Studying skills and learning strategies
| Sitio: | Ude@ - Educación Virtual |
| Curso: | Centro de Multiliteracidades |
| Libro: | Studying skills and learning strategies |
| Imprimido por: | Invitado |
| Día: | sábado, 23 de noviembre de 2024, 22:47 |
Descripción
1. Study skills and techniques
What are study skills?
Study skills refer to the approaches and techniques learners use or can use to deal with learning difficulties or challenges by managing, planning, and using the resources available to pursue learning goals. Study skills include abilities such as managing time, concentrating and remembering, note taking and note reviewing, test taking, managing anxiety, organizing and processing information, reading and selecting main ideas, keeping motivated, and having a good attitude (Afsaneh et al., 2018).
Why is it important to study effectively?
Knowing and developing study skills constitute the most important factor influencing students’ academic success (Shahidi et al., 2014) as studying effectively directly relates to higher test scores, better academic performance, naturalization of effective working habits, and effective stress and anxiety management (Hassanbeigi et al., 2011; and Walck-Shannon et al., 2020). When students invest time implementing active strategies such as writing notes, creating comparative tables, summarizing, and in general, incorporating habits of effective learning, they become more autonomous and feel freer and more confident (Hassanbeigi et al., 2011). Confidence helps students face the stress of university academic load and the anxiety previous to exams (Hassanbeigi et al., 2011).
What are some study skills to develop?
In developing study skills, it is important to consider at least seven aspects: time organization, the place to study, the setup, the approach to the assignment, the approach to classes, the people around you, and your feelings. Below are some points to take into account regarding each of these aspects:
- Allocate time for housework, home chores, running errands, etc.
- Be flexible with your schedule. Otherwise, not following the schedule could result in frustration, demotivation, and procrastination.
- Consider commuting time.
- Find an adequate moment to study that fits in your schedule. Remember going to class is not the same as studying.
- Make studying a frequent habit.
- Prioritize the most time-consuming assignments or the closest deadlines. Use lists to order assignments and tasks in order of importance or urgency.
- Start working on assignments before the deadline.
- Use time tables or Google Calendar to organize your schedule to study.
- Negotiate the space with your family or roommates if needed.
- Consider the levels of noise. Find a place where you can focus on your studies.
- Find a place with adequate light and air.
- Set a spacious place to lay out all your study material, including notes and open books.
- Have everything you need close to you, including paper, pens, pencils, highlighters, etc.
- Use colors to boost your energy and motivation.
- Clean and organize your place, but do not put your work away.
- Do not let yourself get distracted with phone calls, chats, videos, etc.
- Do not multitask. Focus on one assignment at the time. Do not worry about all your responsibilities at once.
- Have everything you need ready before starting to study.
- Identify and write down the objectives to sit down to study. For example, learning expressions and vocabulary, read and understand about a topic, complete part of an assignment, collect information or bibliographic references for a paper or presentation, outline an essay or talk, learn how to use a digital tool for another task, rehearse a presentation, etc.
- Listen or read actively by asking questions, taking notes, summarizing, or mind mapping.
- Make a list of the missing tasks to complete the assignment or covering the material.
- Review what you learned or accomplish after each session.
- Write down questions before starting a class or lecture, reading a text, or watching a movie.
- Divide the assignment instructions or questions into chunks to understand it better.
- Solve each chunk of the assignment at a time. For example, writing a paragraph or a small section.
- Try to find answers to each chunk during the lesson and assigned readings.
- Identify the task assignment instructions, guidelines, or questions as soon as possible. If available before class.
- Tackle your studies, assignments, readings, and tests right away. Do not waste time worrying and not doing anything. Take responsibility.
- Answer old exam questions.
- Answer problem set questions (e.g. worksheets or textbook problems).
- Attend tutoring and advisory sessions.
- Be sure you understand the theoretical or practical what, why, and how of each course.
- Explain concepts to yourself or others.
- Get the overview of the course to understand what you need to do to pass it.
- Make your own diagrams or comparison tables from lecture notes.
- Paraphrase or outline class notes.
- Quiz yourself weekly using ungraded quizzes, quizlets, flashcards, etc.
- Read about the subjects you are studying on your own and by your own initiative beyond what you learned in a class or lecture.
