the chapter title; access prior knowledge.
Carefully read the introduction to the chapter.
Read the bold-faced headings.
Skim the whole chapter, especially the first sentences of each paragraph, illustrations, graphics, etc.
Carefully read the summary at the end of the chapter.

Q – Question

Ask a question about each bold-faced heading.

Ex:CAUSES OF THE DEPRESSION

What caused the depression? How many causes are there?

Improve comprehension by 50% by focusing on finding the answer.
Make predictions about what information the section will contain.

R = Read

Read slowly and carefully IF your purpose is complete understanding AND the material is unfamiliar. (Study Rate)
Read more quickly IF your purpose is to find the main idea OR you are already familiar with the topic. (Average Rate)
Be on the lookout for the answers to the questions you asked.
Read critically; in other words, don't accept everything at face value.

R = Recite

Answer the questions as you read.
Use the SKRAWL notes format.
Create RAPT, HUG, Map, or a Graphic Organizer notes.

Participate in a discussion.

R = Review

Summarize in your own words as soon as you finish reading.
Review on a regular basis (next day, next week, next month).
Test yourself by studying aloud with a partner.

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3 Styles of Note Taking

2 Column or Cornell Style
Use this style when you are reading a textbook
Read a section
Ask “What was that about?”
Write the answer in the left column
Now ask, “What was the author’s main point about that topic?
Write the answer in the right column
Read the next section and continue asking questions and taking notes.

HUG
Use this style when you can write in the text you are reading.
H stands for Highlight; don’t mark too much!
U stands for Underline.
Underline the key names, dates, places, and terms.
G stands for Gloss or Get it in your own words.
Write things in the margins to help you remember.

Graphic Organizers/Maps
A graphic organizer will be organized in the same way as the text you are reading.
Notes on a text that gives similarities and differences would fit in a compare/contrast graphic organizer.
Mapping works well for reviewing a lot of information.

RAPT Notes SheetName: