Professionals in Health

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.

Pry Out Questions Root Up Answers Muscle Reading

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 *

Do not change your answers Check your test after you have completed it Overall Exam Strategies

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

Professionals in Health