- Read lecture slides or class notes.
- Read the assigned books, book chapters, journal articles, guides, etc.
- Review online content from sources outside of the course (e.g. videos).
- Rewrite your class notes.
- Use your professors’ office hours.
- Visit the Center for Multiliteracies. Bring your paper, problems, notes, instructor’s comments, and questions.
- Talk to family and friends about the importance of investing time in your studies and academic projects.
- If you are a parent, talk to your kids about how your studies will benefit them and why you need to do schoolwork.
- Ask and accept help from family or friends with home chores when you need it.
- Define clear boundaries around people and activites that actually reflect your priorites and learn to say "no" to requests and invitations that do not meet your goals.
- let know your family, partner, and close friends when you are going to have some busy days or weeks. Being clear and explicit to your love ones will reasure them of their importance in your life.
- Plan ahead and allocate time your your family, friends, or significant other this will help you keep personal connections and relationships but also organize your schedule.
- Do not consider yourself less than an academic. You are in an academic environment and studying is your job.
- Write down your goals and consider the reasons you have to attend school.
- Acknowledge and celebrate with your family or friends small achievements such as completing class projects, acing at a presentation, passing a difficult test, and completing a demanding course.
- Ask for help from the professional counselors and advisors you have at your disposal through the students welfare office at the university.
- If you feel unmotivated, look for the real cause behind your lack of motivation. Do not simply assume you are not interested in your studies anymore.
- Evaluate if you have set your expectations too high for your performance or wether you are trying to meet your parents' or other people's standards.
- Set priorities to avoid procrastination so you start the most challenging and urgent task first instead of focusing on simpler and smaller tasks.
- Tackle a big project by breaking it down into smaller, manageable, and attainable tasks so that you can see your progress and have a feeling of achievement.
- Engage in physical activity by regularly exercising, taking walks, or dancing.
- Organize your workspace, files, email, drive, and home by eliminating distractions such as social media, video games, etc.
- Utilize online calendars to schedule your task deadlines, reminders, meetings, and anti-distraction apps to help you focus and manage your time much better.
- Sleep better by sleeping more hours and avoiding bright screens, video games, too many liquids, caffeine beverages, alcohol, and heavy meals before bed.
- Get a nap if you need it instead of scrolling through social media.
- Eat healthier by drinking more water, eating less rich foods, and consuming more unprocessed aliments.
Sources
Burns, T. & Sinfield, S. (2016). Tom Burns, Sandra Sinfield - Essential Study Skills (4th ed.). SAGE Publications Ltd.
Walck-Shannon, E. M., Rowell, S. F., & Frey, R. F. (2021). To what extent do study habits relate to performance? CBE Life Sciences Education, 20(1), 1–15. https://doi.org/10.1187/cbe.20-05-0091
2. Tips
- Dot not close a study session leaving problems unsolved because it can be demotivating for your next study session.
- Find a study group or a couple of study partners to discuss assignments and readings, clarify task guidelines, share materials, and ask for help. Use social media to create versatile study groups and facilitate immediate and flexible communication.
- Find people to show and discuss your writing before handing in your written assignment.
- Keep records of your progress and success. For example, if you need to collect bibliographic references for a paper, create a table to keep records of what you read.
- Take short active breaks of no more than 15 minutes after about an hour of work.
- Talk about what you have just learned to other people as soon as possible.
- Write to understand. This means to start writing assigned papers before you understand and know everything about the topic. As you write, you will make sense of the topic. You can always come back to your writing and reorganize your ideas.
3. Resources
Resource 1: Template
The following template can be used to keep records of your work on one specific subject. It is divided by weeks.
Instructions
1. Under the Goal and reflection column and in front of every week, write a goal to study and make a reflection about your progress.
2. Under the Learning tool column, record the learning tool you used (e.g. book, textbook, article, video, online exercises, problem sets, and so on).
3. Under the Level, category, topic column, indicate the level of difficulty and the specific category or topic of the material.
