Professionals in Health

Learning to Learn

Unit 102

Expectations

What are they of……– College

– Course– Instructor– Yourself

Past Learning Experiences

Are they…….– POSITIVE?– NEGATIVE?– WHY?

Learning

How do you learn best?

What is the ideal classroom or learning situation?

Purpose of Learning to Learn

Successful learning

Independent learning after graduation

Assume responsibility of learning

Setting the stage for note-taking

Complete outside assignments and readings Bring the right materials Sit front and center Review from previous class Be with the instructor Let go of judgements

Setting the stage for note-taking

Participate in class activities Relate the class to your goals Think critically about what you hear.

Note Taking Steps

Cornell Format– Draw a vertical line, top to bottom, 1 1/2 inches

from the left edge of the paper– Write notes to the right of the line– Reserve the area left of the line for key word

clues and sample questions

Create Mind Maps

Contains lists, sequences, shows causes

Provides a picture Visual patterns Verbal and nonverbal

Create Mind Maps

Guidelines for creating mind maps– Allow plenty of room– Write the main concept in the center of the page

and circle it– Write related concepts on lines radiating from

the center– Use key words only– Use color to organize the map

Linking Mind Maps

One mind map can sum up several key points

Make a separate, more detailed map for each key point

Include references to the other maps within each mind map

Cornell Note Taking and Mind Maps Use mind maps in conjunction with Cornell

note taking by reserving 1/2 of the paper for mind mapping.

Copy Material

Record all material from the board Record all formulas, diagrams and

problems If something is on the board, it is likely to

show up on the test.

Use a Three Ring Binder

Pages can be removed

Handouts can be inserted

Out of class notes can be inserted

Note Taking Tips

Use one side of the paper Use an “I’m lost” symbol Label, number and date all notes Leave adequate white space Use complete sentences when material is

important

Review Notes

Review within 24 hours.– Short term memory

deteriorates quickly

– Review after class if possible

– Review right before sleep

– Think of unreviewed material as leaky faucets

Review Notes

Edit notes during the first review Fill in key words in the left hand column of

Cornell notes Review during short weekly review sessions Use key words as words to recite Type notes? Create mind map summaries

Memory Techniques

Organize– Learn from general to specific

– Keep in mind overall educational goal

– Create associations

Use Body Language

Learn it once- Actively

Sit at the edge of the chair when studying

Relax– Relaxation is a high

state of alertness

Create a Picture

Relationships within and among abstract concepts can be “seen” and recalled when visualized.

Anchors the information in two parts of the brain.

Recite and Repeat

Repeating something out loud anchors material in 2 senses Repeat 5 times

Recite it in own words

Write it Down

Writing helps memory

Writing is physical. It is learning by doing.

Use Your Brain

Reduce interference Over learn

– Pick the subject apart, examine it, add to it, go over it again

– More likely to be successful on the exam

Escape the Short Term Memory Trap Short term memory

can fade after a few minutes

Review within 24 hours of class.

Use Daylight

Most people can concentrate better during the day

Distribute Learning

Shorter review sessions are for most, more productive than marathon study sessions

Be Aware of Attitudes

It is easy to forget information that contradicts your opinions

Acknowledge your attitudes Relate the boring subject to one of interest Look for connections between and among

topics of interest and disinterest

Choose What Not to Remember

Adopt an information diet

Remember what is likely to be tested

Combine Memory Techniques

Use a variety that work for you.

Recall It

Remember something else– When stuck on

remembering a detail, remember something that it is related to.

Notice When You Do Remember

Notice when information is recalled easily. Also when it is difficult to remember.

Use It Before You Lose It

To remember something, access it a lot, read it, write it, speak it, etc.

Remember, You Never Forget

Speak and think positively about remembering, then you are more likely to remember it.

Muscle Reading

Pry

Out

Questions

Root

Up

Answers

Step 1: Preview

Survey assignment Review the text book table of contents Keep preview short Look for familiar concepts Look for paragraph summaries Read all chapter head lines Read book preferences

Step 1: Preview

Reflect on what is already known

Determine reading strategy

Step 2: Outline

The more complex the material, the more time spent on outlining.

Study existing outlines, make one if necessary

Makes complex material easier to understand

Step 3: Question

What do you want to get out of the reading? Write down a list of questions Compose questions from text book

headings Finding answers reduces boredom and

fatigue

Step 4: Read

Be conscious of what you are doing Write down problem if mind wanders to it. Schedule breaks Visualize material Imagine what the concept feels like Sit up on the edge of the chair

Step 5: Underline

Underline and highlight

Read first to know what is important

Highlight less than 10% of the text

Step 6: Answer

Write down the answers to the questions as you read

Envision yourself as a detective in search of answers

Step 7: Recite

Talk to yourself about what you have learned

Talk to yourself in front of a mirror Form a group and practice teaching to

others

Step 8: Review

Review within 24 hours of reading the material. It moves from short term to long term memory

Step 9: Review Again

Weekly or monthly- review the notes and read the highlighted portion of the text

Reflect on what has been learned between classes and when going to sleep at night

Reading Complicated Material

Read it again Sam Look for essential

words Hold a mini-review Read it aloud Use your instructor Stand up Find a tutor

Reading Complicated Material

Find a tutor

Use another text

Pretend you understand

What is going on?

Overall Exam Strategies

Glance over the whole exam and estimate time it will take to complete each question

Underline key words in the stem of each question

Do items you are sure of first. Mark those you don’t know with an *

Overall Exam Strategies

Do not change your answers

Check your test after you have completed it

Multiple Choice Questions

Check the directions Answer the question in your head before

looking at the possible answers Read all answers Eliminate answers you know are wrong first Watch for choices such as “all of the above”

Guess if there is not a penalty for guessing

True/False Questions

Read carefully

Answer quickly

Look for qualifiers

Machine Graded Tests

Be sure answer marked corresponds to the question answered.

Check the test booklet against the answer sheet when switching sections

Stray marks can look like answers to the machine.

Open Book Tests

Write down formula on a separate paper

Mark important pages

Be prepared for this type of test

Short Answer/Fill in the Blank

Concentrate on key words and facts

Be brief

Essay Tests

Understand what the question is asking Make a quick outline before writing Write legibly Be concise (Write on one side of the paper only)