4. Under the Time invested column, record the day and number of hours you invested studying.
5. Under the Evidence column, paste pictures or evidence of your progress.
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Week |
Goal and reflection (Describe what you learn every week and your progress) |
Learning tool |
Level, category, topic, etc. |
Time invested (Note down the time invested every day) |
Evidence |
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Week 1 |
Goal |
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Day: # Hours:
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Reflection:
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Day: # Hours: |
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Day: # Hours: |
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Week 2 |
Goal |
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Day: #Hours:
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Reflection:
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Day: # Hours: |
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Day: # Hours: |
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Week 2 |
Goal |
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Day: #Hours:
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Reflection:
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Day: # Hours: |
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Adapted from: Ossa, S. A. (2022). PIFLE independent work template. [ Unpublished manuscript].
3.1. Resource 2: Study time tables
The following tables will help you to organize your study time.
Table 1 will help you have an overall visual of the activities per subject of study and a deadline for each of them over the term.
Instructions
1. In the column Subject to study, type down the name of the subjects you have registered.
2. Under each column Evaluative Activity #, write down the name of the evaluative activities assigned for the subject in chronological order. They may include, but are not restricted to, tests, quizzes, reading reports, essays, reflective papers, research reports, lab reports, presentations, projects, portfolio submissions, and communicative tasks.
3. Under each activity, type down the submission deadline.
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Table 1. Course activities and deadlines |
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Subjects to study |
Evaluative activity 1: |
Evaluative activity 2: |
Evaluative activity 3: |
Evaluative activity 4: |
Evaluative activity 5: |
Evaluative activity 6: |
Evaluative activity 7: |
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Table 2 will help you to set study times along the day and the week.
Table 2
1. Select the best time for you to study each day. Do not include classes. Consider the time you will spend in other activities. Only choose the actual study time.
2. Once you have selected the time slot, type the activity and/or goal of that study session.
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Table 2. Study plan and activity/goal |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
Sunday |
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Early morning |
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Morning |
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Midday |
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Afternoon |
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Evening |
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Night |
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Tables 1 and 2 adapted from: Burns, T. & Sinfield, S. (2016). Tom Burns, Sandra Sinfield - Essential Study Skills (4th ed.). SAGE Publications Ltd.
3.2. Resource 3: Reading log table
Table 3 will help you to keep track of your readings by recording the reference, the reason to read it, the main topics, concepts, and arguments covered, the connection to subject, and the implications for your next readings and tasks.
Instructions
1. Fill out each row in Table 3 with the information asked under each column from the paper you read.
2. Repeat the process every time you read a new paper, book chapter, journal article, and so on.
3. Before reading, check this log and be sure you are not going to read the same paper twice with the same purpose.
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Table 3. Academic reading log |
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Reference |
Purpose of this reading |
Thesis statement/ hypothesis / main argument |
Concepts |
Research question (if applicable) |
Knowledge gap or research gap addressed |
Questions to ask the author(s) |
Connections to the lesson and course |
Implications for my research and pending tasks |
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Source: Montoya, J. C. (2022). Academic Reading Log. [Unpublished work].
5. References
Burns, T. & Sinfield, S. (2016). Essential Study Skills (4th ed.). SAGE Publications Ltd.
Hassanbeigi, A., Askari, J., Nakhjavani, M., Shirkhoda, S., Barzegar, K., Mozayyan, M. R., & Fallahzadeh, H. (2011). The relationship between study skills and academic performance of university students. Procedia - Social and Behavioral Sciences, 30, 1416–1424. https://doi.org/10.1016/j.sbspro.2011.10.276
Montoya, J. C. (2022). Academic Reading Log. [Unpublished work].
Ossa, S. A. (2022). PIFLE independent work template. [ Unpublished manuscript].
Shahidi, F., Dowlatkhah, H. R., Avand, A., Musavi, S. R., & Mohammadi, E. (2014). A study on the quality of study skills of newly-admitted students of Fasa University of Medical Sciences. In J Adv Med Educ Prof, 2(1).
Walck-Shannon, E. M., Rowell, S. F., & Frey, R. F. (2021). To what extent do study habits relate to performance? CBE Life Sciences Education, 20(1), 1–15. https://doi.org/10.1187/cbe.20-05-0091
Disclaimer: Referencing information is provided as a guide only and is based on APA 7th edition manual for publication. You should confirm referencing requirements when using these references as the manual eventually changes to a new edition.